Distance Learning and the Quality of Teacher Education in Rwanda: A Case Study of Byumba Distance Learning
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Date
2015
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Publisher
Kabale University
Abstract
This study examined the contribution of distance learning to the quality of teacher education in
Rwanda and was conducted to establish whether the teachers' experiences and qualifications,
acquired through the distance learning program, adequately led to quality education. The study was
guided by three objectives: namely, to investigate the effect of distance learning on the
teaching-learning process; to examine the academic relevance of resources used in the distance
learning program in Rwanda; and to evaluate whether the graduates from the distance learning
program had the skills, knowledge, and attitudes required for qualitative, effective, and efficient
education. Concerning the sample and methods used in this study, the simple random sample
technique, Questionnaires, interviews, and a documentary study were used. A simple random
sample was used to enable each and every individual or case in the entire population to have an
equal opportunity to be selected for analysis. Distance Learning Program; intake two, which
started in 2011, was chosen as a targeted population. The rationale for selecting this intake is that
the students were still following the program and were familiar with it based on the time they had
already covered. All of these make them good sources of information about the program. Besides
the tutors who were assisting the teacher trainees in the program, the lecturers from the Kigali
Institute of Education who were appointed to take part in the training, and the head teachers whose
teachers are following the program were also involved. In accordance with the number of
respondents, Cochran's formula for sample size was used, and the formula gave a sample size of 58
respondents. As far as the data collection instruments are concerned, questionnaires were chosen
because they are easy to administer and save time. Two types of questions were used: closed-ended
questions and open-ended questions. In closed-ended questions, participants were allowed to
choose from a pre-existing set of dichotomous answers, such as yes or no. A small number of
leading questions that required answers like "strongly agree" or "strongly disagree" were also used
to get an opinion from the respondents in limited words. Concerning open-ended questions, the
respondents were motivated to explain their answers by reacting to the question in order to obtain
the quality of their thinking and the reality of their answers.
Description
Keywords
Distance Learning, Quality of Teacher Education, Learning, Education