Research Articles (CSS)

Permanent URI for this collectionhttp://192.168.30.20:4000/handle/123456789/16

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Subject: search.filters.subject.E-learning

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    Students’ attitudes and readiness assessment towards e-learning in higher learning institutions
    (International Journal of Engineering Research & Technology (IJERT), 2014) Kisanjara, Simeo
    Learning institutions particularly in developing countries such as Tanzania have been adopting teaching and knowledge exchange and sharing digital solutions without much consideration of the actual needs and readiness of users. E-learning technologies in particular have been adopted in many universities through purchase and installation mostly imported from abroad or customized from open sources. However, the success rate has proven to be very low particularly when looking into ratio of students using these technologies for intended purposes. It is not clear whether the readiness and attitudes of students towards those technologies is supportive enough. This paper assesses the readiness and attitudes of students in higher learning institutions in Tanzania in comparisons with the adoption speed of the e-learning technologies.
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    E-learning use and teaching and learning performance in Tanzanian universities
    (Sage Journals, 2024) Kisanjara, Simeo
    The use of E-learning as a new educational technology is currently a top priority in many universities in developing-countries. The main purpose of this research is to determine how e-learning affects the teaching and learning (T&L) performance in Tanzanian universities. Employing a questionnaire tool, a quantitative approach was used to collect the data. A total of 390 out of 400 respondents including lectures and students were taken into account, with a 97.5% response rate. Data in SPSS version 21 were analyzed using partial least squares structural equation modeling (PLS-SEM) technique and confirmatory factor analysis (CFA). According to the findings of this study, only one of the nine hypotheses tested have a non-significant effect on T&L performance, as indicated by p-values >0.01. Further, there is no statistically significant effect of perceived usefulness in using e-learning in T&L performance by lowering cost/expenses. Furthermore, other variables assessed including performance expectancy, ease of use, and perceived usefulness have significance effect on T&L performance by increased quality of instructional material delivery, convenience in teaching and learning facilities. The findings of this study inform policymakers on how to reformulate information and communication technology (ICT) policy to clearly spell out the adoption of e-learning for providing facilities in universities. The policy should, in particular, have a clear vision of implementing an appealing, conducive teaching and learning service delivery environment, as well as achieving appropriate and high T&L performance. By influencing the cost/expenses in T&L, quality of instructional material, and the convenience of T&L service delivery as the indicators of performance, this paper contributes to improve understanding of the factors of e-learning (including performance expectancy, perceived usefulness, and ease of use) on teaching and learning performance of the Tanzanian universities. These factors, which have a substantial influence on T&L performance in Tanzanian universities through affecting its indicators, were not thoroughly addressed in earlier relevant studies.
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    Factors influencing e-learning implementation in Tanzanian Universities
    (The Online Journal of Distance Education and e-Learning, 2020) Kisanjara, Simeo
    Website design and optimization has become natural extension on learning in many universities nowadays as it moves learning materials to online in the name of e-learning. The said website design and optimization enhances the e-learning for the purpose of facilitating and providing flexibility in teaching and learning activities. However, the progress of e-learning implementation is yet to be adequate in many universities in developing countries including Tanzania. This study, investigated factors influencing e-learning implementation from broader dimensions. This study employed cross section survey design with quantitative approach using questionnaire for data collection. The study finding revealed that technological characteristics, user characteristics, pedagogical characteristics, social attributes and environmental characteristics significantly influence e-learning implementation level. Thus, this study contributes to the understanding of the new factors such as social, pedagogical and environmental which were inadequately addressed in the existing similar elearning implementation models. Further, both factors were collectively used to develop a model for improving implementation of e-learning in Tanzanian universities and other countries with similar characteristics.
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    Collaborating partnerships: A project-based legitimizing strategy amongst East African E-Learning providers
    (IGI Global, 2017) Tossy, Titus; Brown, Irwin
    This chapter examines the phenomenon of e-learning in East Africa. The classic grounded theory methodology was used to carry out the study. Through multiple encounters with 24 e-learning providers, the investigation revealed legitimizing of e-learning projects to be a significant issue for these providers. Developing collaborating partnerships was a key strategy used by the providers to legitimize e-learning projects. The study identified two types of collaborating partnerships: Asymmetrical and Reciprocal. These findings are positioned within literature to highlight the contribution that this paper makes to the discourse on e-learning projects in developing countries.
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    Measuring the impacts of e-learning on students’ achievement in learning process: an experience from Tanzanian public universities
    (International Journal of Engineering and Applied Computer Science, 2017) Tossy, Titus
    This paper is located within the 21st century global debates about the impact of e-learning as one of the ICT on students’ achievements in teaching and learning process in universities. From the perspectives of Tanzania, this paper provides a model for measuring the impact of e-learning on students’ achievements in universities. The rationale for the investigation stems from the notion that despite the hundreds impact studies, the impacts of e-learning on student’s achievements remain difficult to measure and open too much reasonable debate. This raised contradiction and elusive findings on the conclusion based on the impacts of e-learning systems on student’s achievement. A Mixed method research methodology involving survey and interviews was employed in the collection of data for building the model. Multiple regressions technique was used to analyze the hypothesized relationships conceptualized in the research model. The model was built and validated using structural equation modeling and Delphi technique respectively. Measuring e-learning impact on student’s achievements, indicators such as student engagement, student cognitive, performance expectancy, student control, student satisfaction, continue using, student motivation, student self-esteem, student confidence on e-learning system have positive significance relationship with students’ achievement. The model has the potential to policy makers, universities and other stakeholder to understand the impacts of e-learning after implementation in order to justify the total investment based on that technology. The novelty of this research lies in the extension of the findings in literature with constructs such as frequency use and intention to use e-learning in learning context.