Open University Of Tanzania Research Articles

The Mchumi Diagram Presentation in Higher Learning Institutions in Tanzania: Feedback and Insights

The Mchumi Diagram was presented at six higher-learning institutions in Tanzania in 2019, including Sokoine University of Agriculture (SUA), the Open University of Tanzania (OUT), St. Augustine University of Tanzania (SAUT), Tumaini University Dar es Salaam College (TUDARCO), College of Business Education (CBE), and the Institute of Social Work (ISW). The presentations featured public lectures attended by university communities consisting of students, academic staff, and non-academic staff. Following the lectures, feedback sessions were held, during which randomly selected respondents completed evaluation questionnaires. The results indicated that 86.6% of respondents found the Mchumi Diagram to be a valuable tool for entrepreneurship training, particularly in inspiring and instilling entrepreneurial characteristics in the younger generation. Similarly, in 2016, the Mchumi Diagram was presented to primary and secondary schools in Dar Es Salaam, Tanzania, with 96.3% of respondents recognizing its usefulness. Based on these results, the Mchumi Diagram is recommended for training programs designed to impart entrepreneurship skills, particularly in light of the "Double S" factor as characterized by the diagram.

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

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

Adequacy of LIS Curriculum in Response to Global Trends: A Case Study of Tanzanian Universities

Abstract This study examines the adequacy of the library and information science (LIS) curriculum in responding to fast-changing global trends in the library profession developments. The study utilizes a case study design to investigate the University of Dar es Salaam and Open University of Tanzania. The findings of the study reveal the importance of aligning LIS education curriculum with global trends to ensure that graduates have the requisite skills and knowledge to meet the demands of the ever-evolving field. The study highlights digital literacy, emerging technologies, user-centered services, and diversity, equity, and inclusion as critical areas requiring prioritization in the LIS curriculum. The study recommends the development of technical skills, soft skills, emerging technologies, and cultural competencies with practical training opportunities, real-world case studies, and industry partnerships. The study emphasizes the importance of information security and privacy, data management and analysis, collection development and management, marketing and outreach, digital humanities and scholarship, and accessibility and universal design in LIS education.

Civil Servants’ Perception Towards The Open University of Tanzania

The purpose of this study was to investigate the civil servants’ perceptions towards the Open University of Tanzania (OUT). The study employed a qualitative research approach, guided by distance learning theory, self-perception theory and mathematical theory of communication, involving 81 sampled civil servants. A case study research design with interviews and focused group discussion (FGD) were employed in the study. The collected data were analyzed through thematic and discourse analysis. The findings revealed that there is both positive perception and negative perception from civil servants about OUT. The findings also revealed that civil servants had a good understanding of the term OUT although some of them used OUT and ODL interchangeably. It was further revealed that the number of civil servants enrolled in the ODL programmes offered by OUT was notably lower as a result of limited experiences and insufficient details about the OUT programmes and its mode of delivery. The nature, availability, and formats of information about OUT raised concerns among civil servants. The study recommended that OUT as the ODL flag bearer, should continue packaging, showcasing, sharing, and updating information on ODL in the society. This will improve understanding and eventually the participation of the community, particularly the civil servants, in ODL programmes at OUT.

Supervisory Support Services in Enhancing Postgraduate Students Timely Completion of Studies at the Open University of Tanzania

This study investigated supervisory support services in enhancing postgraduate students’ timely completion of studies at the Open University of Tanzania. The study was guided by the Zone of Proximal Development Theory by Levy Vigotsky (1978). Convergent design under a mixed research methods approach was employed. The target population were 989 postgraduate students, 133 research supervisors, 4 Faculty Deans and 1 Directors of postgraduate studies. Stratified random sampling technique, multistage sampling technique and purposive sampling technique were used to select a sample of 242 respodents. Questionnaires, interviews guides and document analysis guide were the data collection instruments used. Instruments were validated by research experts and Cronbach Alpha was used to ensure reliability of Likert scale items of questionnaires. Triangulation and peer debriefing were used to ensure reliability of qualitative instruments. Quantitative data were analysed by using descriptive statistics while qualitative data were analyzed by using thematic analysis. The findings indicated that majority of postgraduate students are not provided sufficient support services necessary for research supervision. The study concluded that insufficient support services given to postgraduate students affects their timely completion of studies. It was recommended that the Open University of Tanzania should ensure that support services necessary for research supervision are made available and accessible to postgraduate students for enhancing their timely completion of studies.

