Faculty of Science and Technology

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Author: search.filters.author.Kisanjara, SimeoSubject: 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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    Modelling E-Learning implementation in Tanzanian Universities
    (Mzumbe University, 2020) Kisanjara, Simeo
    Poor implementation of e-learning due to lack of adequate model for improvement is a problem that Tanzanian universities have to endure. This study aimed at developing a model for improving e-learning implementation that would increase its uptake and effectiveness in teaching and learning in Tanzanian Universities. The study ascertained the extent of e-learning uptake, assessed the effectiveness of e-learning in education, determined factors influencing implementation of e-learning, and designed and validated a model for assisting universities improve the implementation of e-learning. The study was guided by diffusion of innovation theory (DOI), the unified theory of acceptance and the use of Technology (UTAUT) and the theory of planned behaviour (TPB). The study used a cross-sectional survey design to enable data collection at one point in time from geographically scattered universities. Intensive literature review helped in formulating testable specific research questions and operationalising variables and constructs. Four hundred (400) respondents including students, academic staff, ICT experts, and staff from the top management participated in the study. The results show that the average uptake of e-learning was as low as 17.15percent among students and academicians and 37.25 percent among ICT experts. The result shows further that e-learning was significantly effective on teaching and learning. The study revealed that technological, user, pedagogical, social and environmental characteristics significantly influence e-learning implementation. The study developed a model and specified interrelationship among the six factors, which were then, validated statistically, and theoretically using Structural Equation Modelling (SEM). The model was found valid and fit to explain the e-learning implementation in universities in Tanzania and in other countries with similar characteristics. Therefore, universities in Tanzania should restructure ICT policy to capture e-learning implementation. Future work should test the model using more than one sample. This study enriches literature in e-learning implementation by showing the influence of other factors such as human (user), social and environmental, which were inadequately addressed in the previous models. The study provides valuable information on the status of e-learning in the Tanzanian universities for making decision in policy reformulation.