Contextual Challenges and Adaptive Strategies of ODL Learners at the Institute of Adult Education, Tanzania

Abstract

In recent years, Open and Distance Learning (ODL) has emerged as a popular alternative mode of learning in higher learning institutions. Learners prefer the mode due to its flexible nature, which allows them to study while attending to their other socio-economic responsibilities. Its nature, however, leads to unique challenges that require learners to engage in various strategies to cope with the learning mode in their contexts. This study explores the experience of third-year
learners pursuing a Bachelor’s Degree in Adult Education and Community Development through ODL at the Institute of Adult Education (IAE) in Tanzania.
It investigates the contextual challenges learners face and the strategies they employ to cope with them. A mixed research approach was adopted using a questionnaire and interview methods to collect data from 36 learners. The study found several challenges,  including financial constraints, limited time for classroom facilitation, insufficient study time, family responsibilities,
inaccessibility to the IAE online library, and difficulties in attending face-to-face sessions. To cope with the emerging challenges, learners adopted various contextual strategies, including borrowing money for face-to-face sessions, using group discussions during these sessions, hiring tuition facilitators, conducting
online group discussions, utilising Google resources, and departing home early in the morning to avoid heavy traffic on their way to the IAE face-to-face centre. The
study suggests enhancing institutional support, improving digital literacy, and establishing upcountry face-to-face centres to foster a more flexible learning
environment.