ACCESSIBILITY AND USE OF INTERNET LEARNING ENVIRONMENT (ILE) BY DISTANCE EDUCATION STUDENTS: A CASE STUDY OF THE OPEN UNIVERSITY OF TANZANIA

Abstract

This study aimed at investigating accessibility and use of Internet learning environments (ILE) by distance education students at the Open University of Tanzania. The study was qualitative and largely descriptive and interpretive. It used purposive sampling procedures to draw a total of 84 respondents constituting two ICT administrators, two Directors from two directorates in OUT and 80 OUT students from three Dar es Salaam Regional Centers; Ilala, Kinondoni, and Temeke. The study sought to discuss students’ and staff- perceptions on their competence levels in using internet facilities, availability of internet services, staff training and perceptions of major barriers encountered in using internet services while studying and working at OUT. Data collection methods used for the study included observations, questionnaires, interviews and focus group discussions. Findings of the study revealed the lack of comprehensive computer skills, distance to internet facilities, demographic factors and information processing skills among students and staff to be the significant influence on the use of ILE. Gender was also found to have some influence on accessibility and use of ILE.; while distance ranked fourth. Age and income were found to have no significant influence on accessibility and use of ILE. On the basis of the findings the researchers proposed the following recommendations: (1)There should be provision of further training for students in computer use and information processing skills, (2) ICT experts at the University should be qualitatively and quantitatively trained in order to,(3) provision of adequate user friendly facilities and services to align with students' needs, (4) further studies need to be conducted to assess use of various internet services for students’ learning through the distance mode of education provision;(5) ascertain faculty acceptance of internet integrated teaching, (6) conduct a more detailed and elaborate investigation on accessibility as well as use of internet learning environments for different courses at OUT and other institutions where the Internet is used for provision of education, (7) Develop policies that enhance OUT’s collaboration with other universities in East Africa and across the world (8) expand the volume of internet bandwidth so as to lower costs of internet services and increase the speed of internet services and (9) introduce compulsory computer courses from primary schools and (10) introduce modalities for OUT students to own personal Internet equipment.