ICT-Based Assistive Technology for Empowering Persons with Visual Impairment

The study employed comprehensive assistive technology (CAT) model to investigate use of ICT-based assistive technology (ICT-Based AT) for empowering persons with visual impairment. The objectives of the study wasto explore the strategies employed by people with visual impairments to learn ICT skills and the impact of using ICT-based AT for VIPs. Twenty-five (25) people with visual impairment graduate from the ICT skills training sessions at the Open University of Tanzania were interviewed using semi-structured interview guide. Findings indicated that ICT-Based AT training strategies for people with visual impairment require developing competences on keyboard and the use of screen reader. Furthermore, the use of ICT-Based AT has a significant positive impact on individuals with visual impairment in terms of enhancing their chances in accessing online learning, sense of empowerment and social inclusion. The present study makes a theoretical contribution to the field by enhancing the existing literature on the activity attributes of the CAT model. The study also calls for the government and stakeholders to enhance the use of ICT-Based AT for empowering persons with disabilities.

Information and Communication Technology in Lifelong Learning: Opportunities for People with Disabilities

People with disabilities are underrepresented in adult education programmes that integrate information and communication technology (ICT), posing a challenge in adopting the pace of change facilitated by technological advancement. The increased use of ICT in facilitating lifelong learning presents challenges for training and retraining people with disabilities in the sense that, they are denied access to ICT. This study employed constructivism and communities of practice theories to investigate innovation in how ICT can be used to create lifelong learning opportunities for people with visual and hearing disabilities. The study involved 30 people with disabilities enrolled in ICT skills training classes at the Open University of Tanzania. Data were collected through interviews. The findings suggest that people with disabilities can learn the use of ICT if involved in collaborative action research. It was also found that enhancing ICT skills training for people with disabilities faced physical, fiscal, and human resources challenges. The study recommends increased funding for ICT skills training for people with disabilities to enhance their participation in lifelong learning.

THE INFLUENCE OF SKILLS ON THE INTENTION TO ADOPT ELECTRONIC LEARNING IN UNIVERSITY INSTITUTIONS IN TANZANIA

eLearning comprises the use of electronic technology to deliver an innovative teaching and learning method that is well-designed, learner-centric, interactive, and provides a supported learning environment to everyone, regardless of location or time. The adoption of eLearning had a varying trend from the point of view of individuals to societies, and even across nations. However, skills had been singled as one of the important components in the adoption, use or continuance of using eLearning systems. This study aimed at examining the influence of Skills on the intention to adopt eLearning in university institutions in Tanzania. The study involved the Open University of Tanzania (OUT) and the Hubert Kairuki Memorial University (HKMU). Furthermore, the study using an electronic web-based survey, quantitative data were collected from a total of 371 respondents, sampled using simple random, purposive, stratified, and proportional sampling techniques. Whereas, academic staff, students, and Information and Communication Technology (ICT) staff were all involved. The study used IBM SPSS Version 22 and SPSS Amos Version 23 with Structual Equation Modeling, to analyze the collected data using Descriptive Statistics, Explolatory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The findings indicated that Skills had positive and statistically significant influence on the intention to adopt eLearning in university institutions in Tanzania. Moreover, further results revealed that Skills accounted for 50 percent toward the intention to adopt eLearning systems. As a result of these findings, the study acclaims that, the Skills variable be added to the Theory of Planned Behaviour (TPB) as one of the independent variables, in explaining adoption, use or continue using eLearning systems, especially, in the context of the developing countries, particularly Tanzania. The study’s results, further recommend additional research in different contexts, examining the influence of skills to the intention to adopt, use or continuing using eLearning systems in which the new TPB model in which skills would be included as one of the independent variables.

Influence of Entrepreneurship Education on Students’ Intention to Self-Employment: A Case of Open University of Tanzania

The purpose of this study was to assess the relevance of entrepreneurial education and students’ entrepreneurial intentions at the Open University of Tanzania (OUT). Despite the fact that entrepreneurship education has been given much attention recently, the question remains as to how it has been of help to students at OUT towards self-employment and business venture creation. The study employed theory of planned behavior by Ajzen and theory of entrepreneurial intent by Shapero and Sokol. A mixed method approach was employed using linear regression and thematic analysis. Self-administered questionnaires were distributed to undergraduate students during face-to-face sessions and during preparation for annual exams in their regional centers. The qualitative data were collected using focus group discussions. Findings revealed a positive relationship between entrepreneurship education and entrepreneurial intentions. The implication is that entrepreneurship education at OUT confirms the need to incorporate entrepreneurship course to all programmes offered at the university and as a suggestion to entire education system in the country.

