Post on 18-Jul-2020
FACTORS INFLUENCING THE USE OF ICT IN DELIVERING ODL
PROGRAMMES IN TANZANIA A CASE OF MTWARA AND LINDI
REGIONAL CENTRES
SAIDA MUSUBHE KINYAGA
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF DISTANCE
EDUCATION OF THE OPEN UNIVERSITY OF TANZANIA
2016
CERTIFICATION
The Undersigned certifies that he has read and hereby recommends for acceptance by
the Open University of Tanzania a Dissertation entitled: “Factors Influencing the
use Of ICT in Delivering ODL Programmes in Tanzania A Case of Mtwara and
Lindi Regional Centres” in partial fulfillment of the requirements for the degree of
Master of Distance Education (ODL) of the Open University of Tanzania.
Dr. Chilumba, Jarome J.
(Supervisor)
________________________
Date
ii
COPYRIGHT
No part of this dissertation may be reproduced, stored in any retrieval system, or
transmitted in any form by any means, electronic, mechanical, photocopying,
recording or otherwise without prior written permission of the author or the Open
University of Tanzania.
iii
DECLARATION
I Saida Musubhe Kinyaga, do hereby declare that this dissertation is my own
original work and that it has not been presented and will not be presented to any
other University of a similar or any other degree award.
……………………………………….
Signature
……………………………………..
Date
iv
DEDICATION
This study is dedicated to my beloved father Mr. Said K. Nyasiro for his moral and
financial support, which had made me to accomplish my studies.
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ACKNOWLEDGEMENT
It’s my pleasure to thank those who made this work successful in one way or
another. First and foremost, I would like to thank God for his will, protection and
guidance for me to fulfill this study.
I am so indebted to my supervisor Dr. Jerome J. Chilumba for his valuable guidance
and constructive criticism as well as tireless efforts in giving good advice and
recommendations throughout this study. I thank him so much and appreciate his
wisdom and support for making my work successful.
Special thanks should go to my parents Mr. and Mrs. Said K Nyasiro, my brother
Nyasiro K. Nyasiro for their assistance and encouragements that enabled me to
accomplish this study. In a special way I would like to express my sincere gratitude’s
to my children Hassan and Fatuma for missing my love and car on moment I left
them alone, searching for materials and assistance.
Last, I would like to thank the administration of OUT regional centre of Mtwara and
Lindi, lectures and students at large for their cooperation, which has enabled me to
dare to conduct this research successfully. Despite the assistance that I got, I admit
that whatever weakness that might be found in this dissertation are solely mine.
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ABSTRACT
The purpose of the study was to explore factors influencing the use of ICT in
delivering ODL programmes in Mtwara and Lindi regional centre. Specifically; the
study focused in identifying factors influencing use of ICT at Mtwara and Lindi
regional centres; to assess challenges affecting the use ICT in provision of ODL at
Mtwara and Lindi regional centres and to identify strategies which OUT could use
for implementation of ICT through ODL. The study adopted qualitative research
design. The study had sample of 154 participants. Students were 150, lectures 2 and
directors 2. The study revealed that OUT students were not given satisfactory
training on using ICT prior joining their courses; they lacked basic skills and
knowledge in using ICT; and students were given assistance; students could not
afford to buy computers or laptops on their own; the government financed ICT
activities at regional centres.; OUT ICT policy guided and facilitated ICT activities at
regional centres; there was no problem of electricity and internet connectivity in
OUT regional centres; there was ICT lab at Mtwara regional centre while at Lindi
there were no such facilities; and ICT services provided at OUT satisfied needs of
students. The study recommends the followings; the government should establish
initiatives toward full ICT integration to curriculum and ICT integration in the whole
system of education. That could help learners to have sufficient knowledge on ICT
before joining ODL programmes; OUT should continuously establish necessary
infrastructure for ICT at regional centres so as to provide students with better access
to ICT facilities; OUT management should initiate a program for registered students
that would help them to purchase computers at low prices; and OUT should find a
better way to train ODL students on how to use computer and internet.
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TABLE OF CONTENTS
CERTIFICATION ii
COPYRIGHT iii
DECLARATION iv
DEDICATION v
ACKNOWLEDGEMENT vi
ABSTRACT vii
TABLE xii
LIST OF FIGURES xiii
LIST OF APPENDICES xiv
LIST OF ABBREVIATIONS xv
CHAPTER ONE 1
INTRODUCTION 1
1.1 Introduction 1
1.2 Background to the Problem 1
1.3 Statement of the Problem 4
1.4 Purpose and Objectives of the Study 5
1.4.1 Specific Objectives 5
1.5 Research Questions 5
1.6 Research Tasks 6
1.7 Significance of the Study 6
1.8 Definition of Key Terms 6
1.8.1 Information and Communications 6
1.8.2 Open and Distance Learning 7
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1.9 Delimitation of the Study 7
1.10 Limitations of the Study 7
CHAPTER TWO 8
LITERATURE REVIEW 8
2.1 Introduction 8
2.2 Theoretical Literature Review 8
2.3 Empirical Review 9
2.3.1 Institutional Factors 9
2.3.1.1 Lectures and Students Access to ICT 9
2.3.1.2 Lectures` Knowledge and Skills on ICT 10
3.2.1.3 Student`s Knowledge and Skills on ICT 11
3.2.1.4 ICT Support Services 12
2.3.2 Community Related Factors 13
2.3.2.1 ICT-policy at OUT 13
3.3.2.2 Funding and Costing of ICT 14
3.3.2.3 Attitude Towards ICT 15
2.3.3 Physical Facilities Related Factors 16
2.3.3.1 ICT Infrastructure 16
2.3.3.2 Power Supply and Internet Connectivity 18
2.4 Conceptual Framework 20
2.5 Research Gap 21
CHAPTER THREE 23
RESEARCH METHODOLOGY 23
3.1 Introduction 23
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3.2 Research Methodology 23
3.3 Research Design 23
3.4 Location of Study 24
3.5 The Population 24
3.6 Sample and Sampling Procedures 24
3.7 Data Collection Instruments 26
3.7.2 Interviews 27
3.7.3 Documentary Review 27
3.8 Data Analysis 27
3.9 Ethical Consideration 27
3.10 Validity and Reliability 28
CHAPTER FOUR 30
RESEARCH FINDINGS 30
4.1 Introduction 30
4.2 Institutional Factors 30
4.3 Community Related Factors 35
4.4 Physical Facilities Related Factors 39
CHAPTER FIVE 44
DISCUSSION OF THE FINDINGS 44
SUMMARY, CONCLUSION AND RECOMMENDATIONS 59
5.1 Introduction 44
5.2 Institutional Related Factors 44
5.2.1 Students Access to Computers and Internet at OUT Regional Centre 44
5.2.2 Students have Knowledge and Skills in using ICT 45
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5.2.3 Students Receive Satisfactory Training in using ICT 46
5.2.4 Students Assistance on using ICT at Regional Centre 47
5.3 Community Related Factors 49
5.3.1 Student Attitudes towards using ICT in Learning 49
5.3.2 Financing of ICT Infrastructures at OUT Regional Centres 50
5.3.3 Student Ability to Buy Computers on their Own 51
5.3.4 The University ICT Policy Guide ICT Activities at OUT
Regional Centres 52
5.4 Physical Facilities Related Factors 53
5.4.1 Unstable Electricity at OUT Regional Centres 53
5.4.2 Poor Internet Connectivity at OUT Centre 54
5.4.3 ICT Infrastructures at OUT Regional Centre 55
5.4.4 ICT Services Provided at Regional Centres Satisfy the Need of Learners 56
CHAPTER SIX 59
6.1 Introduction 59
6.2 Summary of the Study 59
6.3 Conclusion 60
6.4 Recommendations 60
6.4.1 Recommendation for Further Research 61
REFERENCES 62
APPENDICES 73
TABLE
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Table 3.1: Sample Size of the Study...........................................................................26
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LIST OF FIGURES
Figure 2.1: Factors Considered to Influence use of ICT in in Delivering
ODL Programmes..................................................................................20
Figure 4.1: Responses on Student’s Access to Computer and Internet at
Lindi and Mtwara OUT Regional Centres............................................30
Figure 4.2: Students’ Knowledge and Skills in ICT................................................31
Figure 4.3: Student`s Training in using ICT............................................................32
Figure 4.4: Student`s Assistance in using ICT at the Centre...................................33
Figure 4.5: Attitudes of Students towards using ICT in Learning...........................35
Figure 4.6: Financing of ICT Infrastructure at Regional Centre is Done
by the Government................................................................................36
Figure 4.7: Student’s Ability to Purchase Laptops or Computers on their Own.....37
Figure 4.8: ICT Policy Guide ICT Activities at OUT Regional Centres.................38
Figure 4.9: Availability of Stable Electricity at OUT Regional Centres.................39
Figure 4.10: Availability of Internet Connectivity in OUT Regional Centres...........40
Figure 4.11: Availability of ICT Infrastructure in OUTregional Centres..................41
Figure 4.12: ICT Services Provided at OUT Regional Centres Satisfy
the Need of Learners.............................................................................43
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LIST OF APPENDICES
Appendix 1: Questionnaire Guide for OUT Lectures and Students in Mtwara
and Lindi Regional Centre.....................................................................73
Appendix 2: Interview guide for Directors from Mtwara and Lindi Regional
Centres...................................................................................................76
Appendix 3: The ICT Laboratory in Mtwara Regional Centre.................................77
Appendix 4: Research Permit from Mtwara Regional Centre..................................78
Appendix 5: Research Permit from Lindi Regional Centre......................................79
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LIST OF ABBREVIATIONS
ADAE Association for the Development of Education
ELMS e-learning Management System
ICT Information and Communication Technologies
ISP Internet Services Provider
LAN Local Area Network
MS Microsoft ware
ODL Open and Distance Leaning
OUT Open University of Tanzania
SPSS Statistical Packages for Social Sciences
TTCL Tanzania Telecommunication Network
VOIP Voice over Internet Protocol
VPN Vital Private Network
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1
CHAPTER ONE
INTRODUCTION
1.1 Introduction
This chapter presents the background to the problem, statement of the problem,
purpose and objective of the study, research questions and research tasks,
significance of the study, conceptual framework, and definition of key terms,
delimitation and limitation of the study.
