Browsing by Author "Musabila, Albogast K."

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    Analysis of customers' satisfaction with library services at the Sokoine National Agricultural Library (SNAL) in Morogoro Region, Tanzania
    (University of Nebraska - Lincoln, 2018) Bea, George; Musabila, Albogast K.; Deogratus Daniel
    This paper analyses customers' satisfaction with the services of the Sokoine National Agricultural Library (SNAL) using a mixed-method approach. Both qualitative and quantitative data were collected using questionnaires and interviews, which were supplemented by document analysis. A total of 72 respondents were selected using simple random and purposive sampling procedures. Data were analysed descriptively and were presented in tables, pie charts and percentages. The expectancy disconfirmation theory with the Four-Level Zone of Tolerance (ZoT) developed by Oliver (1980) guided data analysis in this study. Findings indicate that learning materials and services provided by SNAL are relatively sufficient due to the satisfaction level of the majority of customers being over 50%. This shows that the Library has relevant learning materials which mostly meet users’ needs. However, some respondents showed dissatisfaction with challenges they faced in accessing library resources due to: the poor arrangement of books on shelves made users spend a lot of time searching for materials, lack of adequate security in the Library that made some users’ properties in their bags temporarily kept in the Library being stolen and lack of good customer care practices from some library staff. The study recommends the factors prompting users’ dissatisfaction be addressed so as to regain customers’ satisfaction and loyalty to the Library.
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    Blended learning activities in blended learning environments: Experiences from Mzumbe University, Tanzania
    (EdMedia + Innovate Learning 2018 - Amsterdam, Netherlands, J, 2018) Ghasia, Mohamed; Musabila, Albogast K.
    In Tanzania, learning management systems (LMS) and content management systems (CMS) such as Edmodo, Blackboard, Moodle and Canvas are used as platforms for BL (BL) delivery. Such delivery requires a combination of a variety of digital educational technologies and traditional instructional delivery modes in which an assortment of academic activities support and enhance authentic academic learning. In this quasi-review article, we discuss several BL activities in BL environments (BLEs) concerning Mzumbe University LMS's nine years of experience. The paper used non-interactive research inquiry including literature review and quasi-participant observations. Ten BL courses including its actual practical execution both in LMS and traditional face-to-face were observed. Findings reveal that BL activities are conducted at distinct levels of learning and percentages. Further, the findings showed that traditional learning environments dominate e-learning environments with the percentage of utilisation. We observed both online, and offline BL activities based on the nature of the subject contents and the context of activities. For successful adoption and implementation of BL pedagogy, planning and designing appropriate BL activities need to accommodate five significant aspects: instructors’ professional development, learners’ help desk for e-learning courses, learner’s sociocultural background, institutional support and teacher and learner readiness to engage in authentic academic