Facilitator
Facilitator
Facilitator
ADULT LITERACY
July, 2023
TITLE; ASSESSMENT THE ENTITLE CHALLENGES FACING ADULT FACILITATORS
BY
JUDITH IRAMBA
A research report prepared for the study to be conducted and submitted in Partial Fulfillment of
the Requirements of for the award for ordinary diploma in adult and continuing education of the
July, 2023
CERTIFICATION
The undersigned certifies that he has read and hereby recommends for acceptance by the adult
education of Dodoma, a report entitled challenges facing adult facilitators when implementing
the adult literacy in partial fulfillment of the requirements for the diploma.
…………….………………………………
Mr. Mkoko
(Supervisor)
Date…………………………
i
DECLARATION AND COPYRIGHT
I, declare that this report is my own original work and that it has not been presented and will not
be presented at any other University for a similar or any other degree award.
Signature………………………………
No part of this report may be reproduced, stored in any retrieval system, or transmitted
in any form or by any means without prior written permission of the author or the adult
education of Dodoma.
ii
ACKNOWLEDGEMENTS
First and foremost, the Almighty God receives the highest appreciation for sparing my life and
for providing me with sufficient energy and time to write this dissertation. Indeed,
without this favor to me, nothing could have been done. My profound gratitude goes to my
supervisor, madam Anna, for his useful guidance, constructive comments and advice
throughout the undertaking of this research. His maximum degree of help in this study will
not be forgotten in my life.
I wish to thank the collage adult education for facilitating the successful completion of this
academic journey. In an exceptional manner, my appreciation is directed to the Dodoma
city for granting me permission to pursue diploma in collage adult education of Dodoma,
iii
ABSTRACT
This study sought to assess challenges facing adult facilitators when implementing the adult
literacy course at adult education of Dodoma of Tanzania. Specifically, the study was set to
explore students‟ perception towards Open and Distance Learning in Dodoma, examine the
adequacy of facilitation methods, strategies and techniques employed by the Open University of
Tanzania to facilitate learning. Lastly identified the solutions to the problems that affect the
open distance learning. The study is built on the Transactional Theory (1993) and System Theory
of Distance Education and the cross-section research design were used to collect data.
72 respondents from two centers of Dodoma city were sampled to inform the researcher. SPSS
program was used to analyze quantitative data. Qualitative data were analyzed through content
analysis. The survey results showed that the majority of the Open distance Lerner had negative
perceptions towards the Open and Distance Learning. The existing facilitation methods,
strategies and techniques used by Open distance learning of Tanzania are inadequate. The
stakeholders were not sure whether the support services provided by the collage are adequately
provided to learners. The findings indicate that employing more facilitators in different Open
distance learning centers, establishment of Open distance centers at each district, supply of more
learning materials to learners and enhancing internet connectivity at all centers will ensure
effectiveness of the Open and Distance Learning in the country; hence the attainment of socio-
economic development of the nation. Following the findings of the study, it is recommended
that the Open distance learning of Tanzania should create a nurturing and supportive
environment for facilitators as well as students.
