Implementation of open and distance learning through mobile technology at the Open University of Tanzania

The study examined the Open and Distance Learning (ODL) implementation through mobile learning technology in Higher Learning Institutions using the experience of the Open University of Tanzania (OUT). Four research objectives guided the study: to examine the current practice of ODL through mobile technology in learning at OUT, find out lecturers‘ and students‘ perception of mobile learning technology, investigate the effects of mobile learning technology on ODL students‘ learning and to identify the challenges both lecturers and students face in the usage of mobile technology. The study used a combination of qualitative and quantitative approaches, informed by a holistic case study design. The study was conducted in Dar es Salaam region at the OUT three centres namely Ilala, Kinondoni and Temeke. The sample consisted of 70 respondents that was made of 40 students, 15 lecturers, 10 technicians and 5 system administrators. The study deployed purposive sampling, simple random sampling and stratified random sampling techniques to obtain the participants. Data were collected through questionnaires, interviews and observations. The qualitative data analysis draws from Miles and Huberman (1994) framework for qualitative data analysis which involves three stages: data reduction, organization and interpretation. Quantitative data on the other hand were analysed through SPSS Version 22. The study has come up with the following main findings, First, mobile learning technology was employed by OUT for teaching/learning whereby the majority of learners have access to internet/intranet, iPads, DVDs/CDs and computer. These mobile technology devices were mainly used for reading scholary articles, collecting data, reading text books, examination results handling, sharing information, administaration and personal use. Second, most of the students and lecturers had a positive attitude to using mobile technology devices in teaching and learning. Third, mobile learning improves learning performance and self-regulation. Fourth, lecture s and students faced challenges in the usage of mobile phones in learning such as lack of know- how skills, small screen size, minimal storage capacity, limited internet connectivity and power breakdown. On the basis of these findings, it is concluded that mobile technology devices have great potential in boosting education through ODL by improving academic performance. Therefore, the study recommends that OUT should conduct training regulary for lecturers and students to provide them knowledge and skills that would help them use mobile technology devices in teaching and learning activities much more effectively. Also, a reliable infrastructure should be put in place to allow lecturers and students to get connected to the internet.