1.2 Background to the Problem
Open and distance learning (ODL) was becoming significant all around the world
including Tanzania. ODL was taken as an alternative way to meet unmet demand for
education at all levels, indeed for higher education. The use of Information and
Communication Technologies (ICT) in distance education had potential in
addressing most challenges that distance learners encountered in their learning which
sometimes were so pressing to the extent that some distance learners opted to
withdraw from studies and others delayed to graduate (Carr, 2000; Galusha, 1997).
According to Hoven (2000) ICT had great potential in supplementing course delivery
in higher education; ICT could therefore be used to improve teaching and learning
process. ICTs had the potential for increasing access to and improving the relevance
and quality of education. It, thus, represented a potentially equalizing strategy for
developing countries. Moore and Tait, (2002) emphasized that, “…ICT created
wealth of information that was never possible in the classical model.” Moore & Trait
(op.cit) added that technology facilitated interaction between students and instructors
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and also helped instructors to be creative and able to develop very interesting course
materials through electronic courseware development.
Nyandara (2012) stated that with the expanding growth of ICT in ODL and its
perceived benefit in delivering ODL programmes forced ODL institutions to
increasingly adopting information and communication technologies in their course
delivery. ICT had also posed challenges to a greater or lesser extent despite
institution’s efforts to integrate technology in the delivery of distance education that
meant distance learners continued to experience some difficulties in learning.
Association for the development of education in Africa (ADEA) 2012 conducted a
study on “Using ODL and ICT to Develop Skills of Difficult to Reach” the findings
of the study were, inadequate ICT infrastructure across rural Africa and the
unavailability of dedicated national ODL policies negatively affected teaching and
learning using ODL mode. Poor rural communities in Africa did not had the
necessary awareness, skills or facilities to enable themselves develop in using ICTs.
The deployment of open and distance learning in rural Africa was still heavily
dependent on printed media. This was due to the digital divide that existed between
rural and urban areas despite efforts by African governments to embrace ICTs, for
example by developing ICT national policies and ensuring that ICTs were taken on
board in their national development plans as a cross-cutting issue. The study also
revealed inadequate ICT infrastructure across rural Africa and unavailability of
dedicated national ODL policies, negatively affected teaching and learning using by
ODL mode. The study recommended that with the ICT support in distance education,
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learning strategies should be properly devised in order to make learning an
enjoyable, social experience with appropriate collaboration with tutors and peers.
A study titled “The Extent to which Open and Distance Learning Students Utilize
Information and Communication Technology in their Assignments and Research
Projects”, was conducted in Zimbabwe by Mafa and Mpofu (2013). The study used
qualitative design methods. The findings of the study revealed problems associated
with use of ICT, lack of ICT skills; internet connectivity challenges; limited number
of computers at university level and high cost of acquiring personal computers and
laptops. The study made the following recommendations there was need to equip
ODL students with ICT skills through hands-on training; increase the number of
computers in the university’s library and computer laboratories and the country’s
adoption of an affirmative action where registered college and university students
could be allowed to buy laptops at subsidized prices.
A researcher called Nihuka, (2008) conducted a study in Tanzania under the title
“The Feasibility of E-learning Integration in Course Delivery at the Open University
of Tanzania”. The study used both qualitative and quantitative methods to collect and
analyses data. The study found that the university had in place some institutional
structures for integration ICT which included ICT policy, ICT organization and
support structures. The university had ICT organization and support structures
although it was not fully staffed. The study also found that instructors and students
had basic ICT application knowledge and skills. However they considered slow
network availability of access points and unsuitable computers as important
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constrain. The study recommended review of the current ICT policy to incorporate
realistic vision and provision of effective in-service professional developments
instructors on e-learning course design, delivery and facilitation of students learning.
The studies noted so far provide retrogressive hints as regards to challenges affecting
the use of ICT in delivering ODL programmes. That being the case there was need to
explore further current factors that influenced the use of ICT in delivering ODL
programmes at the Open University of Tanzania.
1.3 Statement of the Problem
It was appalling that despite effort by the Open University of Tanzania to establish
Information Communication Technology in the preparation for instituting Open
Distance Learning (ODL) seems there was a fundamental problem, which had
incapacitated its development. Report showed that ODL institutions lacked funding,
equipment, and administrative and faculty support, as some of the impending factors
towards the adoption of technology. This situation had reduced access to ICT
instructional materials at the Open University of Tanzania and indeed in the
peripheral regional centres like Mtwara and Lindi. This study explores factors
influencing the use of ICTs in delivering ODL programmes at the Open University of
Tanzania and specifically at Mtwara and Lindi regional centres. The issue which
was not yet established was the extent to which ICT use at OUT as a device of
instruction was capable of simplifying open and distance learning? Had the Open
University of Tanzania established strategies to ensure that ODL was promoted
through ICT? Such questions and others had prompted the researcher of this study to
embark on exploring further factors influencing the use of ICT in delivering ODL
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programmes at the Open University of Tanzania with the focus at Mtwara and Lindi
regional centres.
1.4 Purpose and Objectives of the Study
The purpose this study was to explore factors influencing the use ICT in delivering
ODL Programmes in Mtwara and Lindi Regional centre.
1.4.1 Specific Objectives
(i) To identify factors influencing the use of ICT at Mtwara and Lindi regional
centre.
(ii) To examine the challenges affecting the use ICT in provision of ODL at
Mtwara and Lindi regional centres.
(iii) To identify strategies which OUT could use for implementation of ODL
through ICT.
1.5 Research Questions
The study was guided by the following research questions:
(i) What were the factors influencing effective use of ICT at Mtwara and Lindi
regional centres?
(ii) What were the challenges affecting the use of ICT in ODL at Mtwara and Lindi
regional centres?
(iii) What were the strategies OUT could use in promoting ODL through ICT?
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1.6 Research Tasks
(i) Identifying factors, which influenced effective use of ICT at Mtwara and Lindi
regional centres.
(ii) Examining the challenges, which affected the use ICT in promoting ODL at
Mtwara and Lindi regional centres.
(iii) Identifying the strategies, which could be used by OUT in promoting ODL
through ICT.
1.7 Significance of the Study
The findings from the study would provide insight to ODL institutions, governments
and other stakeholders to review and update ICT policy for easy delivery in high
learning institution. The study would provide baseline information to future
researchers on challenges associated with ICT integration in delivering ODL
programmes.
In addition, institutions dealing with distance education such as The Open University
of Tanzania (OUT) and Institute of Adult Education (IAE) would benefit from the
findings thereby facilitate necessary adjustments in order to attain the desired
objectives of successful learning through ICT? Moreover, the study would contribute
to the existing body of knowledge.
1.8 Definition of Key Terms
1.8.1 Information and Communications (ICTs)
ICTs in this study means a devices used by OUT to deliver ODL to its students.
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1.8.2 Open and Distance Learning (ODL)
ODL in this study means a method of instruction adopted in teaching students at the
Open University of Tanzania.
1.9 Delimitation of the Study
The study was conducted at the Open University of Tanzania with a focus at Mtwara
and Lindi regional centres. The area was selected because at Mtwara regional centre
there were modern ICT laboratories with 31 computers, which were used by both
students from Lindi and Mtwara. The computer laboratories were used to facilitate
teaching and learning process and expand trainings through distance learning.
1.10 Limitations of the Study
The primary data were collected during the university examination period that
created some interruptions to participants in the study. Hence, it became somehow
difficult because some students refused to be questioned because they were tired
while others were busy preparing for their exams. Despite those difficulties, the
researcher succeeded to conduct the study in Lindi and Mtwara regional centres.
Lastly, some students hesitated to respond to some questions worrying that may be
their responses could be reported. However, the researcher informed them that their
responses were confidential and would not be exposed to any other.
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CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter presents theoretical and empirical reviews.
2.2 Theoretical Literature Review
This section draws knowledge on the Theory of Planned Behavior. (TPB), the theory
was initially designed by Ajzen and Fishbein (1980) who attempted to define
peoples’ intentions to engage in a number of activities. Ajzen (1991) had explained
that behavioral intention to perform activities was influenced by three determinants
attitudes, subjective norms and perceived behavioral control.
On the other hand, attitude was a belief about likely consequences of the behavior
(behavioral beliefs). While Subjective norm was about individual’s perceived
expectation to perform a behavior in question. Perceived behavioral control was a
belief about the presence of factors, which could further or hinder performance of the
behavior (control beliefs). In studying the use of ICT in distance learning in the
current study, the influence of using ICT in distance higher learning was determined
by attitude of users/communities, subjective norm (social pressures) and perceived
behavior control (facilitating condition such as computer facilities, network,
electricity, policy etc.).
The use of a theory of planned behavior in studying adoption of ICT in higher
learning institution had been observed in a number of empirical studies (Abedalaziz,
9
2013; Khasawneh and Ibrahim 2010). Notably examples of Tagoe and Abakah
(2010) used a theory of planned behavior to determinine distance education students’
readiness for mobile learning at the University of Ghana. Findings indicated that
student attitudes, subjective norm (social pressure) and behavioral control
(facilitating conditions) influenced students’ intention to adopt e-learning.
On the other hand Mtebe and Raisamo (2014) had a study, which investigated
students’ behavioral intention to adopt and use mobile learning in higher education in
East Africa. Social influence, and facilitating conditions had significant positive
effects on students’ mobile learning acceptance. Given that justification in the
current study a theory of planned behavior was thought to provide a basis on the
influence of community, institutional and physical facilities on promoting delivering
of ICT to Open University of Tanzania students through ODL.
2.3 Empirical Review
2.3.1 Institutional Factors
2.3.1.1 Lectures and Students Access to ICT
Availability of technology and access by lecturers and students was important factor
in ODL institutions. It was argued by Fisser (2001) that for successful ICT
implementation in higher education, ODL institutions must ensure that appropriate
technologies were available for lectures and students and there should be enough
facilities and sufficient access to these facilities.