iv
TABLE OF CONTENTS
CERTIFICATION............................................................................................................................i
ACKNOWLEDGEMENTS...........................................................................................................iii
ABSTRACT...................................................................................................................................iv
TABLE OF CONTENTS...............................................................................................................iv
LIST OF FIGURES.......................................................................................................................vii
LIST OF TABLES.......................................................................................................................viii
LIST OF APPENDICES................................................................................................................ix
LIST OF ACRONYMS...................................................................................................................x
CHAPTER ONE..............................................................................................................................1
INTRODUCTION...........................................................................................................................1
CHAPTER TWO.............................................................................................................................5
LITERATURE REVIEW................................................................................................................5
2.0 Introduction............................................................................................................................5
v
2.4 The Research Gap................................................................................................................10
CHAPTER THREE.......................................................................................................................12
METHODOLOGY........................................................................................................................12
3.0 Introduction..........................................................................................................................12
CHAPTER FOUR.........................................................................................................................18
4.0 Introduction..........................................................................................................................18
5.1 Conclusion...........................................................................................................................22
REFERENCES..............................................................................................................................24
APPENDICES...............................................................................................................................26
vi
LIST OF FIGURES
Figure 1: Conceptual Framework ........................................... ………………………….13
vii
LIST OF TABLES
Table1: Show Sex of the Respondent (N=60) ……………………………………………21
Table 2: show Age of the Respondents …………………………..………………………21
Table 3: show Age of the Respondents …………..………………………………………22
Table 4. Mean of Respondents’ Perception on Adequacy of Facilitation Methods, Strategies and
Techniques Employed by OUT According to Rank……….……………………………...22
viii
LIST OF APPENDICES
Appendix 1: Questionnaire ………………………………………………………….28
ix
LIST OF ACRONYMS
BEST............................................................. Basic Education Statistics in Tanzania
BOCODOL.................................................... Botswana College of Distance Learning
CEC ............................................................. Cooperative Education Centre
DE ................................................................. Distance Education
DRC ............................................................. Director of regional Centre
ICT ............................................................... Information Communication Technologies
NCI .......................................................... National Correspondence Institution
ODL ............................................................ Open and Distance Learning
OUF 1-4 ........................................................ Open university Facilitator
OUT ............................................................ Open University of Tanzania
S 1- 11.......................................................... Open University Student
SIDA .......................................................... International Development Agency
SPSS ............................................................ Statistical Package for Social Science
URT ............................................................ United Republic of Tanzania
x
CHAPTER ONE
INTRODUCTION
1.0 Background of the Study
Open and distance learning (ODL) is now becoming significant as a modern educational
development. Tanzania is one of the countries that have shown a significant investment
in the ODL. It becomes important since it has been an alternative way to meet the huge
unmet demand for education, especially for those who want to pursue studies while continuing
with their employment (Bryman, 2006). The future of Open and Distance Learning (ODL)
in developing countries and Tanzania, in particular, will benefit from a critical analysis
of its operating environment. It is due to the belief that it might contribute significantly to
poverty reduction if its potentials are recognized (Mbukasa, 2009). However, the effective
provision of this mode of education depends on its ability to cater to students‟ needs within
both rural and urban locations (Niwagila, 2014). This has been a challenging experience for
many countries, especially those in the African continent (Bryman, 2006). Providing open
and distance education in developing countries, like Tanzania, is very important to develop
socio-economic status and to widen access to education. Tanzania is among the countries in the
developing world that have begun to tap the potential of distance education at the higher learning
level. Komba (2009) has written extensively to inform that open and distance learning is an
alternative delivery mode of providing university education. Such documents include the
Poverty Reduction Strategy Paper (2000), the Tanzania Vision 2025, the Education Sector
Development Programme (1998), the Teacher Education, Master Plan (2000), Secondary
Education Master Plan (2000), the Higher Education Sub Master Plan 2003-2018, and the
National ICT Policy (2003), Therefore, the effectiveness of open and distance learning
should be highly emphasized so as to meet millennium challenges. The Tanzanian national
ICT policy aims to use ICT to improve delivery of education and training in all areas, including
distance learning, as well as enhance the quality of the learning experience itself (URT, 2003).
However, the effectiveness of open and distance learning is highly supported by the use of
ICT in higher learning institutions. The establishment of the OUT in Tanzania 1992 followed
from the serious shortage of access to higher education experienced in Tanzania in the 1980s,
and the need to develop a population capable of improving the social and economic
development of the country, (URT, 1990, 1993).This education is highly needed in
Tanzania to achieve socioeconomic development.
1
1.1 Statement of the problem
Scholars have agreed that distance Education institutions have been instrumental in developing
support services that assist students to acquire and improve skills and to perform better in their
daily activities. It is for this reason that there is a need to give more attention to distance
education as an alternative delivery mode of providing open and distance education
(Komba, 2009; URT 2003; Trvastava and Reddy, 2007).
The same has been emphasized by different programmes established to address national
challenges including Poverty Reduction Strategy Paper (2000), the Tanzania Vision 2025, the
Education Sector Development Programme (1998), the Teacher Education, Master Plan
(2000), Secondary Education Master Plan (2000), the Higher Education Sub Master Plan 2003-
2018, and the National ICT Policy (2003). As a sign that these ventures are a success, the open
and distance learning (ODL) has become significant in Tanzania, as elsewhere in the
World, an alternative way to meet the huge unmet demand for education. Even with this
success, the effectiveness of the education in meeting the expectations is less often said, thus,
causing the lack of knowledge whether the education is effective or not. Even with this shortage
of information, the literature available paid attention to other issues regarding distance learning.