An Assessment of the Internal Quality Assurance Mechanisms at the Open University of Tanzania

The purpose of this study was to assess the status of Quality Assurance systems at the Open University of Tanzania (OUT) as well as give recommendations for improvement. The study employed the exploratory sequential mixed methods design that had three phases. The study sample comprised of one senior staff from the Quality Assurance directorate and 12 Heads of departments. Data was collected through an interview and a questionnaire. Qualitative data was analysed thematically while quantitative data was analysed descriptively using frequencies and mean. The study established that OUT had put in place an elaborate Quality Assurance (QA) framework with a directorate of QA headed by a director under the office of the Vice Chancellor. The university also had an IQA policy document as well as a QA handbook. The QA directorate had embraced the use of ICT as it employed online tools for monitoring various activities in the institution. The university also carried out a Self-Assessment every five years. However, the IQA at the university was faced by the following challenges: inadequate funding, understaffing of the IQA directorate, negative attitude by university staff towards QA staff, lack of involvement of HoDs in planning QA activities amongst others. The study recommends the following: the university should adequately staff and fund the QA directorate; the QA directorate should develop its activities in a participatory manner; and the QA directorate should increase sensitization of the university community on QA policies and issues.

The Future of Technology-Based Learning at the Open University of Tanzania

Today, digital transformation in higher education reshapes traditional educational systems toward technology-based learning. In the wake of the global pandemic COVID-19, digital transformation has even accelerated at many universities worldwide due to the pressure put on policymakers and university management to adopt educational technology at their institutions to allow education to continue. Using the case of the Open University of Tanzania (OUT), this article discusses critical factors needed for the successful implementation of technology-based learning and other technological innovations like adaptive learning, for example, in higher education in an African context. We applied a Delphi design, a rigorous research method used for structuring a group communication process to allow a group of experts, as a whole, to deal with a complex problem effectively. In total, 24 experts (e.g., instructors, staff, and students) from different regional OUT centres participated in the Delphi study. The paper presents the results of the first round of the Delphi study on the challenges of technology-based learning identified at OUT providing the first insights into the perceived role, probability, and estimated realisation time of adaptive learning at OUT in the future. We argue that not only technological challenges linked to the internet, network, or technological equipment affect the adoption of technology-based learning in higher education, but also that pedagogical, organisational, and global challenges are indispensable for the successful transformation of higher education.

Perceived Level of Knowledge and Skills On the Use of E-Learning Among Lecturers and Students at the Open University of Tanzania

This study examined the level of knowledge and skills on the use of e-learning among lecturers and student at the Open University of Tanzania. The study was guided by one research question and one hypothesis. The study was also guided by Dynamic Skills Theory developed by Fischer in 1980. The study employed convergent design under mixed research approach. The target population involves 2616 students, 303 lecturers, 50 instructional designers, 01 Director of Quality Assurance, and 01 Director of Examination Syndicate. The sample of this study included 262 students, 30 lecturers, 01 director of quality assurance, 01 director of examination syndicate, 05 instructional designers. Stratified, simple random, and purposeful sampling techniques were used to determine the study sample that consisted of 299 respondents. Research instruments included questionnaires, interview guides, and document analysis schedule. For quantitative data analysis the researcher used both descriptive and inferential statistics. For qualitative data analysis the researcher used thematic analysis for analyzing qualitative data. Data for both quantitative and qualitative are presented using tables, charts, figures, narrations, themes, categories and direct quotations were used to present the study findings. The findings indicated that a moderate majority of lecturers and majority of students perceived had lack knowledge and skills on the use of e-learning. The average mean score for lecturers and students was 2.97 and 2.25 respectively. This indicated that there was disagreement on the perceived level of knowledge and skills on the use of e-learning among lectures and students. Moreover, the findings indicated that there is no significant difference mean score between arts students and science students on the perceived level of knowledge and skills on the e-learning at the Open University of Tanzania. The study concluded that both lecturers and students had perceived inadequate knowledge and skills on the use of e-learning. The study recommends, that The Open Universities of Tanzania with collaboration of Institute of Education Management and Technology should provide training for both lecturers and students on issues regarding utilization of e-learning.