Access to technology was also reported as another factor that influenced instructors’
use of ICT in ODL institutions. It was found that in all aspects of technologies and
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facilities which included infrastructure, hardware, software, and a system of
administration all these had an influence of the proper use of ICT for teaching and
learning. Moreover availability of few access points, slow network communication
and lack of software application hindered instructors to access information and
communication network effectively. Instructors at OUT seem to be more affected by
limited access to technological infrastructure, insufficiency pedagogy skills to use
technology, shortage of technical and education technologist staff, and slow internet
connectivity.
Last but not least access to technology, according to the study titled ``Student Access
to and Skills in Using Technology in an Open and Distance Learning Context``,
conducted by Liebenberg et al (2012) at the University of South Africa (Unisa) the
results showed that lack of access to personal computer 25 percent and affordability
22 percent were the two main reasons why students did not have internet access,
followed by not being able to afford as well as travel costs to a facility with a
connection of 11percent. Clearly, from the results for both online and paper-based
students, lack of personal computers and affordability were the main obstacles to
internet access. Therefore continued interventions and support were required to
decrease inequalities and optimize student access to and effective utilization of ICTs.
2.3.1.2 Lectures` Knowledge and Skills on ICT
Lecturers` knowledge and skills on ICT affected use of ICT in Open and Distance
Learning. Hoven (2010) reported that the use of ICT for teaching and learning in
education was relatively low and focused on a narrow range of application, with
word processing being predominant in use, and video/network conferencing and
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internet and e-learning being rarely used. Computers were prominently used as tools
and not as a medium of instruction. There were significant uses of computers for
work related to process learning results, provision of courseware and practice
materials and to some extent for examinations. Seldom computers were used for
delivery of education to students through e-learning and for distance counselling and
students support.
Ease use of a particular technology facilitated by instructors and students was
another factor. The introduction of technology had to fit into user’s knowledge and
skills otherwise an appropriate training could be necessary for effective use of
technology. Participants with poor computer skills perceived the use technologies as
difficult compared to those with comparatively good computer skills
(siritongthaworm et al 2006). Therefore a key factor in promoting positive beliefs on
the use of ICT among instructors was regarded as a role of technologies in education.
That could lead to successful implementation of Open and Distance Learning in an
institution like the OUT.
3.2.1.3 Student`s Knowledge and Skills on ICT
The first factor was related to student’s background knowledge and skills on
technology. According to Kirkwood (2007) students need to have at least appropriate
knowledge and skills regarded frequent use of general software for preparation of
assignments. Students needed to be introduced to specific skills required for e-
learning. Nihuka (op.cit) states that students’ knowledge on computer and internet
was low compared to that of instructors. Students who participated online (majority
African) had better levels of proficiency than students who completed paper-based
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survey (majority African). Despite increased use of ICTs in education and for
entertainment purposes, many university students still lacked ICT literacy needed for
the completion of university assignments (Seymour & Fourie, 2004).
It was clear that access alone did not lead to effective usage, and a focus on
enhancing student ICT proficiency remained a key objective in the ODL
environment. Concerns remain that the use of ICTs in education would widen
existing divisions along economic, social, cultural, and geographic lines. The
introduction of ICTs in education, when done without careful deliberation, could
result in further marginalization of those who were already underserved and/or
disadvantaged (Brown & Czerniewicz, 2010).
3.2.1.4 ICT Support Services
Effective provision of ICT in delivering ODL programmes required keen
consideration and provision of support to instructors and students. Instructors
required different kind of support including pedagogical support and technical
support and the support from managements. Because Students as main beneficially
of ICT required technical support on using technology so as to make learning easy.
Students support was equally a critical factor for effective use of ICT in delivering
ODL programmes. Dazkiria (2004) identified several areas that students required
support during e- learning courses; which included learners support need, academic
advices about e- learning strategies, faculty and technical assistance. Thus regarding
learning support needed it was important that course instructors or institutions in that
matter identifies students’ needs and address them accordingly.
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Literature reveled that students encounter different barriers during learning, which
included feeling of being disconnected from instructors and institutions, experience
loneliness, isolation, dissatisfaction with learning. It was confirmed by Dzikiria
(2004) that there was lack of learning support services to some of the students in
terms of academic advisor, faculty, and technical assistance which formed barriers to
learning through modern ICT and in the long run affected their motivation. That
implied that students lacked adequate support during learning a situation, which
made most liable to delay their completion of programmes. Having technical
assistance resources in place and maintenance was a key to any successful distance
education program (Cho & Berge, 2002).
2.3.2 Community Related Factors
2.3.2.1 ICT-policy at OUT
When the Open University of Tanzania started in 1994 less that 5 percent of staff
used computers and those were mostly secretaries. Teaching and learning was carried
out using old pedagogy with minimum interaction and participation. There were few
computer courses and programmes offered to students. That was due to lack of
adequate facilities in the area of ICT. In order to indicate commitments of the
management about ICT use in education within the institution and potential of ICT to
allow easy and modernized communication and bring flexibility in distance
education forced OUT to adopt and formulate new ICT policy in 2009 to replace the
one which was operational in 2004/2005. The new policy covered the period 2009/10
to 2013/14. To ensure the implementation of ICT policy, OUT formulated the e-
learning implementation strategy with the objective of promoting the use of e-
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learning environment design e-learning environment, develop e-learning
environment and implement e-learning. Sife et al (op.cit) stated that many higher
learning institutions in Tanzania had embraced technology process without clear
plans. They suggested that institutional ICT policy and strategic plan needed to be
defined so as to provide a framework for developments and implementation of
specific e-learning projects. Vision was needed to change the culture of learning and
teaching, to overcome anxieties and to obtain participation of others. In emphasizing
the idea of shared vision and broad participation regarding ICT integration and use in
institution, Farrel (1999) argued that effective incorporation of technologies required
a commitments by all parties in an institution including encouraging and supporting
initiative of faculty members by ensuring that ICT application in delivering ODL
programmes was linked to educational planning. Policy document covered various
policies that were to be enforced in an institution where student learning and support
services were made available in open distance learning system. The policies should
broadly be categorized to operational policies, behavioral policies, resource access
(system, service and network) control policies, security policies and organizational
policies. The policy document was dynamically changed based on need and deed.
The policy document helped to setup ICT infrastructure properly and had access
control.
3.3.2.2 Funding and Costing of ICT
Another community factor was funding and cost associated with ICT integration .It
was also advised that the cost and funding for ICT must be carefully planned. (Aguti
& Fraser 2006) noted that ideally the issue of cost effective technologies and its
15
conceived impact on learning was needed to be considered seriously when deciding
to integrate ICT in education. According to (Aguti & Fraser op.ct) the possible
source of funding could be fees, governments, donor agents and communities. In
terms of what technology items was to spend money on, Wright (2000) identified
obvious initial costs of hardware and software and less obvious cost of running
hardware, upgrading of software, telecommunication, developments maintenances of
electronic curricular, delivery system, technical support and staff training and
development. However most costs were related to the expenses at start.
Despite the fact that information and communication technologies had been used to
expand the provision of ODL throughout the world, it had noted that many African
countries and their educational systems lacked adequate information and
communication infrastructure. Although education institutions in Africa including
OUT had started without adequate funding and their rapid growth and expansion
outstrip the available resources, had unable to maintain both the quantity and quality
of their services as well as efficiency of their operations. To address the problem of
limited financial resources in the context of developing countries it was advised to by
Sife at all (op.cit) to do the following; adopt freeware and open sources software for
teaching and learning activities, continuously press more fund from the government
and diversify sources of fund to a wide financial base.
3.3.2.3 Attitude Towards ICT
The attitude administrators held towards ICT use in ODL would directly affect the
attitude of faculty and filter down to students. It was also important to recognize that
16
having the right attitude alone would not assure the effective implementation of ODL
programme. It was important that issues of harmonizing the structures, strategy, and
culture of an organization be high in the agenda. Teachers on the other hand were
positive and reported their willingness to familiarize themselves with the specifics of
ODL. Attitudes towards computer were correlated with the level of usage even
though they did not express such positive attitudes.
Positive attitudes, improved training and facilities, increased institutional support,
positive feedback from student, positive evaluation by trainers and enjoyment of the
flexible hours had a role to plan in promoting ODL. Reasons for negative attitudes
were: poor performance of technology, negative student feedback, large classes, and
negative experiences of other faculty and lack of departmental interest.
2.3.3 Physical Facilities Related Factors
2.3.3.1 ICT Infrastructure
The infrastructure comprised hardware or equipment, software applications and
services associated with ICTs, including the network infrastructure, computing
infrastructure, systems and application software, Internet Service Provider (ISP),
bandwidth, policy framework and the security infrastructure as Murali (2009) rightly
described. The institution, which provided education in open distance learning mode
required a structured network at all its operational nodes and interconnected to each
other through a dedicated network so that all student services could be accessed
easily by all operational nodes, students and other public. Infrastructural facility was
central in achieving the goal of enabling, sustainable and affordable access to ICT
(Anderson, 2007). The availability and use of infrastructural facility was however
17
hampered by poor power supply, lack of network infrastructure in particular; high
cost of ICT, skills level and lack of enabling policy environment.
ICT infrastructure at OUT was rapidly expanding, regional centers had computer
labs connected to internets (Mbwette 2011). The effect was evident, through internet
accessibility, possibility for online applications, and retrieval of examination results,
library access and many of other achievements.
The projects had enhanced communication across OUT community through emails
and Voice over Internet Protocol (VOIP), which partly added to OUT efficiency on
one hand as well as cost cutting on the other, especially as VOIP was increasing
replacing the landline telephones usage.
Expansion of computer labs at headquarters and across regional centre’s was an
instrumental for ICT training across the county and promoted active presence and
visibility of OUT country wide (i.e. in Manyara regional, all public servants at
regional level had been given support for ICT training at Manyara OUT laboratory)
whereas LAN installments at regional centers had ensured a continued internet
connection at the regional centers and learning opportunity for students, staff and the
general public. This support was essential for support on system for application,
registration, and admission procedures that were done in regions across the county.