For example Ng‟umbi (2009) looked at how O UT has been using mobile phones to facilitate
learning. Also, Nihuka and Voogt (2011) found that despite that mobile phones are owned
by the majority of students and instructors, that mobile phones are not used for delivery
of courses and communication. However, the studies are still squatted since they do not
show whether they are the effective ways of enhancing open and distance learning to most
learners since there are some learners who are not able to access and utilize such kind of
technology. Even though Bhalalusesa (1998) identified that poor infrastructure, inadequate
financial resources, poor learning environment and shortage of qualified tutors, restricted
the effective provision of education at the ODL of Tanzania; the sustainability of these
findings is restricted by the time of the study and a number of changes that have taken place
since then. Further, the study did not clearly explain challenge facing facilitator to provide the
Open and Distance Learning in relation to the ODL of Tanzania. Therefore, this study
attempted to fill this gap by examining the effectiveness of en and Distance Learning in
Tanzania by looking at the experience of students‟ and facilitators at the ODL of Tanzania.
2
1.2 General Objective of the Study
The General Objective of this study was to assess the entitled challenges facing adult facilitators
when implementing the adult literacy
4
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This section presents a description of different literatures related to this study. It is important to
quickly point again that this study was set to find out the Challenges Facing Facilitator in
Implementing of Open and Distance Learning in particular at the Open collage of
Tanzania. Thus, the literature described here is that which is related to the subject at hand. It
reviews the theoretical framework as well as local and foreign empirical studies that are related
to the study. Similarly, the section presents the research gap and lastly, it elaborates the
conceptual framework that was developed following the knowledge acquired from the review of
the literature.
Providing distance education in developing countries such as Tanzania is essential, given the to
develop the countries‟ -economic status countries of the widen access to education,
particularly at the university level. And it is distance education which is a mode of
educational provision which has the potential to address these challenges. The importance
7
of education is seen in its ability to provide an affordable, quality education to the
majority and has the potential to improve the socio-economic status of individuals and their
nations (Jenkins, 1989; Keegan, 1990; Kuhanga, 1990; Rumble, 1997; UNESCO, 2002; Daniel,
2007; Krishnan, 2012).
2.2.3 Students’ Perceptions towards Open and Distance Learning
Purnell et al, (1996) conducted a study on improving distance education for University
students in Queensland, Australia. Focus group discussions and interviews were used for
data collection. The study discovered that interaction was asignificant source of students‟
success in both rural and urban areas. It was revealed that students appreciated the personal
support offered by tutors by telephone, and were also impressed by the audio cassettes and
video tapes that supplemented their study materials. Landbeck and Mugler (2000) examined
students‟ perceptions in open and distance learning in rural and urban areas conducted at the
University of South Pacific. This study was done with 78 extension students and used
interviews to generate information. The study found that students adopted only a surface
approach to learning, influenced mostly by their overdependence on the course study
materials provided by the University. Srivastava and Reddy (2007) conducted a study on the
perceptions of graduate students at the Indira Gandhi National Open University (IGNOU). The
purpose was to discover factors that contributed to the successful completion of students‟
studies.
Questionnaires and interviews were used as data collection methods. The study revealed that
the successful completion of studies by students depended upon a combination of factors,
which included: learning materials, assignments, face-to-face support, regional centers, peer
groups, guidance from counselors and access to library services. Owen et al (2009) explored
the experience of remote students in Australia. The study noted that all of the students who
participated in the study used computers that were accessible within the university and at their
homes. Despite the access to media and technology students‟ the indicated students experienced
a number of difficulties in relation to Internet services, satellite connections and costs
Mbukusa (2009) conducted a study in Namibia which explored the obstacles facing remote
students at the Centre for External Studies at the University of Namibia. This qualitative study
focused on six students who had dropped out from their Bachelor of Education and basic
education teachers‟ d iploma courses. The study adopted a case study approach and used
research diaries, documents and interviews for data collection purposes. The study
8
discovered that students experience inadequate access to academic support which means that
their academic needs were unmet. They were also faced with poor infrastructures and other
administrative problems.
