Zamzam I. Nyandara, is an assistant lecturer at the Open University of Tanzania. She holds Master degree in Education (Master of Arts in Education) from Northeast Normal University-China graduated in July 2012 and Bachelors degree in Adult Education from University of Dar-es-Salaam graduated in Nov 2008. Her main research interests include adult learning, lifelong learning, distance learning, teacher professional development and technology use in education.

1. INSTRUCTORS’ EXPERIENCES ON THEIR
INTERACTIONS WITH STUDENTS AT THE
DISTANCE LEARNING UNIVERSITY IN TANZANIA
Authors : 1: Zamzam I. Nyandara: Email: masatuzamzam@yahoo.com
2: Lu Lijie: Email: lvlj@nenu.edu.cn
Northeast Normal University
3rd
International Conference of the African Virtual University.
Theme: Integrating Mobile Learning to Open Up Access to Quality Education and Training
Opportunities in Africa.

2. Introduction
• DE is the teacher-learner relationship that exists when learners and
instructors are separated by space and/or by time” (Moore, 1993 p.22).
• This pedagogical separation affects the interaction between students and
teachers (Moore, 1993).
• Interaction is a mutual relation that exists between two or more people
facilitated by whatever means of communication to provide feedback,
that is useful in knowledge construction and learning achievement
(Garrison & Claveland,2005; Ekwenife-Orakue &Teng, 2014).
• Kinds of interaction: learner-instructor, learner –learner, and learner-
content (Moore,1989)

3. Background of the problem
• The separation between T&L has created challenges to students’
learning like the feeling of isolation (Bouhnik & Marcus, 2006), limited
academic support, as well as delayed feedback and information
(Niwagila, 2014).
• These challenges affect the students’ learning motivation in DE
(Temba, 2011; Rwejuna, 2013; Anderson & Dron, 2011).
• The effects sometimes are extremely serious to an extent that
some students face delays in graduation or opt to drop out of the
college (Chang & Smith, 2008; Temba, 2011).

4. Statement of the Problem
• ICT has been used to reduce the effect of the separation.
• However, due to access & affordability challenges of ICT
facilities, the practice has not been able to improve
interactions especially in developing countries and Tanzania in
particular (Komba, 2009; Nihuka 2008; Nyandara, 2012; Rumanyika, & Gulan,
2015).
• Since there is a relationship between learner-instructor’s
interaction and students’ learning motivation, retention, and
satisfaction (Inkelaar and Simpson,2015), low rates of retention and
graduation at DLU (OUT,2014; OUT, 2015), has been attributed to the
limited interaction (Temba, 2011; Niwagila, 2014).

5. Accumulative enrolment and graduation rates from 1994 up to 2014/15
academic year (OUT, 2015)
• In this regard, this study was important to explore and
describe instructors’ experiences on their interactions with
students at DLU and in their perspectives (instructors) how
that influence students’ learning in a distance education.

6. Purpose and Research Questions of the Study
• The purpose was to explore and generate knowledge on instructors’
experiences on their interaction with students at DLU, and how that
influence students’ learning, in order to reflect on the practice and
improve pedagogical interactions with students to create positive
learning experiences in DE.
• Research questions
1.In what ways do instructors interact with students at the DLU?
2.How do instructors perceive the influence of such interactions on
students’ learning?

7. Significance of the Study
• This study was conducted because of the limited student-
instructor interaction at DLU, which is one of the factors
contribute to students’ low rates of retention and graduation
(Temba, 2011; Niwagila, 2014).It is significant because:
It contributes to the existing literature on interaction processes
in distance learning based on instructors’ experiences.
Points out major issues that need to be addressed in order to
improve the interactions and create positive learning
experiences in distance education for developing countries with
similar conditions as Tanzania.

