Quality Assurance Practices in Open and Distance Learning Programme at the Institute of Adult Education, Tanzania

Abstract

This study investigated the learners’ and tutors’ perceptions of quality assurance practices in ODL programme at the Institute of Adult Education in Tanzania. The study employed pragmatism research paradigm in which the mixed research approach was utilised. The study employed the sequential exploratory design. The target population were 1400 ODL learners and 187 tutors. The sample comprised 140 ODL learners selected through a simple random sampling technique. Also, a sample of sixty (60) respondents was employed as informants through a purposive sampling technique. Data were collected using a semi-structured interview and questionnaire methods. Quantitative data were analysed using descriptive statistics with the aid of SPSS version 23, and the thematic content analysis approach was used to analyse qualitative data. The results revealed that learners had a positive perception of the quality assurance practices in the ODL programme. They were assenting on the quality of the face-to-face, quality of tutors, mode of delivery, timely feedback, and modes of assessment. Tutors had affirmative perceptions of instructional mode, learning outcomes, teaching, and learning as well as assessment procedures. Also, the study revealed the challenges facing the implementation of quality assurance in ODL to be the lack of ODL policy, shortage of funds, lack of ODL experts, and unavailability of ICT facilities at learning centres. The study concludes that learners’ and tutors’ perceptions are more imperative in maintaining the quality assurance of the ODL programme. It is therefore recommended that institutions need to develop the quality assurance mechanisms that meet the context of the ODL programme. Also, stakeholders should consider the ODL learning environments about formulation of ODL policy and quality assurance normative documents for ODL mode.