The dynamics of teaching at a distance in Tanzania: reflections from the field

Abstract

In this paper, pedagogical issues drawn from a study to examine the nature and quality of correspondence tuition are analysed. The paper observes that effective correspondence tuition depends on a number of factors ranging from the tutors' academic competence to their professional experience, values and assumptions about distance learning. Given the novelty of the distance mode of delivery at university level in Tanzania, there is a need for an induction programme for newly recruited tutors to provide them with the core skills and techniques of distance teaching. Recruitment of additional tutors, as well as continued professional development, is crucial for the enhancement of student feedback and quality of correspondence tuition.

Placing learning needs in context: Distance learning for clinical officers in Tanzania

“…With few exceptions, lecturers, AMO trainees and COs were seemed wedded to traditional teaching methods. Lack of experience as independent learners has created difficulties in engaging with distance learning (Bhalalusesa 2006). Moreover, there were occasional signs of resignation to the status quo, understandable in a healthcare system that was operating under major constraints, including a recent 22% cut in funding.…”

“…Selection of learning technologies and educational media would need to be sensitive to learners' socio-economic status and geographic location, resulting in differential access to electronic media, telecommunications and postal services. More positively, there was a cadre of around 50 clinical tutors in the district who would be able to support learners on the STI module, following appropriate development (Bhalalusesa 2006). Project management expertise would be necessary, however, to ensure completion of the upgrading curriculum within available levels of staffing and resources.…”