THE INFLUENCE OF BEHAVIOURAL INTENTION ON THE ADOPTION OF ELECTRONIC LEARNING IN UNIVERSITY INSTITUTIONS IN TANZANIA

eLearning systems have been used a lot, especially in universities, as a way to improve teaching and learning, especially because they make teaching and learning easier and more flexible. However, different countries, regions, cultures, and societies have adopted them at different rates. This study aimed at examining the influence of behavioural intention on the adoption of eLearning in university institutions in Tanzania, in which the Open University of Tanzania and the Hubert Kairuki Memorial University were involved, the Theory of Planned Behaviour was utilized in the study. The study employed an electronic web-based survey to obtain data from 371 respondents using simple random, purposive, stratified, and proportional sampling techniques. Academics, students, and ICT staff participated. Using IBM SPSS Version 22 and Amos Version 23 with SEM, data were analyzed using both exploratory factor analysis (EFA), and Confirmatory Factor Analysis (CFA). The findings revealed that Behavioural Intention positively influenced eLearning Adoption in university institutions in Tanzania. Since the behavioural intention only accounted for 5% of the eLearning Adoption, the study therefore recommended for additional studies to investigate other factors that influence university institutions toward adoption, use or continuance of using eLearning. Further, this study included only two university institutions, it is therefore, recommended that more universities be included in further research in order to investigate future prospects of universities to adopt, use, or continue using eLearning systems.

Accessibility of Library Resources and Support Services by Distance Learners

The purpose of this paper is to explore the accessibility of library resources and support services by distance learners at the Open University of Tanzania (OUT). The study utilized a survey approach in soliciting information from distance learners. A total of 33 learners from OUT responded to the survey. The study revealed that OUT offered several library services as well as library resources to distance learners. The resources identified as accessible to distance learners were books, journals, internet services, past examination papers, dissertations and theses, research guides, computers, and electronic resources. The study found out that there were challenges that hindered effective use of the library resources and services including high data cost, information overload, inadequate skills to evaluate information sources, password and login frustrations, lack of comprehensive online tutorials from OUT library, lack of information search skills, lack of distance librarian assigned to support remote students, lack of free, full text, lack of instructional resources and lack of university’s account to access digital library resources from home. The study, therefore, put up recommendations to increase resource and service accessibility at OUT library.

An Experiment with a Video Conference Oral Examination during the Peak of COVID-19 in Tanzania

The Open University of Tanzania (OUT) introduced a video conference examination to maintain its activities during the peak of COVID-19 because gatherings were banned in Tanzania to mitigate the spread of the disease. However, the decision was clouded with a great controversy among education stakeholders because the mode was untraditional, and the environment was deemed unsupportive to the mode. Against this backdrop, this study found it interesting to explore stakeholders experience of the examination during and after the assessment; and whether English proficiency influenced the candidates’ performance in the examination. Methodologically, the study analysed stakeholders’ views about the new examination mode in WhatsApp groups and compared results of courses undertaken in Swahili (the control group) and courses undertaken in English (the experimental group). Moreover, the study analysed minutes of a departmental meeting that evaluated the pioneer oral examination. Results show that most candidates had negative attitudes to the examination before, during, and after. In addition, both examiners and examinees experienced challenges such as using the technologies involved in the process, poor internet connection and following procedures because the measures needed to get the examination right were not considered from the outset. Nonetheless, the presupposed low proficiency in English among the candidates did not influence the results of the examinees, likely because examiners did not focus on the candidates’ grammar, style, or accent. Overall, the OUT pioneer video conference demonstrated the feasibility of the video conference examination in developing countries. Thus, this analysis of its strengths, weaknesses, opportunities and threats (SWORT) informs better video conference examinations design in future at OUT and elsewhere.

Adopting the ICT Innovation to Administrative and Activity Procedures in a University

Information Communication Technology (ICT) has made performing administrative tasks more convenient for organisations. This paper discusses the contribution of ICT innovations to administrative effectiveness with respect to the Open University of Tanzania (OUT) and, specifically, their examination process. An analytical study guided by one hypothesis has been applied in this paper to understand the utilisation of ICT at OUT and framed within the timeframe of the COVID-19 pandemic. The hypothesis states that there is no significant difference in the mean response of students, lecturers, and administrators on the effectiveness of ICT in the Online Oral Examination System (OREX) and administrative process of the OUT. The use of both primary data collected through administered questionnaires to the university population and secondary data sourced from existing literature aided in determining the findings. The results revealed that ICT innovations could be effective if well used in university activities and more suitable if adapted in an innovative way for online admission and a perfect fit for online examination system such as OREX, which was developed as a response to the pandemic. The study also inveterate that the students, lecturers and senior administrative Staff (Registry) had very similar responses on the effectiveness of ICT innovation on the administrative process and academics of the OUT. It was recommended, among others, that the university should mobilise resources towards the provision of facilities and training of its ICT personnel for more relevant innovations, particular for online examination processes such as OREX.