Professional training of ICT on efficient/effective use of the system in addition to
expansion of ICT specialists at regional centre levels was an element of
sustainability.
18
Meanwhile, ICT infrastructure and services at the Open University of Tanzania had
benefited from short term strategic funding from SIDA which had earmarked
upgrading of ICT infrastructure and services for application in teaching and learning
as well as improving management capacity. OUT headquarters was connected to the
internet by a dedicated 512 kbps link to Tanzania Telecommunications Company
Limited (TTCL). Almost all regional centres were connected to headquarters through
the Virtual Private Network (VPN). The university had distributed computers to
regional centers to link them to the headquarters. Also, links to other universities had
made and the OUT website is regularly upgraded. An e-learning management system
(ELMS/Moodle) had implemented and staff trained for usage. The use of open
source software had increased recently (OUT, 2009).
Therefore, Open distance learning institutions required ICT infrastructure to provide
various services effectively at different phases of student life cycle. The ICT
infrastructure included network infrastructure, the computing infrastructure, the
system and application software, the Internet Service Provider (ISP), the bandwidth,
the policy framework and the security infrastructure.
2.3.3.2 Power Supply and Internet Connectivity
Inadequate socio economic infrastructure such as unreliable power supply and lack
of internet services hindered accessibility of ICT services to most of rural dwellers,
all these were cross-sectorial issues that inevitably affected individual student’s
attitudes and perceptions towards ICT applications (Nihuka 2008). According to
(Nawe, 2000; Swarts and Wachira 2010); Kajuna, 2009; and Ndume, 2008)
challenges of institutional technology in Tanzania included, lack or insufficient
19
technical, electricity connectivity and reliability as well as telecommunication
network.
According to a study by Oluninyi (2013) erratic electrical power supply was ranked
5th among the challenges. Power supply is a national challenge in Nigeria, and it was
expected to be rated as a major challenge. Not only that but also expensive cost of
internet access and low internet speed, lack of content which could meet user`s
expectation especially to some government and local institutions. Furthermore access
to website was difficulty that demoralized users to search online content, shortage of
technological resources and infrastructures and traditional culture of education and
learning styles.
Berge et al., (2002) strongly reported that lack of an effective institutional network of
technical assistance was another significant challenge In United States. It was found
that, distance learners who had difficulties logging in into videoconferences or
internet course sites and were unable to obtain assistance would not remain tolerant
for long (Zirnkle, 2004). To address these challenges OUT had a number of plans to
had internet connection in all regions and study centres, communication was sought
the main driver for change. In that VOIP was earmarked to be one of the solutions
for communication. VOIP were likely to reduce costs of normal telephone line and
depend on internet communication on all matters, both academic and administrative.
Poor internet connectivity constitutes a threat to the smooth operation of an online
project. Though the university has made a significant breakthrough in this regard,
occasional erratic functionality often creates dysfunction for the users. Moreover,
20
while accessibility is not a major threat to the staff and faculty members, the same
could not be said for the students.
Oluninyi (2013) also highlighted the problem of poor Internet connectivity in his
study. This problem was not limited to the third world, but it varied in degree across
developed and developing countries. However, with the increasing number of
Internet service providers, such as MTN and Globacom, the cost became more
affordable.
2.4 Conceptual Framework
Based on literature review and the objectives of the study the following conceptual
framework was developed to be used in the study.
Figure 2.1: Factors Considered to Influence use of ICT in in Delivering ODL Programmes
Source: Researcher’s constructed Model, (2016)
ICT
Provision
21
Conceptual framework indicates key factors, concepts or variables, which were used
to explain the relationships between the provision of ICT and intervening factors.
The framework contains three independent variables, which were thought to facilitate
effective use of ICT in provision of ODL at Open University of Tanzania. These
interlocking variables were institution, community, and physical related factors. On
the other hand a dependent variable in this study represented by ICT provision.
Therefore availability and proper utilization of physical, community and institutional
factors the provision of ODL using ICT was expected to be improved.
2.5 Research Gap
In brief the literature reviewed has revealed that community factors which affected
use of ICT in delivering ODL programmes were availability of ICT policy, funding
and costing of ICT infrastructure and learners attitude towards using ICT. As regards
to institutional factors, provision of ODL through ICT was influenced by institutional
instructors / learners access to ICT, learners / instructors knowledge and skills on
technology, and ICT support services for learners on using ICT.
Lastly physical facilities which affected utilization of ICT in ODL programmes
included availability of ICT infrastructure, power supply and internet connectivity.
The review has pointed out various initiatives taken to address the issue of effective
utilization ICT different parts of the world. Questions, which needed thorough
exploration included, did reports written by former researchers act as a guide of
improving provision of ODL through information and communication technologies
at ODL institution? Were reports themselves really having content, which revealed
22
seriousness of the problem? Was there any study of this kind conducted in Mtwara
and Lindi region? Such questions and the like had prompted this current study to be
done so as to explore further factors which influenced the use of ICT in delivering
ODL programmes at OUT and in particular in Mtwara and Lindi regional centre.
23
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter presents research methodology, research design, area of study,
population, sample and sampling procedures, and data collection methods and data
analysis.
3.2 Research Methodology
Research methodology is the systematic way to solve a problem it farther
demonstrates how research is to be carried out by describing, explaining, and
predicting phenomena (Rajasekar, 2013).
3.3 Research Design
Research design is the strategy that the researcher use to organize his a study in order
to achieve the intended objectives. It is a blue print that enables the researcher to
come up with solutions to problems and guides him/her in various stages of research
(Milanzi, 2009). The study employed qualitative research approach because it
enabled the researcher to provide descriptive data. . Qualitative research is method of
inquiry employed in many different academic disciplines, traditionally in social
sciences, aiming at gathering an in-depth understand of human behavior and reasons
that govern such behavior Creswel (2006).
In this study the researcher employed these qualities in variety of ways such as:
Firstly qualitative research enabled the researcher to listen the respondents and build
a picture based on ideas (Sanday, 1983). Secondly the approach provide a chance for
24
in- depth analysis of comments that individuals hold. Thirdly, the approach was used
to provide descriptive forms of conducting interview and documentary review. Thus
this approach was important in a manner that its conclusions were drawn after a deep
and minute investigation of the factors influencing the use of ICT in delivering ODL
programmes in order to arrive at specific and correct conclusions.
3.4 Location of Study
The study was conducted at the Open University of Tanzania (OUT) in Mtwara and
Lindi Regional Centres, The location was purposeful selected because in Mtwara
centre there were modern ICT laboratories with a total of 31 computers. Computers
were normally utilized by both students from Lindi and Mtwara. Moreover the
Mtwara centre was incomparable in facilities relation to a centre like Lindi. The
computer laboratories were used to facilitate teaching and learning process for both
students and the community around. Lindi was selected because it had all qualities of
being a regional centre, but the question was how ODL was managed through ICT.
3.5 The Population
Population refers to members, individuals, groups or elements involved in a study.
The population of this study consisted of 509 participants. Among these 500 were
undergraduate’s students who were enrolled in various educational programmes at
Mtwara and Lindi regional centres. The population also included 2 Regional Director
and 7 lectures form Lindi and Mtwara Regional Centres.
3.6 Sample and Sampling Procedures
The sample of this study included 154 participants, by category these were 150 OUT
students, 2 OUT lecturers, and 2 Regional directors. Students were included in the
25
study because they were the main beneficiaries of ODL programmes delivered
through ICT. OUT lectures and Regional Directors were included in the study
because they would to provide answers the research questions regarding the
application of ICT in ODL institution and were thought to have “information-rich”
on the use of ICT in the provision of ODL.
The procedure for sampling adopted two approaches, purposive and randomization.
In the study participants who were purposely selected were Regional Directors and
lectures, as regards to students the researcher used random sampling procedures.
Random sampling is the best method that reduces bias (Kothari, 2004). In order to
avoid bias, students were selected from both two centres to make sure that each
student had equal and independent chance to be selected for the sample. The
researcher confirmed that sampling frame matched with the targeted population,
judgmental and convenience sampling was highly avoided.
The procedure for random sampling was like this; names of students were written
alphabetically. Through Directors of Regional centres during May/ June 2016
examinations, students were gathered for that assignment. Using names written
alphabetically as has been noted, all those with odd numbers were picked up.
Students with odd numbers were informed to contact the researcher. For both areas
Lindi and Mtwara the exercise involved those who were living in the urban area. The
researcher met Lindi students on the 4th June 2016 and Mtwara on the 16th June 2016.
That was purposely done because as regards students’ population urban areas had a
sizable number of students compared to those from rural areas. Secondly the
researcher wanted to check with all chances of learning ICT, how literate were urban
26
students. Table 3.2 indicates summary of 154 participants who formed a sample of
the study.
Table 3.1: Sample Size of the Study
S/No Population Category Total1. DRC 22. Lecturers 24. Learners 1505. TATOL 154
Source: researcher`s sample size for the study April, (2016)
Table 3.2 presents a total number of participants included in the sample. As noted the
majority of participants in the sample were students.
3.7 Data Collection Instruments
Triangulation approach was considered in the study during data collection. Data
collection instruments for this research included combination of various techniques
namely: questionnaires, interview guide and documentary review. The use of more
than one technique was considered as an appropriate way for ensuring reliable and
valid data through triangulation. Triangulation refers to the application of several
different sources of information in research, which served to enhance the credibility
of the gathered information. Multiple sources of evidence essentially provided
multiple alternatives of a same phenomenon (Yin, 2003).
3.7.1 Questionnaires
One method of collecting primary data was through questionnaires, participants who
were involved in answering questions were OUT students. Questionnaires were used
in the study because they permit an involvement of large number of participants
within a short time.
27
3.7.2 Interviews
Interviews were used to collected primary data from specific participants.