2.2.4 Facilitators Perceptions towards Open and Distance Learning
n particular, the attitudes of the facilitators, the administrators, and the course designers
towards distance education, have a significant impact on the quality of the distance learning
programme. general, studies facilitators‟ towards distance learning indicate that the
facilitators who guide learning at a distance are positive towards distance teaching (Dillon,
1989; Parer, 1988; Johnson and Silvernail, 1990; Mani, 1988; Taylor and White, 1991). It is
evident from other reports lecturers‟ improve the experience with distance education
increases, and as instructors become more familiar with the technology and logistics of distance
teaching (Gilcher & Johnstone, 1989; Kirby & Garrison, 1989). It is also reported that facilitators
believe that distance students perform well or better than traditional students, though the
faculty agrees that distance teaching is not appropriate for all content areas (Dillon, 1989;
Parer, 1988). Research studies by Clark, Soliman and Sungaila (1985) indicate that senior
faculty and professors find distance teaching both more enjoyable and more demanding than the
faculties in the lower ranks. On the other hand, Taylor and White (1991) found educators
to be positive towards distance learning. However, their study also indicated that teaching
faculty prefers traditional face-to-face instruction, citing the quality of interaction and
satisfaction gained from the act of teaching in a traditional setting.
10
Figure 1: Conceptual Framework
Challenges facing adult facilitators when implementing the adult literacy course
-Facilitators
-Students
-Teaching and learning
materials
-Centers for ODL
-Course Outlines
-Parents
-ODL policy
11
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This section describes the methodological aspects and procedures that were employed in the
process of data collection and analysis. Thus, the chapter consists of the research design location
of the study, research approach, targeted population, sampling procedures and instruments for
data collection. The chapter is also extended into describing the validity and reliability of the
research instruments and ethical issues. The chapter ends with the description of the analysis
procedures used to come up with the research findings.
The quantitative approach was employed in this study to collect and analyze data since
the determination of perceptions of students towards Open and Distance Learning at the
Open University in of of responses . It explained a phenomenon of collecting numerical
data that are analyzed using mathematically based methods (Aliaga & Gunderson,
2002).On the other hand the quantitative research approach was used to test the results
gained by a series of experiments, leading to a final answer, and a narrowing down of possible
directions for follow up research to take (Bryman, 2006).
12
3.2 Research Design
A research design is the master plan of a research that enlightens how the study was conducted
(Kothari, 2004). It provides a foundation which guides the researcher in reaching the destination
of the study. It is for this reason that this study used the cross sectional survey research design
because it helped the researcher to collect data at one point in time from the sample
selected to represent the larger population (Rindfleisch et al., 2008). The design was preferred
in this study because of its ability to approximate the prevalence of the outcome of interest
for a given population (Levin, 2006).Further, the design was relatively inexpensive and
takes up a short time to conduct.
14
3.6.1 Interviews
The study employed semi- structured interviews to search for the information from the
respondents. According to Margaret (2009), semi structured interviews helped the researcher to
set the questions clearly and eliminate the chances to influence the respondents in answering
questions. With Semi-structured interviews, the researchers examined genuinely into a topic
and understand carefully the answers provided. During the collection of data, different
questions concerning the topic were asked to students and facilitators of the Open University of
Tanzania. Interviews with the Open University lectures helped the researcher to explore
their attitudes, views and experiences towards Open and Distance Learning. Through
interviews, the researcher could understand their inner perspective and the meaning they make
from that perspective (Patton, 1990).
3.6.2 Questionnaire
This is very brief, a preplanned set of questions designed to yield specific information to
meet a particular need for research information (James, 1997). The study used self-
administered questionnaires to the Open University students since they believed to have
the required information and can answer the questions objectively. The researcher adopted
the use of the questionnaire to students because they are many in number and, thus, it would
take the researcher a long time to interview all of them. Also, the questionnaire gave more
freedom to the respondents because they were assured that their responses would be
unidentified. Questionnaires provided a relatively cheap, quick and efficient way of
obtaining large amounts of information from a large sample of people (McLeod, 2014)
Validity is the accuracy of a measure or the extent to which a score truthfully represents
a concept (Zikmund et al., 2010). In this study the researcher employed (Patton, 1999). The
multiple data collection tools were used in the field work so as to increase the validity of the
information collected from the respondents.
15
Reliability is an indication of how consistent the findings are based on the method of data
collection and analysis (Bollen, 1989). It is an indicator of internal consistency of measurement
over a variety of conditions in which basically the same results should be obtained
(Nunnally, 1978). The research instrument becomes reliable when it yields the same results if
administered several times to similar respondents at different time interval. The clarity of the
instruction that was provided to the respondents was clearly observed to obtain reliability.
