Education Foundation and Teaching Management (FSS)

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Browsing Education Foundation and Teaching Management (FSS) by Author "DePryck, Koen"

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    Reflection on e-learning system of the Mzumbe University in Tanzania: Successes, challenges and way forward
    (International Journal of Education and Development using Information and Communication Technology., 2020) Ghasia, Mohamed; Machumu, Haruni; Zhu, Chang; DePryck, Koen
    This paper explores the historical background of the Mzumbe University (MU)'s approach to e-learning since its inception in 2009. It reflects on the successes and challenges; lessons learnt from the MU experience and recommends a way forward. The paper is based on case study research, making the use of observation and secondary data generated from previous e-learning utilisation reports. It discusses trends in e-learning system adoption, deployment, implementation and utilisation at the MU. Findings indicate that awareness of the e-learning system, adoption rate and use have been increasing, leading to significant results such as receiving extensive coverage in the university agenda such that campaigns on its utilisation have been evident. Moreover, the results show the existence of some critical challenges including limited Information Communication Technologies (ICTs) infrastructure, inadequate ICTs didactical skills among students and teachers, lack of technical expertise in digital content design and production, as well as over-reliance on the traditional philosophy of teaching and learning. Based on the findings, it is recommended to encourage continuous user support, going beyond uploading and downloading the University's strategic policies. Despite the observed e-learning successes, the MU is still in need of an adequate, advanced and quality range of 21st century teaching and learning skills among teachers and students.
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    University teachers' beliefs and constructivist teaching practices in blended learning courses in Tanzanian universities
    (International Journal of Knowledge and Learning, 2018) Machumu, Harun; Zhu. Chang; DePryck, Koen
    The study examines the relationship between university teacher's beliefs and constructivist teaching practices (CTP) in blended learning environment (BLE) courses in Tanzanian universities. The study collects data from 211 teachers in BLE courses. The analyses involved descriptive statistics, correlational, the Mann-Whitney U-test, Kruskal-Wallis H-test and multiple linear regression. The findings revealed threefold. First, explicit engagement, supportive teaching and interactions were important aspects of CTP in BLE courses. Second, there were no statistically significant differences in teachers' beliefs about gender, academic rank, educational level and teaching experiences in BLE courses. And, third, there was a significant relationship between teachers' beliefs and CTP in BLE courses. Moreover, the findings indicate that teachers' beliefs predict their explicit engagement and supportive teaching are predictors of the beliefs of teachers who teach BLE courses. This study provides important implications and empirical evidence about the beliefs of the university teachers who teach BLE courses and their CTP