Abstract: Distance learning (DL) has developed into a significant global strategy for addressing issues with educational access. This paper investigates the delivery of distance learning programmes in Tanzania focusing on the experiences of students of the Institute of Adult Education. The study participants included students and lecturers from the Institute of Adult Education. The study was qualitative with a descriptive case study design. A purposive sampling technique was used to select participants for the study. Data were collected through focus group discussions and interviews. The results show that distance learning with ICT support mechanisms has the potential for adult learners. These include regular communication with adult learners, discussion boards with adult learners, interactive elements with adult learners, provision of personalised feedback on assignments, and creation of clear pathways for progression. Therefore, this study recommends that as technology plays a pivotal role in distance learning, it is essential to ensure equitable access to necessary devices and internet connectivity for learners learning comfortability.

Received January 30, 2020; Reviewed April 17, 2020; Accepted April 23, 2020

Abstract: This paper focused on assessing perceptions and experiences adult learners as students at the Open University of Tanzania (OUT). This study was qualitatively designed. The study employed documentary analysis followed by interviews as research methods, influenced by an interpretive theory. Documents subjected to this study were mainly the face to face report from regional centres across the country. 15 Face to face reports as documents were purposefully selected from a list of 30 reports submitted. Findings indicate that, the motives of the adult learners and experiences in ODL as adult education pathway had issue categorised as pre-admission on one hand and post-admission issues on the other. Pre-admission issues are seen as pull factors for adult learners to embark into Open and Distance Learning as opposed to conventional systems. Issues were listed as:entry point and admission assurance, job security, flexibility of studies and affordability while post admission issues are comparability,work-study association, Support technologies, experience and training in one pack, confirmation of prior knowledge and value addition. It is concluded that a carefully packaged ODL as an adult education is an important tool and an entry point if we are to reverse social economic insecurity in addition to professional development and updating.An emphasis on life-work-learning connection as ODL implies is essentially an operational aspect of the lifelong learning as displayed in a contemporary social development setting. It is recommended that a comprehensive ODL policy in the context of adult education need be institutionalized to mark the operations and recognition.