Theses (Ph .D)

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Browsing Theses (Ph .D) by Subject "E-learning"

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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.
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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.