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.

v

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.

vi

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

ix

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

x

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

xi

Table 3.1: Sample Size of the Study...........................................................................26

xii

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

2

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,

3

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

4

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

5

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?

6

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.

7

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.

8

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

10

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

11

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

12

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.

13

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-

14

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

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Appendix 4: Research Permit from Mtwara Regional Centre

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Appendix 5: Research Permit from Lindi Regional Centre