Participants who were interviewed were lecturers and directors of regional centres
from Mtwara and Lindi. An interview guidelines was used in the study because it
helped the researcher to get supplementary information to be obtained from
questionnaire. On the other hand interview data was used to complement data from
questionnaire in order to add in-depth explanation of various issues.
3.7.3 Documentary Review
Documentary reviews helped to collect secondary data from official documents such
as books related to the use of ICT in delivering ODL programmes, Documentary
review was used because data found in documents could be not be obtained from
interviews or questionnaires. Physical moving of some items could be retrieved from
documents.
3.8 Data Analysis
The information was coded in the computer by using Statistical Package for Social
Sciences (SPSS) windows and Microsoft Ware (MS). The information was presented
with the aid of Figures. Figures guided orderly presentation of data obtained from
questionnaires. Data gathered from interviews was presented in narratives.
3.9 Ethical Consideration
In this study the research ethics were considered at every stage. The researcher
ensured protection of human rights to participants that were involved in the study by
considering the following aspects the informed consent, observing protocol, and
28
privacy. The researcher sought permission from Mtwara and Lindi Director Regional
Centre prior to data collection.
Before conducting the study, the researcher explained to participants the purpose and
objective of the study. This was to make sure that all participants understood
objectives of the study and set them free to give their views concerning the study. In
this study, privacy was highly considered to reflect sensitivity of information that
was to be provided. Information that was collected was kept safely to avoid any
leakage, misinterpretation or distortion of findings from the study. In order to ensure
privacy, the collected data were preserved and carefully protected from being
accessed by unauthorized individuals. The researcher also ensured that all research
instruments were anonymously prepared baring no any identifying marks such as
names or personal information.
3.10 Validity and Reliability
Validity of instrument measurement is the extent to which they measure what they
were supposed to measure Jean, (2000). The argument is valid if and only if its
conclusion is logically entailed by its premises Beer ((1993). Before conducting the
study, the researcher conducted a trial in Mtwara regional centre to refine the
instruments where 10 Open University of Tanzania students and 1 lecturers were
selected. The study used interviews and questionnaires as data collection methods for
accruing primary data and they were checked in the pilot study for relevance and
coverage to control internal validity.
Reliability refers to measures that yielding the same results in the different clinical
experiments Cohen and Marison, (2001). Reliability refers to consistency or
29
repeatability of research measures. Through the pilot study ambiguous and
inconsistent questions were deleted and others were modified where necessary to fit
with the objective of the study. Data that were obtained in the try out exercise
enabled the researcher to make modifications in the instruments where it was found
necessary in the study.
30
CHAPTER FOUR
RESEARCH FINDINGS
4.1 Introduction
This chapter presents the research findings. The findings have been organized basing
on the objectives of the study.
4.2 Institutional Factors
(i) Students have access to computers and internet at OUT regional centre
Figure 4.1: Responses on Student’s Access to Computer and Internet at Lindi
and Mtwara OUT Regional Centres
Source: Researchers coded questionnaires response from OUT regional centres of Lindi and Mtwara in June, (2016)
Figure 4.1 indicates that 34 percent of participants agreed that they had access to
computer and internet at the regional centre, 17 percent strongly agreed, 23 percent
strongly disagreed, 24percent disagreed and 2 percent were not sure. As regards to
interviews, two participants responded to the questions asked. One director said;
``our centre is installed with wireless internet and we also have 31 pieces of computer in the lab therefore all teachers and learners have easy access to computer and internet at the centre. Teachers have access in their office and students can also access internet in the computer lab ``
31
The second director remarked;
`` Students have no access to computer and internet at the centre because the centre have no computer lab, the only computers we have are for official use at most ………… but if they come with their own laptops they can access internet because we have wireless internet services.``
One interviewed lecturer said;
``Yes, students have access to computer and internet at the centre as you have seen at our regional centre we have a computer lab for student`s use and also there is wireless internet connection that enables students to access internet service while they are at the centre.``
The other lecturer revealed this;
``At this centre students have no access to computer but they can easily access internet when they come with their laptops``
(ii) Students have knowledge and skills in using ICT
Figure 4.2: Students’ Knowledge and Skills in ICTSource: Researchers coded questionnaires response from OUT regional centres of
Lindi and Mtwara in June, (2016)
Figure 4.2 reveals that 35.5 percent of participants disagreed that students had
knowledge on computer and internet, 22 percent strongly disagreed, 25 percent
agreed, 16.5 percent strongly agreed. This findings were supplemented by the
following interview responses. One Director noted;
32
`` Some students have basic knowledge in using computer but most of them are computer illiteracy, they even come to seek assistance in online course and exam registration``
Another Director added that;
`` ……. recently I can say that some students have basic knowledge and skills in using computer but they fail to apply them……..``
Another input came from one lecture, who revealed;
``Some students are aware and they have knowledge in the use ICT, but some illiterate are doing training so that they can be able to couple with the use of ICT facilities in learning. Therefore I can say not all students have skills in using ICT``
Another lecture added that;
“Not to very extent, many students require guidance on the use of ICT.”
(iii) Students receive satisfactory training in using ICT
Figure 4.3: Student`s Training in using ICTSource: Researchers coded questionnaires response from OUT regional centres of
Lindi and Mtwara in June, (2016)
Figure 4.3 indicates that 51 percent of participants disagreed that students receive
satisfactory training computers, 33 percent disagreed while 5 percent strongly agreed
that students had received satisfactory training in using ICT, 8 percent agreed
whereas 3 percent were not sure. Participants who were interviewed give the
following opinions; One Director of regional centre noted that;
33
``Learners are not given satisfactory training in using ICT they are only given training of one week during orientation week. Some students normally fail to attend reasons known by themselves``
Another Director said that;
``Registered students do not get enough training on using computers they are given short training of one week during the orientation on introduction to computer OCP 100 to assist them to have skills on using computer``
One lecturer noted;
``Yes, students receive satisfactory training simply because they at the beginning of every academic year the university have intensive face to face sessions where newly registered students and contour students are trained on how to use ICT facilities so that they can be able to go about their studies.`
The second lecturer said;
``No, they are not given enough training in using ICT although they do study computer course in their units``
(iv) Students should frequent get assistance on using ICT at regional centres
Figure 4.4: Student`s Assistance in using ICT at the Centre
Source: Researchers coded questionnaires response from OUT regional centres of
Lindi and Mtwara in June, (2016)
34
Figure 4.4 shows that 40 percent of participants agreed that students should frequent
got support from OUT staff in using ICT, 33 percent strongly agreed, 10percent
strongly disagreed, 14 percent disagreed and 3 percent were not sure. These were
options from other participants interviewed who also proved that learners got
assistance from OUT staffs. One Director remarked;
`` Due to challenges that arises in adoption of ICT in education, the OUT has adapt some different strategies to facilitate the use modern technology in learning. One of the strategy is to assist students in using ICT, and normally our student seeks assistance in online course registration and exam registration and they are helped by OUT staffs``
The second Director replied;
“Of course ……..students are frequently assisted and they normally come to ask for assistance during exam registration on how to log in into their SARIS account, Provision of technical assistance to students helps them to overcome difficulties in using ICT.”
One lecturer who was interviewed noted;
``Yes, students are assisted in using ICT, the university have employed the ICT technical at this regional centre, therefore this person is responsible for ICT activities at the centre, so students are guided on how they can surf over internet to register their course or exams, see their academic results, students are also directed on how they can use online platform for example the university has Moodle platform which enables students to read materials online and interact with their lectures.``
Another lecturer revealed that;
“Students are guided by our computer technician and other staffs; however the technicians find overloaded sometimes because of the increase of the number of students who needs assistance. This normally happens during course and exam registration. Therefore during this time many students came to seek assistance to the centre.”
35
4.3 Community Related Factors
(v) Students have positive attitudes towards using ICT in learning
Figure 4.5: Attitudes of Students towards using ICT in Learning
Source: Figure Researchers coded questionnaires response from OUT regional centres of Lindi and Mtwara in June, (2016)
Figure 4.5 Indicates that 42 percent of the participants agreed that students had
positive attitude towards using technology in distance education, 34 percent strongly
agreed while 15 percent disagreed and 9 percent strongly disagreed. The responses
from the interviewees also revealed that learners had positive attitudes in using ICT.
The first Director remarked;
``Students have positive attitude towards using ICT but fail to access it because most of them are computer illiteracy``
The second Director added;
``…………..our students are willing and they have positive attitude in using ICT in learning``
One interviewed lecturer said;``Oooh yeah, students have positive attitudes concerning the use of ICT in their study because ICT enables them to easily access various materials over internet something which simplify learning at distance.``
The second lecturer remarked this;
36
“They have positive attitude, they admire using ICT however the problem is that most of them don’t have the skills to use them.”
(vi) The government is financing ICT infrastructures at regional centres
Figure 4.6: Financing of ICT Infrastructure at Regional Centre is Done by the
Government
Source: Figure Researchers coded questionnaires response from OUT regional centres of Lindi and Mtwara in June, (2016)
Figure 4.6 reveals that 28 percent of participants strongly agreed that the government
financed ICT activities at Open University of Tanzania, 24 percent agreed. The
results also showed that 15 percent of respondents strongly disagreed, 11 percent
disagreed and 22 percent were not sure. The responses from interviewees revealed
that; One Director said:
``….. Actually the governments financed ICT related activities in regional centres but there are other source of fund for ICT such as Donors and tuition fees ``
The second Director responded that;
``….. With regards to this the main source of fund for ICT activities at regional centres is the OUT Headquarter``
Another interviewed lecturer observed that;
``The university in general is funding ICT activities at regional centres``
The second lecturer said this;
37
“OUT headquarter through fees collections is responsible for funding ICT
activities at regional centres”
(vii) Students can afford to purchase laptops or computers on their own
Figure 4.7: Student’s Ability to Purchase Laptops or Computers on their Own
Source: Figure Researchers coded questionnaires response from OUT regional
centres of Lindi and Mtwara in June, (2016)
Figure 4.7 indicates that 30 percent of participants disagreed that students could not
afford to buy laptops or computer on their own while 24percent strongly disagreed,
21 percent agreed, 11 strongly agreed whereas 14 percent were not sure whether
students could afford to purchase computers on their own. The responses from
interviewees were. One Director argued that:
``Most ODL learners are teachers who claim that their salary is not sufficient enough to afford to buy laptops and meet other expenses……. As you know the cost of ICT gadgets is high and for this reason some students cannot afford to buy computers on their own``
The second Director explained;
`` No, only few students can afford to buy computers on their own because the computers are sold at higher price……..in previous years student`s union had a program for registered students from the universities that allowed students to buy ICT gadgets at subsidized prices, but the program did not show any success, it stopped``
One lecturer explained that;
38
‘`Yaeh, that can be in two ways because some students can afford but most of them cannot afford to buy computers of their own usage.”
