Faculty of Science and Technology

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End date: 2019Subject: 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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    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.
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    Cultivating recognition: a classic Grounded Theory of E-Learning providers working in East Africa
    (University of Cape Town, 2012) Tossy, Titus
    The purpose of this thesis is to identify and examine the main concern amongst e-learning providers tasked with e-learning activities (design, delivery, implementation, etc.) in East Africa, including Tanzania, Kenya and Uganda. In this study the Classic Grounded Theory research methodology was used in order to identify the main concern of e-learning providers in these countries. In the course of repeated encounters with e-learning providers, this study found the concept of “Cultivating Recognition” to emerge as the main concern or core variable amongst these e-learning providers. The core variable within the Classic Grounded Theory research method is the main entity that accounts for most of the variation in the data. The e-learning providers were shown to be continually striving to resolve the issue of how to cultivate recognition from those who sponsor and monitor the projects with which they are tasked. Without proper recognition from their various stakeholders, the e-learning providers were unable to successfully deliver e-learning programs to the targeted learners. The research discovered that there were two key sub-core variables that enabled the "Cultivation of Recognition": "Legitimizing" and "Credentializing". The process of "Legitimizing" involves convincing the e-learning stakeholders that the e-learning programs and projects will be delivered in a timely, valid and sustainable manner. "Credentializing” aims to enhance the stakeholders' belief in the e-learning provider’s competence prior to the start of the e-learning project, given that sponsors and stakeholders would be unwilling to commission a project if they believe an e-learning professionals ability to deliver in terms of both financial and operational quality parameters is in question. In addition to the findings, two main implications emerged from the research. Firstly, for those working within the context of e-learning delivery within East African countries, it is not sufficient for e-learning providers simply to possess or demonstrate a high level of technical competence. They need also to be trained and mentored in how to cultivate the recognition of potential stakeholders before they canvas for e-learning projects. Secondly the possibility exists for career academics in any discipline to enhance their own research funding prospects by mastering the process of Cultivating Recognition.