Browsing by Author "Msangya Benedicto W."

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Exploring teaching and learning resources available in open and distance learning for teachers’ professional development at the Learning Centers
(GlobeEdu Group, 2024-08) Semwenda Joyceline Adine; Kira Ernest S.; Nyangas James A.; Msangya Benedicto W.; Athumani Jamal J.
The success of Open and Distance Learning (ODL) programs hinges on the availability of high-quality and sufficient teaching and learning resources. The role of ODL institutions is to clear up any confusion among facilitators and learners regarding the resources available at ODL learning centers. This study aimed to explore the teaching and learning resources needed for effective instruction in ODL and for teachers' continuing professional development at these centers. A qualitative approach was employed to collect and analyze the data. The study was conducted in ODL learning centers located in Dar es Salaam, Ruvuma, and Mbeya, involving 16 participants. These included four officials from the Institute of Adult Education (IAE), three regional IAE coordinators, and nine center coordinators, all selected purposefully. Data collection methods included semi-structured interviews, document reviews, and observational checklists. The study revealed that regional learning centers faced shortages in financial resources, academic staff, and equipment. Based on the study's findings, well-defined steps should be taken to solve the issues with teaching and learning resources that this educational modality faces. The government should keep funding educational institutions, especially ODL Learning institutions, as many of them failed to fulfill their stated objectives due to financial limitations.
Investigating the implementation process of open and distance learning for teachers'professional development at the learning centres
(Jhand Publisher, 2024-12-30) Semwenda Joyceline A.; Kira Ernest S.; Nyangas James A.; Msangya Benedicto W.; Athumani Jamal J.
The effective implementation of open and distance learning (ODL) at the learning centres is vital for helping distance learners to achieve their educational goals. This study examines the implementation process by focusing on the availability and distribution of teaching and learning materials, the provision of face-to-face sessions, the effectiveness of learner support services, the relevance of the ODL program, and the challenges faced by both learners and facilitators during the program's implementation. The research is conducted across ten ODL centres under the Institute of Adult Education in Dar es Salaam, Mbeya, and Ruvuma. A mixed-methods research design was used to provide a comprehensive understanding of the implementation processes of the ODL and its effectiveness in enhancing educational experiences. The study included a total of 608 participants. Data collection methods included closed-ended questionnaires, interviews, and observations. Quantitative data were analysed descriptively, while qualitative data were analysed thematically. The findings reveal statistically significant differences across the regions in the implementation process of the ODL at the learning centres, particularly regarding support services and the infrastructure. The study highlights the critical role of resource availability in creating a conducive learning environment and its impact on learners' academic performance and satisfaction.
Stakeholders’ perceptions about the competences of open and Distance Learning Graduates
(The Research and Scientific Innovation Society (RSIS International), 2025-01-25) Semwenda Joyceline A.; Kira Ernest S.; Nyanga James A.; Msangya Benedicto W.; Athumani Jamal J.
Education plays a vital role in individual and national development. Open and Distance Learning (ODL) is an educational approach that enables learners to study independently within their own environments without attending conventional classes. In ODL, the learning is facilitated through provided course outlines or modules. This quantitative study investigates the perceptions of key stakeholders, including ODL learners, employers, and the head of a nearby school, regarding the skills, values, and competencies of ODL graduates, as well as their ability to perform assigned tasks. The study was conducted at the Institute of Adult Education learning centres found in Dar es Salaam, Mbeya, and Ruvuma, with a total of 622 respondents. The data was collected through closed-ended questionnaires and analysed using the Statistical Package for the Social Sciences (SPSS) version 23. Descriptive statistics, including tables, frequencies, and percentages, were used to present the data, while inferential analysis employed the Pearson Chi-square test to determine relationships between variables. The results indicate that stakeholders, including employers and ODL learners, expressed confidence in the innovative skills developed by ODL graduates. The heads of the nearby schools were particularly confident with graduates' communication skills. Employers showed the highest confidence in the graduates’ ability to effectively manage assigned tasks. Similarly, the heads of the nearby schools were confident in the ODL program for equipping graduates with quality and sustainable skills to serve their communities. They also recognized the graduates' ability to demonstrate a high level of competence when taking on responsibilities. ODL learners consistently expressed confidence in nearly all aspects of the program’s outcomes. The study recommends that ODL institutions partner with employers to understand the skills ODL graduates should possess to succeed in the workplace. Additionally, ODL institutions should ensure that their programs are of high quality so that all graduates meet consistent standards of professional readiness in the labour market.