Faculty of Science and Technology

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Author: search.filters.author.Kisanjara, SimeoSubject: search.filters.subject.Information and Communication Technology

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    An integrated model for measuring the impacts of e-learning on students’ achievement in developing countries
    (Open Campus, The University of the West Indies, West Indies, 2017) Kisanjara, Simeo; Tossy, Titus; Sife, Alfred; Msanjila, Simon
    Information and Communication Technologies have influenced the landscape of education sector by changing the way various education activities are being conducted. From the perspectives of Tanzania, this paper provides an integrated model for measuring the impact of e-learning on students’ achievements in universities. A Mixed method research methodology involving survey questionnaires and interviews was employed in the collection of quantitative and qualitative data respectively for building the integrated model. Confirmatory factor analysis was used to evaluate the construct validity and internal reliability. Multiple regressions technique was used to analyse the hypothesised relationships conceptualised in the research model. The model was built and validated using structural equation modeling and Delphi technique respectively. Indicators such as student engagement, student cognitive, performance expectancy, students’ control, student satisfaction, continue using, student enjoyment, students’ self-esteem, students’ confidence on e-learning system have positive significance relationship with students’ achievement. The integrated 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 new integrated variables including frequency use and intention to use e-learning.
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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.