The second lecturer added that;
“Few, not all. Most students lamented that off all things they would like to own computers and laptops to enable them to access and use the gadgets to facilitate their studies.”
(viii) The University ICT policy guide ICT activities at OUT regional centres
Figure 4.8: ICT Policy Guide ICT Activities at OUT Regional Centres
Source: Figure Researchers coded questionnaires response from OUT regional
centres of Lindi and Mtwara in June, (2016)
Figure 4.8 shows that 28 percent of participants agreed that the university ICT policy
guide ICT activities at regional centres, 22.6 percent strongly agreed whereas 15.4
strongly a disagreed, 10 percent disagreed and 24 percent where not sure. Responses
from interviewees resembled those from questionnaires. One Director revealed;
``The university has a clear ICT policy since 2004 which govern and guide all ICT issues like ICT skills training, online activities for the whole community including regional centres…..``
The second Director said this;
39
‘`Yes, The University has already formulated the ICT policy and one of its function is to guide and facilitate matters related to ICT at the university.”
Another input came from one lecturer who remarked;
“The way I know the importance of ICT policy as it is, the university have adopted the ICT policy and this is found even in the university website. The university have ICT policy for students and the ICT policy for staffs these documents are there in the university website.’’
The other lecturer said this;
‘Yes, there is the ICT policy at the university’’
4.4 Physical Facilities Related Factors
(ix) Lack of electricity at OUT regional centres
Figure 4.9: Availability of Stable Electricity at OUT Regional Centres
Source: Figure Researchers coded questionnaires response from OUT regional
centres of Lindi and Mtwara in June, (2016)
Figure 4.9 reveals that 36 percent participants disagreed that there was no unstable
power supply at OUT regional centres, 31 percent disagreed, 13 percent strongly
agreed, 16 percent agreed and 3.1 percent were not sure. The following were the
responses from interviewees: One director remarked;
40
``At our regional centre we have no problems related to unstable power supply, electricity cut happens but not frequently, therefore power supply does not affect the use of ICT at our centre``
Another Director said;
`` As you know availability of power supply is very essential for ICT users……. and if there is unstable power supply it affects the use of ICT but at our centre there is no problem of electricity of late.``
One interviewed lecturer added that;
``Lack of power supply could be one of the reason that affect the use of ICT but we are very thankful at our we do not face such challenge.``
Second interviewed lecturer remarked this;
``No, this is not a problem at our centre, this is because the centre is located in town where power is normally available all the time.’’
(x) There is poor Internet connectivity at OUT regional centres
Figure 4.10: Availability of Internet Connectivity in OUT Regional Centres
Source: Figure Researchers coded questionnaires response from OUT regional
centres of Lindi and Mtwara in June, (2016)
Figure 4.10 shows that 27 percent of participants disagree that there was poor
internet connectivity at OUT regional Centre, 24 percent strongly disagreed, 16
percent strongly agree, 20 percent agreed while 13 percent were not sure. The
41
responses from interviewed also revealed that there is no problem of internet
connectivity in OUT regional centres. One participant said;
``At the centre we do not face challenges of internet connectivity. Here we have 31 pieces of computer which are installed with wireless internet connection``
Another participant said that;``There is no problem of internet connectivity because at the centre there is wireless internet connection which is used by staff and students. Students can came with their own laptops and access free internet because at the centre internet speed is high than in their local area.``
One lecturer added that;
``No, because almost all the time we have internet connectivity so we do not have low internet connectivity at this centre.``
Second lecturer remarked this;“ no, it is not a seriously problem at all because at this centre there is wireless services which is effective therefore internet connectivity is always available’’
(xi) Problem of ICT infrastructure at OUT regional centres
Figure 4.11: Availability of ICT Infrastructure in OUTregional Centres
Source: Figure Researchers coded questionnaires response from OUT regional
centres of Lindi and Mtwara in June, (2016)
The findings in Figure 4.11 shows that 31 percent of participants strongly disagreed
that there is ICT infrastructure at OUT regional centres, 28 percent disagreed,
42
whereas 25 percent agreed and 16 percent strongly agreed. These responses were
similar to opinions given by some interviewees:
One interviewed Director proved that;
``….. ICT infrastructure at the centre is good. We have 31 pieces of computer which students and staffs can access information through internet using wireless connections in the computer lab and offices``
Another Director said this;
``Apparently the regional centre had few computers that are used by staffs thus at our regional centre we do not have a computer lab for students use``
Another input came from one lecturer, who revealed;
``Yeah, the ICT infrastructures are available at OUT regional centre.``
The second lecturer added that;
“Yes but not sufficient. The ICT infrastructures is still a challenge because the centre has not yet establish computer lab for students the only few computers that are available they are used by staffs”
(xii) ICT services provided at regional centres satisfy the need of learners
43
Figure 4.12: ICT Services Provided at OUT Regional Centres Satisfy the Need of Learners
Source: Figure Researchers coded questionnaires response from OUT regional
centres of Lindi and Mtwara in June, (2016)
Figure 4.12 revealed that 28 percent of participants strongly agreed that the ICT
infrastructure available at OUT regional centres satisfy the needs of learners, 23
percent agreed, 30 percent disagreed, and 15 percent strongly disagreed whereas
4 percent were not sure. On the side of interviewees the following were noted:
One Director revealed that;
``The ICT services satisfy the need of learners at the centre in most cases
some computers are not fully utilized by learners as only few use the
centre`s computer lab……… the computer lab is also used by students
from Lindi``
The second director had this to say;``The ICT services provided to learners at the centre, I can say that in average they satisfy the needs of students``
Another interviewed lecture remarked that; ``Yeah, I think the ICT services provided satisfy the need of learners because at the centre there are various services such as computer and internet services that every student is free to access.``
The second lecture added that;
“No, the ICT service does not satisfy the needs of using ICT in learning, the service satisfy those who own computers”
44
CHAPTER FIVE
DISCUSSION OF THE FINDINGS
5.1 Introduction
The chapter presents the discussion of the findings. The discussion was divided into
three sub headings namely institutional, community and physical facilities related
factors.
5.2 Institutional Related Factors
5.2.1 Students Access to Computers and Internet at OUT Regional Centre
Some of institutional factors, which influenced the use of ICT in delivering ODL
programmes were student’s access to computers and internet at OUT regional
centres. This study explored students access to computers and internet services at
regional centres. The findings in Figure 4.1 indicated that 51 percent of participants
agreed that students had access to computer and internet services at OUT regional
centres. Two directors of centres were interviewed; the first Director said;
“Teachers and students have access to computer and internet at the center but students failed to access computer and internet because they were less competent in computer skills”
The second stressed
“Only staffs had access to computer at the center while students could access internet at the centre when they came with their own computer because there was no computer lab at the centre.”
A study by Furuholt and Kristiansen (2007) highlighted that internet access and use
had increased exponentially over the past few years in Tanzania. The study
45
demonstrated an increase in numbers of internet users from 60,000 in 2000 to
333,000 in 2005. Nonetheless, the number of internet users in Tanzania remained
very low. Most students interviewed reported that they did access internet to support
their studies. A different situation regarding access to E-learning technologies was
also reported to exist in developed world. For example according to Kirkwood and
Price (2005) the internet access among UK Open University students in 2002 had an
overall of 86 percent.
The findings in this current study concurred with those of Nnafie (2000) who found
that only a small percentage of students had access to computer and internet having a
lowest percent of 23 compared to 51 percent in this study. With regards to the
findings of other studies and the findings obtained from this study the implication of
this study was that at other regional centres students did not have access to computer
and internet because lacked such facilities. The study also implied that the OUT
regional centres teachers had access to computer and internet than students do.
5.2.2 Students have Knowledge and Skills in using ICT
Another important factor that influenced use of ICT in distance learning was
knowledge and skills in using ICT among students. The findings in Figure 4.2
indicated that 57.5 percent of the participants disagreed that students had knowledge
and skills in using ICT. The response from one interviewee participants was;
`` Some students have basic knowledge in using computer but most of them are computer illiteracy, they even come to seek assistance in online course and exam registration``
The challenge of lack of adequate knowledge and skills in ICT was also reported by
Kigobe (2013) who said that insufficient knowledge in using ICT seemed to be a
46
major impediment in using ICT in teaching and learning. Mossberger et al (2003),
discovered that to distance learners who were not well versed with technical
competence and skills of information literacy, the use of an electronic medium in
distance learning inadvertently excluded them or become problematic in their
education undertakings.
Other researchers like Galusha (1998) and Mbukusa, (2009) found that barriers
related to applications of technologies in ODL were cross sectorial issue, but most
affected were individual students. Lack of time and inadequate knowledge about
information retrieving techniques from internet were found to be a problem for some
users (Bukaliya and Dzimano, 2011). The findings from other scholars reflected that
more than half of students met had no knowledge on computer and internet.
Therefore the findings implied students still lack basic knowledge and skills in using
ICT.
5.2.3 Students Receive Satisfactory Training in using ICT
Provision of ICT training among students was a crucial factor that influenced the use
of ICT in delivering ODL programmes. Therefore participants were asked to state
whether students received satisfactory training in using ICT at regional centres. The
findings in Figure 4.3 revealed that 84 percent of the participants disagreed that OUT
students received satisfactory training in using ICT at regional centres. The response
from interviewee’s reflected that learners did not receive satisfactory training in
using ICT. One-interviewed participants stressed that;
``Registered students do not get enough training on using computers they are given short training of one week during the orientation on
47
introduction to computer OCP 100 to assist them to have skills on using computer``
These findings were also reported by Nyaranda (2012) that OUT mostly used one
session seminar of 3-5 days for instructors to provide orientation training to students.
