Secondary school teachers’ experiences of distance learning mode of training in Malawi

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.