Determining factors influencing learners' decisions to develop their professionals through Open and Distance Learning at the learning centres.
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
The World Council for Curriculum and Instruction (WCCI)
Abstract
Open and Distance Learning (ODL) is becoming increasingly popular as an alternative mode of education in
Tanzania, especially among the adult working class who wish to advance their professions without attending
full-time classes. This quantitative study aims to determine the factors that influence learners to pursue
professional development through ODL at learning centres. The study involved 576 continuing and
graduated diploma learners from the Institute of Adult Education in Mbeya, Ruvuma, and Dar es Salaam. A
closed questionnaire was used to collect data from respondents. Key descriptive statistics were used,
including tables, frequencies, and percentages, to analyse and present the findings using the Statistical
Package for Social Sciences (SPSS version 23). The findings reveal that respondents’ socioeconomic status,
age, gender, marital status, and region significantly influence their decision to study through the ODL mode.
Considering the needs and preferences of learners regarding this mode of learning is crucial. This
consideration will encourage more learners to use open and distance learning, which will increase enrolment
and lower dropout rates. The study recommends that the provision of good administrative support services
and well-equipped offices at the learning centres will motivate learners’ choices toward the ODL mode of
learning. Besides, adequate and qualified staff should be employed in the main offices at the regional centres
to promote efficient delivery of services to ODL learners
Description
International Journal of Curriculum and Instruction pp. 434–452
Keywords
Open and Distance Learning (ODL), Professional development, Learning centres, Institute of Adult Education (IAE)
Citation
http://creativecommons.org/licenses/by-nc-nd/4.0/