It was also observed by Mbwette and Bakari (2010) that arrangements were in place
for special ICT training session to newly registered students during orientation
session every year.
Nihuka (2008) also found that students got support on technology use only during
some face to face sessions which were organized three times a year. Nihuka (ibid)
further revealed that staff from the institute of education technology visited centres
and oriented students on basic skills as use of students’ academic records information
system (SARIS) and e-mail. According to the study conducted by Bukaliya &
Rupande (2014) on the “Challenges in the Use of Internet Based Platforms in Two
Selected Regional Centers of the Zimbabwe Open University,” participants were
asked if they had received any training in the use of internet based tutoring. Only 4
percent indicated they had and the majority 96 percent said they did not. The
implication showed that ODL learners at OUT are not given satisfactory ICT training
prior joining their studies, however they are assisted to acquire computer basic
knowledge and skills in order to harness the potentialities of ICT in learning.
5.2.4 Students Assistance on using ICT at Regional Centre
ICT support services to students was another institutional factor that influenced the
use ICT in distance learning. The findings in Figure 4.4 indicated that 73 percent of
participants agreed that students should frequently got assistance in using ICT from
48
OUT staff at OUT regional centres. Interviewees supported hat learners got
assistance from OUT staffs. One of the interviewees noted;
``most ODL student at the centre are illiterates in computer use they normally come to seek assistance during online course registration and exam registration and are helped``
Not only had that but also another participants revealed that;
“Of course……..students are frequently assisted and they normally come to ask for assistance during exam registration on how to log in into their SARIS account, Provision of technical assistance to students helps them to overcome difficulties in using ICT.”
The findings of this current study are similar with those of Mafa and Mpofu (2013)
who conducted a study in Zimbambwe “on the extent to which ODL students utilized
ICT in their assignments and research project” they pointed out that lack of skills on
how to search and as well as lack of ICT practical particularly among older students
affected learning of ICT through ODL. With some of the students being ‘mature’
they were not all well versed with the use of computers and asked for assistance in
posing search queries and in saving what they had found in flash drives and got
appropriate material at accessing web/search engines.
Nyarada (2012) observed that students could not be left without technical support as
they were the end users of the technology in the process of learning. Bukaliya and
Rupande (2014) noted that students needed assistance to facilitate acquisition of ICT
gadgets from providers at reasonable rates. The implication of this study was that
students are assisted in using ICT so as to help them overcome difficulties in using
computers and Internet.
49
5.3 Community Related Factors
5.3.1 Student Attitudes towards using ICT in Learning
Learners attitudes towards using ICT was an important variable in the successfully
use of ICT in provision of ODL programmes. The findings in Figure 4.5 indicated
that 76 percent of the participants agreed that students had positive attitude towards
using technology in distance education. The interviewee responses supported that
learners had positive attitudes towards using ICT but they could not fully maximize
the potential of ICT in learning because they did not had enough skills on ICT. One
interviewed Director commented that;
``Students have positive attitude towards using ICT but fail to access it because most of them are computer illiteracy``
A study by Smart and Capple (2006) revealed that students felt that flexibility and
convenience of E-learning, such as ability to access the lessons anywhere at the time,
and complete the units at one`s own pace were pleasant experience with e- learning.
In fact student’s attitudes and perceptions of technologies and related benefits were
determining factor for ICT integration in learning.
Other studies revealed that twenty-four percent of distance students had high speed
bandwidth at home Bukaliya and Musika (2011), hence their perceptions towards
adoption and use ICT were positive. Studies had also shown that better educated
people adopted the platforms more and had positive attitudes towards their use in
learning (Bina and Giaglis, 2005; Adomi, 2006). The implication of this study
showed that OUT student are willing and they have positive attitudes towards using
ICT in learning.
50
5.3.2 Financing of ICT Infrastructures at OUT Regional Centres
Another community factor that influenced the use of ICT in distance learning was
funding of ICT activities at regional centres. Participants were asked to state whether
the government was funding ICT infrastructures at OUT regional centres. The
findings in Figure 4.6 showed that 52 percent of participants agreed that the
government financed ICT activities at OUT regional centres.
The results from interviewed participants revealed that ICT infrastructures at
regional centre were also financed by the government and OUT headquarters. The
assertion was proved by the following quotation from interviewed participants. One
among them said;
``….. Actually the governments financed ICT related activities in regional centres but there are other source of fund for ICT such as Donors and tuition fees ``
A Director had to say this;
``….. With regards to this the main source of fund for ICT activities at regional centres is the OUT Headquarter ``
The implication of the findings was that the government financed ICT in ODL
institutions. A study by Aguti and Fraser (2006) titled “Integration of Information
and Communication Technologies in distance education in Uganda revealed that the
possible sources for funding for ICT could be fees, governments, donor agents and
communities. Furthermore, Nihuka (2008) revealed that there were three sources of
funding for E-Learning activities within the university, subsides from the
government of Tanzania, donors and tuition fees.
51
5.3.3 Student Ability to Buy Computers on their Own
The use of ICT in distance learning was also influenced by student`s ability to buy
laptops or computers of their own. The findings in Figure 4.7 indicated that 54
percent of participants disagreed that students could afford to buy laptops or
computer on their own. Responses from interviews supported the findings that
majority of ODL learners could not afford to buy computers on their own. One
among interviewee stressed that:
`Most ODL learners are teachers who claim that their salary is not sufficient enough to afford to buy laptops and meet other expenses`
Another interviewed noted that:
“No, only few students can afford to buy computers on their own because the computers are sold at higher price”
The results align with those of Valor and Sieber (2003) who found that people in
high economic status communities use wireless data application technologies was
maximized. Therefore rich people were leading users and adopters of wireless data
application technologies. Other researchers like Bukaliya and Rupande (ibid) noted
that students due to low salaries could not afford to enter into this technology when
they were struggling to make ends meet. Concerning financial constraints, it was
expected that because most of distance learners were adults with family obligations
that needed money, financial constraints in their studies were obvious.
According to the study conducted in Zimbabwe by Mafa and Mpofu (2013) most
students lamented that all other things being equal they loved to own personal ICT
gadgets such as personal computers, laptops, iPhone, iPad and smart phones to
52
enable them to access internet and use the gadgets for assignments and research
projects when they wanted. However, they bemoaned the exorbitant costs associated
with acquiring such gadgets. It should be appreciated that an appreciable number of
students were made up of civil servants – teachers, police officers, nurses and
agriculture extension workers, whose salaries were below the country’s poverty
datum line. Most were having children and other dependents under their
guardianship and were struggling to pay their own fees. Faced with a plethora of
demanding challenges, acquiring ICT gadgets ended up appearing far below in some
students’ budget lists.
Therefore Socio-economic factors such as salary levels of participants and cost of the
gadgets affect ability to buy computers on their own. The results implied that most
learners did not possess computers or laptops of their own. This was due to some
extents that these equipment were expensive and for that reason some learners could
not afford the price.
5.3.4 The University ICT Policy Guide ICT Activities at OUT Regional Centres
Another community factor which contributed to the use of ICT in distance learning
was the availability of ICT policy that guide all activities at OUT regional centres.
The findings in figure 4.8 showed that 50.6 percent of participants accepted that the
university ICT activities at regional centres were guided by ICT policy. These
findings were justified by the following opinions. One participant revealed that;
``The university has a clear ICT policy since 2004 which govern and guide all ICT issues like ICT skills training, online activities for the whole community including regional centres…..``
53
The second Director emphasized that;
‘`Yes, The University has already formulated the ICT policy and one of its functions is to guide and facilitate matters related to ICT at the university”
These findings reflected what was in the policy of OUT 2004thatThe Open
University of Tanzania ICT policy was delivered from its Rolling Strategic Plan with
the vision of being leading institution in providing quality open and distance
education, research and public services, also the policy governed and guided ICT
issues like ICT skills training, on-line distance learning and teaching among other
high learning institutions (OUT 2009). The implication of the findings was that all
ICT related activities at regional centres were controlled and governed by the
University ICT policy which was formulated in 2004.
5.4 Physical Facilities Related Factors
5.4.1 Unstable Electricity at OUT Regional Centres
One of the conditions which influenced the use of ICT in provision of ODL was
availability of stable electricity at OUT regional centres. Findings in figure 4.9
revealed that 67 percent of participants disagree that there was no problem of power
supply at OUT regional centres. The findings from interviewed participants
demonstrated that there was no problem of power supply at OUT regional centres.
This was evident by the following responses from interviewees. One lecturer said;
``Lack of power supply could be one of the reason that affect the use of ICT but we are very thankful at our we do not face such challenge.``
The second interviewed lecturer remarked;
``No, this is not a problem at our centre, this is because the centre is located in town where power is normally available all the time.’’
54
However, a study by Rupande (2014) in Zimbabwe found that 17 percent of the
participants reported non- availability of electricity in some parts of the country,
coupled with load shedding in those areas. That incidence affected Zimbabwe Open
University to introduce ICT services in regionals as well as distance centre.
Another observations made by the participants were also highlighted by Nenge and
Mapolisa (2012) who argued that in Southern Africa, some of the challenges were
emanating from erratic electricity supplies, which were crucial in making direct
impact on ICT application. The implications of these findings is that OUT regional
centres were located in town where there was no problem of electricity.