Therefore, the pilot study was made to check reliability in terms of the time required and the
quality of the items in the instruments for proper preparation and modification.
16
3.8.2 Quantitative Data Analysis
Quantitative data analysis is a systematic approach to investigations in which information
collected is transformed into numerical data (Bryman, 2006). It involved measuring or counting
attributes. The quantitative data in this study were obtained from the Open collage students
through Likert scales. These were analyzed through the following procedure. The researcher
made sense of the responses collected from the respondents by organizing, summarizing and
doing an exploratory analysis. Data from the questionnaire was coded and analyzed by using
SPSS version the statistical information obtained was from the analysis presented in the form
of frequency, percentage and mean. The mean was used to interpret the information provided by
the respondents in the Likert scale.
17
CHAPTER FOUR
PRESENTATION OF RESEARCH FINDINGS CONCLUSION AND
RECOMMENDATIONS
4.0 Introduction
This chapter presents the results of the study regarding the challenges facing facilitator in
implementing of Open Distance Learning. The experience was taken from the Open collage
centers of Dodoma and Dodoma Municipalities in Tanzania. The analysis is based on three
Research questions of the research. These are what is the perception of learners towards the
effectiveness of Open and Distance Learning in Tanzania; to what extent are the teaching
methods, strategies and techniques employed by the Open collage of Tanzania adequate;
and what are the common solutions to overcome the learning problems of the ODL. This study
involved facilitators and students of the Open collage centers of Dodoma. Data were
collected from Open collage centers of Dodoma and Dodoma municipalities. This chapter
begins with demographic characteristics of the respondent followed by the presentation of
the research findings, according to the research questions. Presentation of the findings is done
in tabular form as well as descriptively or narrative form. Scientific Tables have been used
throughout this study. Quantitative data was processed quantitatively using Statistical Package
for Social Sciences (SPSS) version 16.0 while the qualitative data were analyzed qualitatively.
However, the chapter starts with the presentation of the demographic data by Showing
information of the respondents‟ in terms of location, age, sex, educational level and experiences.
Findings were presented by using the tables showing data in frequencies, percentages, and mean,
others are presented descriptively based on their themes for qualitative data.
18
Sex of the Respondent Frequency Percentage
Females 26 43.3%
Males 34 56.7 %
Total 60 100%
Source: Field data, 2023
Table .1 above shows that out of 60 respondents, 34 (56.7%) were females and 26 (43.3%) were
males. In general, the study involved more females than male respondents because these
were more females than males in the centers. Females prefer to engage in Open and
Distance learning due to family responsibilities. Also, most women do not get permission from
their husbands to go on campus for further studies, thus they opt their studies through Open and
distance learning.
31-40 20 33.3%
41-50 25 41.7%
51-60 2 3.3%
Total 60 100%
19
would help to explain why the students preferred this mode of education other than the campus
mode education delivery.
Table 3: show Age of the Respondents
31-40 20 33.3%
41-50 25 41.7%
51-60 2 3.3%
Total 60 100%
4.2.2 To examine the adequacy of facilitation methods, strategies and techniques employed
by the Open Collage of Tanzania in implementing Open and Distance Learning.
This research objective aimed at exploring the adequacy of the facilitation methods, strategies
and techniques employed by the Open collage of Tanzania in implementing Open and
Distance Learning. The following are the findings of the study with regard to this
research objective.
20
Open University of Tanzania and other distance learning institutions.
5 Assessment mode applied at the Open collage of Tanzania is done 3.25 5
reasonably
6 The facilitation methods used by the Open collage yields important skills to 2.97 6
the learners.
7 The Open University of Tanzania employs varieties of teaching and 2.53 7
learning strategies to the learners.
8 Learner centered approaches are often applied in distance learning 2.32 8
institutions
9 Online learning processes are practiced by the Open distance learning 2.32 9
institutions in Tanzania
10 10 The learning strategies designed by the Open collage of Tanzania are 2.30 10
more current and up to date.
