An Investigation into the Challenges Faced by ODL Students in Iringa, Tanzania

Abstract

This study investigated the challenges faced by students pursuing their studies through Open and Distance Learning (ODL)in Iringa, Tanzania. It employed a qualitative research approach guided by a phenomenological research design. The target population comprised the Regional Resident Tutor, the Director of the Open University of Tanzania (OUT), instructors, and ODL students, from the Institute of Adult Education and the Open University of Tanzania, Iringa Branch. The sample consisted of 42 participants: 10 instructors, 30 ODL students, one Regional Resident Tutor, and one Director of OUT. Purposive and simple random sampling techniques were used. Data were collected through interviews and focus group discussions and were analysed thematically. The study identified several challenges, including inadequate study time, poor customer care, financial constraints, family responsibilities, and the remoteness of many learners’ locations due to insufficient ODL centres in the region. Additional challenges included limited employer and managerial support and inadequate infrastructure. The study concluded that instructors should adopt friendly, reliable, and effective approaches to deliver learning materials. Furthermore, the government, through school heads and relevant authorities, should create a supportive environment by allowing teachers to pursue further studies in a timely and flexible manner and by providing both moral and
material support. Basing on the findings and conclusion made, it is also recommended that the government through the Institute of Adult Education increase the number of ODL centres in rural areas to enhance face-to-face and online learning interactions between students and tutors. Additionally, the Higher Education Students’ Loans Board (HESLB) should extend loan opportunities to students enrolled in ODL programmes.