Distance Learning Program of Teachers at Kigali Institute of Education: An Expository Study

Autor/in	Mukamusoni, Dariya
Titel	Distance Learning Program of Teachers at Kigali Institute of Education: An Expository Study
Quelle	In: International Review of Research in Open and Distance Learning, 7 (2006) 2, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Distance Education; Focus Groups; Foreign Countries; Secondary School Teachers; Developing Nations; Inservice Teacher Education; Case Studies; Preservice Teacher Education; Teacher Attitudes; Faculty Workload; Program Effectiveness; Teacher Educators; Educational Development; Program Implementation; Faculty Development; Education Courses; Instructional Design; Interprofessional Relationship; Rwanda + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Ausland; Developing country; Developing countries; Entwicklungsland; Lehrerfortbildung; Case study; Fallstudie; Case Study; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Teacher education; Education; Lehrerbildung; Bildungsentwicklung; Fortbildungskurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Ruanda
Abstract	In 2001, a program of distance learning was started within Kigali Institute of Education in collaboration with the Rwanda's Ministry of Education. It is an in-service training program that aims to upgrade in-service secondary school teachers and alleviate the shortage of teachers both in terms of quality and number. This program runs parallel to a pre-service program, also conducted within the Kigali Institute. Academic staff members working in the pre-service program are involved in this distance learning program. After three years, a descriptive qualitative case study was conducted to determine the experiences of academic staff involved in the distance learning program. Purposive and theoretical sampling was used for participants' identification and inclusion. Individual unstructured interview and focus group discussion was used to gather the data. A qualitative software analysis called NVivo 2, developed by Qualitative Solutions and Research (QSR) International in 2002, was used to compile and analyse the data. Results of the study revealed that faculty members involved in both in-service and pre-service programs face challenges associated with heavy workload. Moreover, the pre-service program is typically prioritized at the expense of the distance learning in-service program. Academic relationships between faculty members and tutors also need to be reinforced. Serving as the critical link between the distance learning in-service program and pre-service departments and faculties, this research also shows that course coordinators play a pivotal role in the smooth operation of the distance learning program. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10