Browsing by Author "Machumu, Haruni"

Now showing 1 - 6 of 6
  • No Thumbnail Available
    Item
    Internet use among secondary schools and its effects on their learning
    (IATED Proceedings, 2017) Almasi, Mustapha ; Machumu, Haruni; Zhu, Chang
    Internet represents the greatest collection of human knowledge and has enabled many communities in the world to manage communication and solve problems faster. With the Internet access in education, a wide range of ideas, teaching and learning resources, techniques and innovations have been widely shared. This study explored internet use among Tanzania secondary schools students and its effects on their learning. We employed mixed methods research with the descriptive design. A total of 310 students were involved to fill in the questionnaires, semi-interviews and observation to examine students’ use of the internet. This study is important for educators and policy makers in understanding the link between internet use and its effects on students learning due the central role of the internet in the educational setting. Findings report that internet uses for educational purposes had improved among secondary schools. However, most of students used the internet as a social media for chatting and socializing, watching movies and listening to music. Waste of time, delay on schoolwork submission, poor academic results and school dodging were reported among effects associated with the internet uses among secondary students. The results of this study shed light on the most effective use of the internet in the teaching-learning process among students on the proper use of the internet. This implies educators and policy makers need to devise proper ways in which school students will utilize the internet for effective learning.
  • No Thumbnail Available
    Item
    Micro-credentials in higher education institutions: An exploratory study of its place in Tanzania
    (IJEDICT , 2019) Ghasia, Mohamedi ; Machumu, Haruni; Smet, Egbert
    Micro-credentials represent an alternative approach to career and professional development whereby an individual’s skills, achievements, and accomplishments get to be recognized. They offer the possibility to enhance skills, to manage career pathways as well as adding practicality in the academic content. Moreover, micro-credentials are the cost-effective professional development strategies that significantly minimize employees training cost and time. Also, micro-credentials in higher education institutions (HEIs), refers to the integration of digital badges within universities curricular and community engagement activities to inspire connected and lifelong learning for the professional development of students, educators and communities in formal learning settings. This paper explores ways in which micro-credentials can be offered in the Tanzanian Universities. Specifically, we explore educators’ perception, readiness and implementation strategies. The qualitative methods such as in-depth interviews with thirty-one lecturers, fifty-four students and twelve educational technologists were deployed. The four Tanzanian universities were purposively chosen whereas theoretical sampling was used to identify respondents. Data were analysed within NVIVO software in accordance with the Strauss and Corbin Grounded Theory. The results suggest that university lecturers and students are optimistic that micro-credentials stimulate lifelong and connected learning as well as expand the scope of the universities’ mandate. However, to leverage from these potentials, multi-level interventions are needed. We recommend the creation of micro-credentials ecosystem, formulation of strategies and policies, deployment of necessary infrastructure as well as building relevant skill-base. Implications, contributions and limitations of the study are discussed in line with the findings. Finally, the paper contributes to the literature on the implementation of micro-credentials in higher education (HE).
  • No Thumbnail Available
    Item
    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.
  • No Thumbnail Available
    Item
    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 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
  • No Thumbnail Available
    Item
    Students' conceptions of learning approaches and their engagement in blended learning environments
    (International Journal of Technology Enhanced Learning, 2019) Machumu, Haruni; Zhu Chang
    Students employ diverse learning approaches when they are engaged in learning activities. Their choices on the type of approach to use are affected by many factors, including learning environments, instructional design and types of learning activities assigned. This study examines students' conceptions of learning approaches and their engagement in blended learning environments (BLEs). The study involved students from two universities in Tanzania. The study used descriptive statistics, correlations and multiple linear regression analyses. The results indicate that students hold compelling conceptions of surface approach compared to deep and strategic approaches in BLEs with a high level of engagement in BLE learning activities. The results further reveal that there was a significant negative relationship between students' conceptions of learning approaches and their engagement in BLE learning activities. The deep approach was a significant negative predictor for BLE learning activities while the surface approach was an insignificant negative predictor for BLE learning activities. The study proposes an appropriate redesign of BLE learning activities to encourage a deep learning approach by students
  • No Thumbnail Available
    Item
    The relationship between student conceptions of constructivist learning and their engagement in constructivist based blended learning environments
    (International Journal of Learning Technology, 2017) Machumu, Haruni; Zhu ,Chang
    Emerging methodological and technological systems designed to accommodate students’ unprecedented demand and needs, which incorporate both in-class learning methods and digital technologies learning environments, invite students to engage in the given learning activities. This study investigated the relationship between students' conceptions of constructivist learning and their engagement in constructivist based blended learning environment (CBLE). A mixed research methods design was used to collect data from 722 students at the Mzumbe University, Tanzania. The results indicated a significant positive correlation between students' conceptions of constructivist learning and their engagement in CBLE. The results showed that students had positive conceptions of constructivist learning. The results offer significant contributions to constructivist educators and education stakeholders about what should be considered while encouraging student engagement in CBLE. The study concludes that students' conceptions are essential to the success of their learning in CBLE since their active constructivist engagement in diverse learning activities depends on their constructivist conceptions.