Browsing by Author "Mmbaji, Jenes Lyana"

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    Feedback on written assignments and its effects on distance education learners of the open university of Tanzania: the case of Tanga and Kilimanjaro Regions
    (University of Dar es Salaam, 2010) Mmbaji, Jenes Lyana
    This study examined the impact of written assignment feedback on distance education learners at the Open University of Tanzania (OUT). The study looked into the type of feedback provided to distance learners, their reactions after receiving the feedback, use of the feedback, the time taken to send the assignments to the learners, as well as how learners and members of staff value the feedback. The study was conducted in Tanga and Kilimanjaro regions. A total of 152 respondents took part in the study. Qualitative was the main approach employed in collecting and analysing data. Data were gathered through five research instruments, i.e. semi-structured interviews, questionnaires, focus group discussions, observations, and documentary review. Findings of the study revealed that there were various factors affecting the provision of feedback on written assignments to distance education learners. Also, there was evidence that distance learners value and like the use of written assignments feedback. However, it was learned that very often the feedback arrived very late, making it difficult for the feedback to be used by learners in improving their subsequence assignments. The study recommends that the Open University of Tanzania should expedite the correction and returning of the assignments to learners, with the necessary feedback, to enable them improves their future assignments. The study recommends further that the Open University of Tanzania should facilitate prompt provision of feedback on written assignments by employing qualified tutors in distance education learning at OUT. The study recommends the use of mobile phones for short message services to distance learners. Further, the study recommends future research to explore the impact of the current shift from evaluating students work through written assignments to student portfolio progress.