Revisiting the Rationale for Training Online Instructors at the Open University of Tanzania

Abstract

PCF10 Sub-theme: Promoting Equity and Inclusion // Online learning is increasingly becoming a prevalent feature in higher learning institutions globally. Online learning aims to increase access to education without compromising the quality of teaching and learning. Thus, online learning requires competent online instructors who have undergone training on how to teach in an online environment. According to the Open University of Tanzania (OUT) Information and Communication Technology (ICT) policy of 2019 the number of courses uploaded on Moodle does not comply with the e-learning standards. There is little evidence regarding instructors’ effectiveness in executing online instruction roles. This paper examines the efficacy of instructors’ training programmes using explanatory concurrent research design with data collected from 178 instructors at the Open University of Tanzania through questionnaires and interviews. Findings from the study indicated that generally, training has significant impact on the way instructors teach in the online environment. Although most of respondents rated training as an effective strategy for online instruction they lacked continuous training programmes while data from interview indicated that the package of training programmes missed some key content required by instructors. This paper suggests that, among other things, institutions should invest on continuous training programmes for online instructors and ensure inclusion of all key contents for the same. // Paper ID 9687