Source: Field data, 2023
Results presented in Table 4 show that out of 10 items ranked, the highest mean is that of “the
existing facilitation methods for learning adopted by Open and Distance Learning institution are
adequate (3.55) and the lowest ranked mean is (1.87) that 61 which states that “Open and
Distance Learning goes with the change of science and technology. This implies that the existing
facilitation methods, strategies and techniques applied by the Open collage of Tanzania are not
adequate to enhance learning to the learners. It also signifies that the facilitation methods used at
the Open collage of Tanzania do not adequately apply to students.
4.2.4 To identify the best solutions to problems that affect the ODL
The aim of this research object was partly to identify the common solutions to the problems that
affect learning process of the Open collagen of Tanzania. The information to meet this
objective was sought from student and ODL facilitators. With reference to the shortage of
facilitators
Employ enough facilitators of different specializations, so as to make our studying a bit easier In
addition to that,
Government should employ enough facilitators at every Open collage center to reduce our work
load. If the Government employs adequate Teachers, student learning be managed we facilitator
21
Therefore, the provision of study material support systems is essential for these students
in improving their academic performance. With regard to the establishment of enough open
University and collage centers
5.1 Conclusion
In this study, most of the Open collage stakeholders did no not show positive perceptions
toward the effectiveness of the Open and Distance Learning in Tanzania due to a serious
shortage of facilitators, poor supply of learning materials, negative attitude among the
community members towards ODL as well as perceived high cost required to incur in
order to pursue studies through Open and distance learning.
In case of existing facilitation methods, strategies and techniques applied at the Open collage of
Tanzania are not adequate to enhance effective operation of Open and Distance Learning in
Tanzania. This is due to the fact that face to face session is conducted once per year,
shortage of facilitators for consultation services and poor supply of study materials. Also, the
recently adopted facilitation method known as a Moodle system (online learning
system) seemed to be not sufficient because it has a big challenge based on lack of computer
skills among the open distance learners which limit proper utilization of this facilitation method.
Therefore the effectiveness of Open and Distance Learning is still questionable.
The Open collage of Tanzania should increase the teaching and learning strategies, methods and
techniques through organizing evening lectures at least once per week, instead of traditional
face to face session which is done once per year. Furthermore, provision of regular
22
assignments to students at each center should be highly emphasized so as to stimulate learning
attitude among the students. Additionally, distance learners should be given proper directives
about appropriate study skills they should use when studying.
The Open collage of Tanzania should establish a well-developed study centers at each
district so as to facilitate learning within students‟ location. This will help to address the
problems of distance and isolation among students.
The Open collage of Tanzania should employ enough and competent facilitators in each regional
centers so as to cater for the needs of all students learning problems. Also the Government
should improve the financial positions of the Open collage by them secure from loan board.
23
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25
APPENDICES
Appendix 1: Questionnaire
Dear Respondent. My name is Judith iramba a diploma student at the collage of adult of
Dodoma. I am doing a research on the Assessment of challenges facing adult facilitators when
implementing the adult literacy in ipagala Ward at Dodoma city as part of my study
study fruitful and achieve the desired objectives. Your responses will be treated with strict
confidentiality. Please do not identify yourself in this paper. Adult Information literacy is defined
as a set of competencies that empower adult citizens to access, retrieve, understand, evaluate, use
and share information and media content in all formats, using various tools
d) Widow ( ) e) Widower ( )
26
SECTIONB: Perception of Learners towards Open and Distance Learning
Please read the statements and put tick in your appropriate level of agreement below.
s/n STATEMENTS YES NO
4 Open and distance learning goes with the change of science and
technology
5 Open and distance learning is preferred by many scholars in Tanzania
27
SECTION D: Common Solutions to Problems That Affects ODL
Please supply short answers to the blank spaces provided hereunder
1. Mention the sources of learning problems that affect the Open and Distance learning.
i) ___________________________________________________
ii) ___________________________________________________
iii) ___________________________________________________
iv) ____________________________________________________
v) ___________________________________________________
2. List the challenges that face students who pursue studies through Open and Distance learning.
(i) ___________________________________________________
(ii) ___________________________________________________
(iii)____________________________________________________
(iv) ____________________________________________________
(v) _____________________________________________________
3. Suggest the possible solutions that can be used to overcome the learning problems those affect
Open and Distance Learners.
(i) ____________________________________________________________
(ii) _____________________________________________________________
(iii)______________________________________________________________
(iv) _____________________________________________________________
(v) _____________________________________________________________
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