Instructors’ Conceptions of the Efficacy and Motives for Online Instruction in Open and Distance Learning Mode

Abstract

This paper employs the Community of Inquiry Theoretical Framework to examine the instructors’ conceptions of training efficacy and motives for online instruction in open and distance learning mode at the Open University of Tanzania (OUT). Using a hermeneutic phenomenology research design, data were collected from 25 instructors at the Open University of Tanzania through in-depth interviews, which were corroborated with questionnaires. Findings from the study indicated that, generally, continuous professional development significantly impacts how instructors teach in the online environment. Although most participants rated training as an effective strategy for online instruction, the programmes lacked regularity and fell short of more relevant training programmes. More specifically, findings indicated that the training package missed some essential contents required by instructors. A wide range of motives for conducting online training is elaborated. This paper recommends that institutions invest in relevant regular training programs for online instructors and ensure comprehensive training packages. Keywords: distance learning, online instruction, online learning, open and distance learning, open learning