8. Theoretical Framework
• Social Constructivism theory of Learning (Vygotsky) which
emphasizes on the role of social interaction to facilitate human
cognitive and intellectual development (Atherton, 2013; Kim, 2001;
Kumpulainen & Wray, 2002 ).
• Zone of proximal development : interaction facilitates meaningful
learning to a greater level compared to what one can learn
individually without assistance from a knowledgeable
expert/teacher.
• It emphasizes the role of the student-teacher interaction in students
learning processes.

9. Methodology
• Qualitative case study.
• Semi-structured interview: from 13 (5 male, 8 female) instructors at
DLU (HQ).
• Purposive sampling was used to select those participants out of 348
academic staff at the institution.
Criteria -working experience (at least four years and
above),&education level (master level and above).
• Audio-taped 12 interviews; whereas one interviewee refused to be
recorded.
• Duration 28 to 45 minutes (average of 33 mns).

10. Findings
The major themes
• Means or ways that instructors use to interact with students;
• Issues of concern in that interaction;
• Instructors’ role to facilitate interaction;
• How instructors used face-to-face sessions to interact with students;
• Instructors’ perceptions about the influence of their interaction
processes to students’ learning;
• Challenges they encountered when interacting with students

11. Means or ways that instructors use to interact with students;
• Face-to-face sessions; invigilation and marking of examinations;
emails; mobile phones (most convenient); as well as e-learning
platform.
 Ms Auma: “…we interact through face to face for those who manage
to visit the HQ; I also use email and mobile phones…”
Ms Aida: “I use mobile phones or emails and …mobile phones are
more convenient because almost every student owns a mobile phone
…”
Mr Raphael: “…I prefer mobile phones because you can give
immediate response when called…email sometimes is limited with
internet access…”

12. Issues of concern in that interaction;
• For both administrative and academic issues
• Academic related issues were on research and few cases on difficult
areas.
• More queries were on missing of examination scores, course
registrations, as well as requests on course outlines / study materials.
Ms Auma: “With undergraduate students, interaction is very limited …
even when they communicate with me mostly they are looking for course
outlines or their missing scores…”
Mr Mkude: “…they mostly come when they don’t see their scores or if
they get lower marks than they expected…they will come to complain but
not to seek academic assistance…”

13. Instructors’ Role in Facilitating Interaction :
• Had mixed experiences on who initiates the interactions, and also on
how they make students to know each other
Ms Joyce: “…I remember it happened that I met two students who
were taking Biology living in the same region and tried to connect
them so they could communicate, but then it is not easy to make
follow up to see if that really worked or not…”
Ms Sessy: “…when examination session is about to start you have to
remind them about that so that they register on time…”
Ms Girraffe: “…that is difficult…I don’t know them…they are far away
from me …in different regions…its only their names or registration
numbers…how will I connect them…”

14. how instructors used face-to-face and field practice sessions to interact
with students
• Duration for field practices : one week to four weeks,
• Instructors and students had to travel to different places where field
practices had to take place.
Ms Sakina: “…apart from the aims of those activities, we also use that
opportunity to communicate with them regarding their learning
difficulties and help them to solve…”
• Formal F2f for 3 to 4 days; one instructor represents the faculty at a
particular regional centre
• The main activity of face to face was to assess students’ portfolios .

15. their perceptions about the influence of their interaction processes on
students’ learning;
• Facilitated learning to some students who maintained frequent
interaction with them
• However, generally they confirmed that interactional processes at the
institution were limited and had little contribution on students learning,
giving examples of weaknesses on face-to-face practises, and the limited
use of MOODLE
Mr Raphael: “…of course for those I have been in touch with, I feel that I
have helped them to improve learning
Ms Aida: “…I would say that in one way it helps, but in another way it
holds them back… like face to face sessions are too short…and …
sometimes you interact with a student not from your area of
specialization, so it is not that helpful…”

