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Secondary School Teachers' Experiences of Distance Learning

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Secondary School Teachers' Experiences of Distance Learning SECONDARY SCHOOL TEACHERS’ EXPERIENCES OF DISTANCE LEARNING MODE OF TRAINING IN MALAWI GODFREY B. MSUKWA MASTER OF EDUCATION (MEd) DEGREE IN TEACHER EDUCATION MZUZU UNIVERSITY FACULTY OF EDUCATION MZUZU, MALAWI January 2015 SECONDARY SCHOOL TEACHERS’ EXPERIENCES OF DISTANCE LEARNING MODE OF TRAINING IN MALAWI GODFREY B. MSUKWA A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT FOR THE AWARD OF MASTER OF EDUCATION (MEd) DEGREE IN TEACHER EDUCATION OF MZUZU UNIVERSITY FACULTY OF EDUCATION MZUZU, MALAWI January 2015 ii DECLARATION I, Godfrey Msukwa, hereby declare that this study is my own original work, and it has not been submitted for a degree or examination at any other university, and that all the sources that I have used or quoted have been acknowledged by complete references. Signature………………………………………………………. Date………………………… GODFREY B. MSUKWA iii ABSTRACT Researchers have found that distance learning approach is not different from that of conventional/face-to-face mode of learning, because distance learners perform the same as those in conventional learning, and sometimes even better. Distance learning mode has been viewed as an ideal approach of training teachers in Malawi due to limited intake of students to higher education institutions offering face-to-face training for teachers. As such, there is a great shortage of secondary school teachers estimated to be at 9,000 and ironically there is a high demand of higher education due to limited access. The primary purpose of the current study was to explore secondary school teachers‘ experiences as well as their general perception of distance learning in their natural setting, and their interpretations and feelings towards it. The study involved secondary school teachers in selected secondary schools in Mzimba District in Northern Malawi, and data was obtained through in-depth interviews. The study is guided by the theory of constructivism and the results are discussed using qualitative approach within the interpretive paradigm. Among the findings the study has revealed that distance learning provides an opportunity to teachers to upgrade while working. The results have further revealed that there is no difference between teachers trained through distance learning and those of face-to-face or traditional mode. In view of the challenges and opportunities noted in the current study, a number of recommendations have been made. Keywords: Distance learning/education, Perception, Experience, Constructivism, Face-to-face, Interaction, Learner autonomy. iv DEDICATION I dedicate this dissertation to my dear sister, Jean, posthumously, who died on the very day I submitted my application for this programme. May her soul rest in peace. v ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my supervisor, Mr Marisen Mwale for his tireless effort in assisting. This dissertation could not have been successful without his encouragement. The enthusiasm and interest he attached to this work are much appreciated and will ever be remembered. He has always been there for me that is why I have managed to complete my research on time because of him. Thank you very much. A word of thanks also goes to the schools in which I conducted my research. Without your permission, this research would not exist. A special word of thanks again to all the three Head teachers, their willingness is not taken for granted. My special gratitude goes to my beloved family. I thank my wife, Virginia, our son, Mark for their emotional support from the beginning to the end of my study. Without your love and support, this research would not have been completed. vi TABLE OF CONTENTS DECLARATION ……………………………………………………………………………………………. iii ABSTRACT ………………………………………………………………………………….……………… iv DEDICATION ………………………………………………………………………………………..……….v ACKNOWLEDGEMENTS ………………………………………………………………………………… vi TABLE OF CONTENTS ……………………………………………………………….………………….. vii LIST OF FIGURES ……………………………………………………………………….…………………. x LIST OF TABLES …………………………………………………………………….…………………..… xi APPENDICES …………………………………………………………………………….……………….... xii ABBREVIATIONS AND ACRONYMS ……………………………………………………………. xiii CHAPTER 1: INTRODUCTION ................................................................... 1 1.1. Background ............................................................................................................................. 1 1.2. Statement of the Problem ........................................................................................................ 3 1.3. Purpose of the Study ............................................................................................................... 4 1.4. Specific Objectives of the Study ............................................................................................. 5 1.5. Rationale of the Study ............................................................................................................. 5 1.6. Significance of the Study ........................................................................................................ 6 1.7. Definitions of Operational Terms ........................................................................................... 7 1.8. Organisation of the Study ....................................................................................................... 9 CHAPTER 2: LITERATURE REVIEW ..................................................... 10 2.1. Introduction ........................................................................................................................... 10 2.2. Definition of Distance Learning ........................................................................................... 11 2.3. Overview of Distance Learning ............................................................................................ 12 2.3.1. Global Context .............................................................................................................. 12 2.3.2. Malawi Context ............................................................................................................. 16 2.4. Views on Distance Learning ................................................................................................. 17 2.5. Distance Learning as a Constructivist Approach .................................................................. 20 2.6. Role of Interaction ................................................................................................................ 24 2.7. Learner Autonomy ................................................................................................................ 28 2.8. Challenges Concerning Distance Learning ........................................................................... 32 2.8.1. In Malawi ...................................................................................................................... 36 2.9. Conclusion ............................................................................................................................ 39 vii CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY ............... 40 3.1. Introduction ........................................................................................................................... 40 3.2. Theoretical Framework ......................................................................................................... 40 3.3. Research Design .................................................................................................................... 43 3.4. Participants and Research Site .............................................................................................. 45 3.5. Sampling Technique ............................................................................................................. 47 3.6. Data Collection ..................................................................................................................... 47 3.6.1. Interview ....................................................................................................................... 48 3.7. Data Analysis ........................................................................................................................ 49 3.8. Trustworthiness of the Study ................................................................................................ 50 3.9. Ethical Considerations .......................................................................................................... 51 3.10. Limitations ............................................................................................................................ 52 CHAPTER 4: FINDINGS OF THE STUDY ............................................... 53 4.1. Introduction ........................................................................................................................... 53 4.2. Themes and Categories ......................................................................................................... 54 4.3. Demographic Information ..................................................................................................... 57 4.4. Theme 1: Perceptions of Distance Learning ......................................................................... 59 4.4.1. Category 1: Provides Opportunity ................................................................................ 59 4.4.2. Category 2: Comparison with Conventional Learning ................................................. 61 4.5. Theme 2: Interaction Between Students and Lecturers ........................................................
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