Efficacy of Tutoring Modes in enhancing the Development of Study Skills among Students at The Open University of Tanzania

Studying in Open and Distance Learning (ODL) setting is challenging as students tend to encounter a number of challenges, as a result of the nature of the environment in which teaching and learning is set-up. However, literature reveals that provision of healthy tutoring support which enhances the development of study skills tends to address most of the encountered challenges. This is because when students in educational setting, ODL in particular, are adequately equipped with study skills, they become self-directed, independent and autonomous; the aspects which are essential for successful learning in ODL context. This study, therefore, sought to explore the efficacy of tutoring support provided via different tutoring modes, in enhancing the development of essential study skills among students at the Open University of Tanzania. The study employed survey research design to gather data from 270 undergraduate students from eight regional centres through a closed-up questionnaire. Composite and correlation analyses were employed to analyse data. The findings revealed that the available tutoring modes had limited ability to enhance the development of essential study skills among students. This observation came as a result of low mean scores that most of the items rated; indicating students’ disagreement to have been assisted to acquire essential study skills. The study recommended that serious measures need to be realised at OUT, in order to ensure that the available tutoring modes meet their goal by equipping students with essential study skills for successful learning.

Role of Research in Teaching: Analysis of PhD Programs and PhD Graduates at the Open University of Tanzania

Africa still has low numbers of Doctor of Philosophy (PhD) graduates. PhD programmes avail opportunities to doctoral students pursuing research by thesis or course work. Although existing literature is available on postgraduate students but the numbers of PhD graduates is still insufficient. Furthermore, there are limited studies that have conducted research on PhD programmes and PhD graduates. Therefore, the aim of this paper was to explore PhD programmes and PhD graduates at the Open University of Tanzania (OUT). The specific objective was to examine PhD programmes on offer and the output of PhD graduates. This paper uses literature review method as the source of information for PhD programmes and PhD graduands, and adopts the Scholarly Personal Narrative (SPN) approach. Content analysis and descriptive statistics were used to provide findings. The findings of this paper showed that although PhD programmes are offered by OUT, the numbers of PhD graduates are inadequate due to reasons such as management style within departments. The outcome of low PhD graduands ranging between 7 to 14 per graduation ceremony for the period 2016 to 2018 implies low output of PhD graduates meaning that ultimately there is less research in terms of research output and therefore, OUT will continue to have study material dependency on other educational institutions instead of research generated within OUT for purposes of teaching and further research. Future research can explore the relationship between research and challenges for Masters’ students in higher education.

Role of Research on Effective Teaching And Learning in ODL Institutions: The Case Study of The Open University of Tanzania

This study analyzed the role of research on effective teaching and learning in the open and distance learning (ODL) institutions specifically at the Open University of Tanzania. The paper examined the key variables to be considered for ODL research at the Open University of Tanzania. The study reveals that the studies done to assess the role of research at OUT are inadequate and lack coverage in ODL variables and methodology. The study recommends that more studies should be conducted to assess the perception of instructors and students on the ODL mode of teaching and learning at OUT and other higher learning ODL institutions

Measuring E-Learning System Adoption in Universities in Tanzania

The success of e-learning systems in Tanzania relies on various factors that influence its measurement. Examples of the key factors include trust, environmental factors, and the university readiness. However, influence of these factors towards e-learning systems is not clear. Understanding their impacts and significance helps decision makers and stakeholders in making informed decisions on how to handle them. This study modifies the information systems (IS) success model whereby it adopts 12 factors that had been suggested by this author in his previous study conducted in Open University of Tanzania (OUT) in 2017. A sample of 1,005 students from eight universities in Tanzania was collected. A structural equation modelling was used in data analysis. The results shows trust (T) has positive and significant impact on e-learning actual use (EAU) while environmental factors (EF) had positive and significant impacts on e-learning actual use and perceived benefits, and at the same time, university readiness had a positive and significant impact on perceived benefits (PB).