16. challenges they faced when interacting with students
• Lack of financial support to meet the airtime cost of calling students.
• Odd hour calls from students (weekends or after office hours)
Mr Alhaji: “…sometimes they call when it is not convenient for me
like early in the morning, at night or even weekend.”
Ms Aida: R: “…many times actually they call me at night…”
• Few days allocated to f2f sessions was not enough to meet all the
individual students’ learning needs
• the expertise challenges when responding to students queries out of
their area of specialization during face to face.
Ms Joyce: “…sometimes I focus on the area that I am an expert
because you cannot master all…”

17. • Access and coverage of internet facilities in other regions apart from big
cities is difficult for email and internet based interaction
Ms Aida: “…I sent the guidelines to students…and later after six months,
they came complaining that they had not received the guidelines…”
Ms Sakina: “…I sent an email to a student and it took like a month without
any response, and then I received a call from that student asking for the
feedback, I was surprised by that…”
• The separation between students and instructors posed a challenge in
establishing rapport
Mr Alhaji: “…we don’t know even what are difficult areas for them…
actually we don’t know our students … they are always new to us…”
Mr Mkude: “…because of their number and the separation, I know little
about their learning behavior or the difficulties they face…”

18. Discussion
• Social Constructivism emphasizes that, the extent to which a person can
learn alone is low when compared to what that person can learn with
assistance from others (Kim, 2001; Pritchard & Woollard, 2010).
• However, findings show that there was limited students- instructors
interaction whereas only few students were benefiting from the role of
interactions.
• Students’ late responses through email, is an indicator that internet based
interaction alone is not appropriate to majority, other means of
communication like frequent F2F & mobile phone technology needs to be
integrated.
To change consultation time to accommodate working students eg from
9 am to 5pm instead of 8 am to 04 pm.

19. • It is not bad for Face-to-face sessions to be used for portfolio assessments,
however, since the focus of portfolios is to improve teaching and learning,
then expertise issue is important to achieve that.
Literature has established that effective portfolio assessments, require
instructors’ thorough understanding of their subject areas to review,
discuss, and comment on students work (Sweet, 1993: Thome, Hovenberg &
Edgren, 2006).
• Both students and instructors have the role to play in interaction process,
but since social constructivist place the role to an expert, instructors do not
need to depend on event/ problems that arise for them to communicate
with students.
As Inkelaar and Simpson (2015) suggest, instructors’ proactive motivational
messages to distance students raise students’ satisfaction and retention
rates.

20. Implications for the practice
• Distance-learning institutions need to improve students- instructors
interactions by adopting a blended learning strategy.
• However, blended learning will not just work without some
transformations like:
To formalize mobile phones use by considering financial assistance,
pedagogical use, and consultation hours;
To redesign formal face to face sessions to address both academic
(Focus on subject expertise), and administrative needs of students.
• Since students depend on instructors assistance for effective learning
experiences, thus instructors should not forget their facilitative role.
 Otherwise, dropout and delay to graduate cases will continue to persist.

21. Suggestions for further research:
• To recruit students and instructors in order to study their interaction
processes in relation to learning achievement.
• To use mixed methods to study the same phenomena.
• To study students’ view and experiences on the role of face-to-
face/mobile phones interactions in relation to their learning
achievements.
• Lastly, researchers should strive to research on students’ perceptions
about the contribution of written comments on learning achievement.

22. Conclusion
• It was revealed that there was a minimal student-instructor interaction, which
was mainly event or problem based and beneficial to few students.
• Blended learning is recommended to create positive learning experiences
(Frequency and duration of F2F sessions, mobile phones technology)
• Instructors to be proactive initiators of interaction and communication like
sending text messages fortnightly to encourage, remind, and motivate students
to learn.
• To design flexible schedule on consultation hours in order to accommodate
students from different socioeconomic backgrounds.
• Otherwise, few students will manage to complete their study in DE which might
demotivate new comers to enroll in DE.

23. Acknowledgments
• Special thanks to the AVU for sponsoring my participation.
• Thanks to anonymous reviewers for their valuable inputs and comments
to improve this work.
• Thanks to participants for their willingness to be part of this study.
• Thank you all for your participation

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