5.4.2 Poor Internet Connectivity at OUT Centre
In terms of internet connectivity at OUT regional Centres the findings in figure 4.10
showed that 51 of participants disagreed that there was poor internet connectivity at
OUT regional centre. The responses from interviewed participants revealed that there
was no problem of internet connectivity at OUT regional centres. The following
statements justified the assertion. One Director remarked;
``At the centre we do not face challenges of internet connectivity. Here we have 31 pieces of computer which are installed with wireless internet connection``
Second the lecturer noted;
“ No, it is not a seriously problem at all because at this centre there is wireless services which is effective therefore internet connectivity is always available’’
55
The findings from Mbwette (op.cit) Highlighted that the university depends on
Internet Service Providers (ISP) to access the internet. The amount of bandwidth
(megabytes/second) that the university received depended on how much money paid
for ISP. ICT infrastructure at OUT was rapidly expanding, regional centers had
computer labs connected to internets. The effect was evident, through internet
accessibility, possibility for online applications, and retrieval of examination results,
library access and many of other achievements. Mafa and Mpofu (ibid) highlighted
that bandwidth through its impact on ICT affected most ODL institutions` quest to
adopt the third generation of service delivery. Thus, with regards to the results
obtained from this study and the finding from other scholars the findings implied that
there was high internet connectivity because OUT regional centers had computers
installed by modern wireless internet of high speed.
5.4.3 ICT Infrastructures at OUT Regional Centre
Another crucial physical factor that influenced the use of ICT in delivering ODL
programmes was the availability of ICT infrastructure at OUT regional centres. The
study explored availability of ICT infrastructure at OUT regional Centres. The
findings in Figure 4.11 showed that 59 percent of participants disagreed that there
was no problem of ICT infrastructure at OUT regional centres.
The responses from interviewees on the availability of ICT infrastructure at OUT
regional Centre showed that at Lindi regional centre there were no ICT facilities such
as computer lab for student although the centre had installed wireless internet which
was freely used by both staffs and students. On the other hand findings revealed
56
availability of ICT infrastructure at Mtwara regional centre. The following were the
responses. One of the interviewee noted;
``….. ICT infrastructure at the centre is good. We have 31 pieces of computer which students and staffs can access information through internet using wireless connections in the computer lab and offices``
Another interviewee from the centre revealed that;
``Apparently the regional centre had few computers that are used by staffs thus at our regional centre we do not have a computer lab for students use``
According to (Mbwette et al 2010) LAN installments at regional centres had assured
a continued internet connection and learning opportunities for students. The support
was essential for continual support system for application, registration, and
admission procedures that were now done in regionals across the country. The
researcher also physically observed the computer lab in Mtwara region Centre which
31 pieces of computer had connected to internet. Therefore the findings implied that
in some regional centre OUT had ICT built ICT infrastructure while in other regional
such as Lindi OUT had not yet built ICT infrastructures for students.
5.4.4 ICT Services Provided at Regional Centres Satisfy the Need of Learners
The findings in Figure 4.12 revealed that 51 percent of respondents agreed that the
ICT infrastructure available at OUT regional centres satisfied needs of learners.
Responses from interviewees were as follows. One interviewed director remarked
that;
``The ICT services satisfy the need of learners at the centre in most cases some computers are not fully utilized by learners as only few use the centre`s computer lab……… the computer lab is also used by students from Lindi``
57
The second director had this to say;
``The ICT services provided to learners at the centre, I can say that in average they satisfy the needs of students``
A study by Kagugu (2011) also found that majority of the students revealed that ICT
facilities satisfied them. Almost 94 percent of participants responded that they got
information they needed through the available ICT facilities. Only 6 percent of
students pointed out that they did not get information they needed through ICT
facilities. Those who did not get the needed information pointed out that they failed
to access some of the ICT system because of lack of information searching skills.
Studies conducted by other scholars found that the ICT services needed to of students
and academic support personnel requirements.
A study by Maury and Kumar (2008), “Using ICT in ODL System for Providing
Library and Information Services,” suggested that; ICT Services offered to distance
learning community should be designed to meet a wide range of information,
bibliographic and user needs. Basic need for distance learners were access to
information resources, such as text, supplementary reading and reference services,
learning how to find the information they needed from the information that was
available, developing ways to apply information gleaned and to make sound,
information based decisions.
Distance education institutions were responsible for providing convenient, direct
physical and electronic access to library resources for distance learning programs
equivalent to those provided in traditional settings and in sufficient quality, depth,
58
number, scope, correctness and formats so as to meet students’ needs in fulfilling
course assignments and enrich academic programs. The findings from the current
indicated that the ICT services provided at OUT regional centres satisfied learner’s
needs. That implied ICT services provided at OUT regional centres satisfied the need
of learners.
59
CHAPTER SIX
SUMMARY, CONCLUSION AND RECOMMENDATIONS
6.1 Introduction
This chapter presents summary, conclusion and recommendations of the study.
6.2 Summary of the Study
The study was conducted to explore factors, which influenced the use of ICT in
delivering ODL programmes in Mtwara and Lindi regional centres. The objectives of
the study were to identify factors influencing use of ICT at Mtwara and Lindi
regional centres; to assess challenges encountered in the use of ICT in provision of
ODL at Mtwara and Lindi regional centres and to identify strategies, which OUT
could use to improve ODL through ICT. The study adopted qualitative research
design. The study was essentially descriptive aimed at collecting data and describing
them in a systematic manner. The study had a total population of509 participants and
a sample of 154 participants.
The findings of the study revealed that at regional centres teachers had better access
to computer and internet than students. Lindi regional centre had no ICT lab, at
Mtwara regional centre there were two modern ICT laboratories for students;
students at regional centres lacked basic skills and knowledge in using ICT, and that
OUT students were not given satisfactory training on using ICT prior joining their
courses; and students were given assistance on using ICT for the purpose of online
and exam registration.
60
As regards to community related factors, findings revealed that OUT students were
willing and had positive attitude towards using ICT in learning; Students could not
afford to buy computers or laptops on their own; OUTICT policy guided and
facilitated ICT activities at regional centres.
Lastly on the side of physical facilities related factors, the findings revealed there
was no problem of electricity and internet connectivity in OUT regional centres;
there was ICT lab with 31 pieces at Mtwara regional centre while at Lindi students
had no ICT lab; and ICT services provided at OUT satisfied need s of students.
6.3 Conclusion
Basing on the noted findings the following conclusions were made:
(i) ODL students lacked basic skills and knowledge in using ICT facilities.
(ii) OUT students were unable to buy Computers and laptops on their own
(iii) OUT Students were not given satisfactory training on using ICT at regional
centres prior joining ODL programmes because OUT did not have better
procedures of training students.
6.4 Recommendations
With reference to the conclusions of the study, the following recommendations are
made:
(i) The government should establish initiatives toward full ICT integration to
curriculum and ICT integration in the whole system of education. That could
help learners to have sufficient knowledge on ICT before joining ODL
programmes.
61
(ii) Although ICT was crucial for effective and efficient delivery of ODL courses
due to high cost of buying ICT facilities OUT should continuously establish
necessary infrastructure for ICT at regional centres so as to provide students
with better access to ICT facilities, also OUT management should initiate a
program for registered students that would help them to purchase computers at
low prices.
(iii) The OUT should find a better way to train ODL students on how to use
computer and internet in order to help them access the services.
6.4.1 Recommendation for Further Research
(i) There is a need of exploring further on the use of smartphones as an alternative
way of instruction by teachers and students in ODL learning. That could help
to improve communications and help learners to access learning material
through their phones.
(ii) The findings of this study could save as a basis for future studies in other
regions on factors influencing the use of ICT in the provision of ODL at OUT.
Thus similar research could be extended and replicated in other regional
centres of the OUT.
62
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APPENDICES
Appendix 1: Questionnaire Guide for OUT Lectures and Students in Mtwara
and Lindi Regional Centre
Please kindly answer these questions to the best of your knowledge.
I assure you that the information provided is for research purpose only. I want to take
this opportunity to thank you for availing yourself and in contributing to this
academic exercise.
Tick appropriately
Lectures ( ) students ( )
Instructions
Please put tick a (√) to the appropriate prepositions given.
The response means: SD= Strong Disagree, D= Disagree, SA = Strongly Agree, A=
Agree NS = Not Sure.
I. Factors influencing the use of ICT at OUT centres
S/n Proposition Response
SD D SA A NS
i Lack of Power supply affect the use of
ICT at OUT regional centres
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Ii Low Internet connectivity affect the use
of ICT at OUT regional centres
Iii Learners can afford to buy Computers of
their own.
Iv There is a problem of ICT infrastructure
at OUT regional centres.
V Funds for ICT related activities in at
OUT regional centre is provided by the
government.
II. Some challenges on the use of ICT at OUT regional centres include:
s/n Proposition Response
SD D SA A SN
vi Students and lectures have access to
computer and internet at OUT centres
vii Lack of skills on using ICT among
students affect the use of ICT in
delivering ODL programmes.
viii Students have positive attitude toward the
use of ICT in learning.
75
III. Probable strategies which could be used to improve implementation of ICT at the
centre could be:
Proposition Response
SD D SA A NS
ix Students should frequent get assistance
on using ICT at OUT regional centres.
x ICT services provided at OUT regional
centres satisfy the needs of students.
xi Students receive satisfactory training in
using ICT to support ODL programmes
at OUT.
xii Does OUT have ICT policy that guide
ICT activities at regional centre.
Appendix 2: Interview guide for Directors from Mtwara and Lindi Regional
Centres
76
1. Do lack of power supply affect ICT use at your centre?
2. Does low internet connectivity affect internet usage at your centre?
3. Can students at the centre afford to buy Computers of their own?
4. Is ICT infrastructure available at the centre?
5. Who fund ICT related activities at OUT regional centre?
6. Do students and lectures have an easy access to computers and internet at the
centre?
8. How literate are students in using ICT?
9. What is the attitude of students towards ICT use in learning at the centre?
10. How are students assisted at the centre as regards to ICT?
11. Do ICT services provided to students satisfy the need of using ICT services?
12. Do learners at the centre receive satisfactory training in using ICT to improve
learning through ODL?
13. Does OUT have ICT policy on ICT activities?
Appendix 3: The ICT Laboratory in Mtwara Regional Centre
77
78
Appendix 4: Research Permit from Mtwara Regional Centre
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Appendix 5: Research Permit from Lindi Regional Centre