Determinants of Teachers’ Attitudes Towards E-Learning in Tanzanian Higher Learning Institutions

Kisanga, Dalton

doi:10.19173/irrodl.v17i5.2720

Cited by 75 publications

(84 citation statements)

References 40 publications

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“…I was found that teachers have positive attitude towards E-learning with computer exposure as key contributing element towards their attitude. The other factors gender, qualification and teaching experience were found to be insignificant in determining attitude towards E-learning [12].…”

Section: Review Of Related Literaturementioning

confidence: 83%

Students Attitude Towards E-Learning

2017

IJAERD

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Section: Review Of Related Literaturementioning

confidence: 83%

Students Attitude Towards E-Learning

2017

IJAERD

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“…Moreover, this result was consistent with Mahmodi & Moghadam [50] who reported that a positive and significant relationship between student-professor interaction with attitude toward online interaction. In addition, Kisanga [51] stated that teachers are the key stakeholders of education and their perception of adopting elearning also has a significant impact on students' attitude formation towards e-learning.…”

Section: Discussionmentioning

confidence: 99%

E-learning During COVID-19 Pandemic: Obstacles Faced Nursing Students and Its Effect on Their Attitudes While Applying It

Diab¹,

Elgahsh²

2020

AJNS

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Background: E-learning is the use of the internet and its related devices for educational purposes without geographical restrictions, especially after the outbreak of the coronavirus pandemic, which led to a disruption of education in the classrooms in Egypt and around the world. Teaching and learning via the internet is a novel experience for most teachers and students. Aim: to investigate the effect of obstacles faced nursing students on their attitudes towards e-learning while applying it during COVID-19 pandemic. Design: A descriptive correlational research design. Setting: The study was conducted at Faculty of Nursing, Menoufia University, Egypt. Subjects: A stratified random sample technique was employed for the selection of 30% from the students in each of the four academic years enrolled in Faculty of Nursing, Menoufia University during the academic year 2019/2020. Tools: Interviewing questionnaire, attitude towards e-learning scale, and obstacles of e-learning questionnaires. Results: The results revealed that overall, 61.6% of students had negative attitudes towards e-learning. There was the highest level of total obstacles present among academic students in the first year were (67.6%) and the lowest level of total obstacles present among academic students in the fourth year was (55.7%) that faced nursing students during using e-learning. the most common dimensions of obstacles to e-learning were infrastructure and technology, technical and management support, and instructors' characteristics (87.1%, 85.2%, and 82.9%, respectively). Conclusions: There was a high statistically significant negative correlation between obstacles facing nursing students, and their attitudes toward e-learning. Recommendations: The Board Directors of the Faculty of Nursing must take the necessary measures to improve electronic learning and teaching during the closure. Also, a systematic strategy should be followed to implement e-learning since it is a new experience for Menoufia University.

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“…The role played by user characteristics such as learners and instructors also proved to be critical in an elearning setup. Factors such as: computer and internet experience, passion about e-learning, motivation from instructors, for the learners and self-efficacy, training, motivation, and incentives for the instructor all contribute to the quality of an e-learning system Muuro et al, 2014;Baloyi, 2014b;Queiros & de Villiers, 2016;Azawei et al, 2016;Makokha & Mutisya, 2016;Mayoka & Kyeyune, 2012;Kisanga, 2016).…”

Section: Related Workmentioning

confidence: 99%

“…They also expressed concerns about low motivation from the university and the lack or limited access to elearning seminars and workshops where they can learn more about e-learning. JKUAT needs to provide training, motivation, and incentives in order to enhance instructor participation in e-learning (Makokha & Mutisya, 2016;Mayoka & Kyeyune, 2012;Kisanga, 2016).…”

Section: Instructor Characteristicsmentioning

confidence: 99%

Status of e-learning Quality in Kenya: Case of Jomo Kenyatta University of Agriculture and Technology Postgraduate Students

Hadullo

Oboko

Omwenga

2018

IRRODL

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There is a substantial increase in the use of learning management systems (LMSs) to support e-learning in higher education institutions, particularly in developing countries. This has been done with some measures of success and failure as well. There is evidence from literature that the provision of e-learning faces several quality issues relating to course design, content support, social support, administrative support, course assessment, learner characteristics, instructor characteristics, and institutional factors. It is clear that developing countries still remain behind in the great revolution of e-learning in Higher Education. Accordingly, further investigation into e-learning use in Kenya is required in order to fill in this gap of research, and extend the body of existing literature by highlighting major quality determinants in the application of e-learning for teaching and learning in developing countries. By using a case study of Jomo Kenyatta University of Agriculture and Technology (JKUAT), the study establishes the status of elearning system quality in Kenya based on these determinants and then concludes with a discussion and recommendation of the constructs and indicators that are required to support qualify teaching and learning practices.According to the Organization for Economic Co-operation and Development (OECD), many countries are currently overseeing a massive expansion of higher education through the use of information and communication technologies (ICTs). However, improving quality is one the most significant challenges for Higher Institutions of Education (HEIs), particularly in developing countries. This is as a result of enrollment expansion characterized by a range of weak inputs such as weak academic preparation for incoming students, lack of financial resources, inadequate teaching staff, poor remuneration of staff, and inadequate staff qualifications (Johanson, Richard, & Shafiq, 2011; United States Agency for International Development [USAID], 2014; Aung & Khaing, 2016).Recent studies show that ICT integration in education through e-learning are facing numerous challenges associated with quality. For example, studies in Kenya confirmed that there are quality issues linked to inadequate ICT and e-learning infrastructure, financial constraints, expensive and inadequate Internet bandwidth, lack of operational e-learning policies, lack of technical skills on e-learning and e-content development by teaching staff, inadequate course support, lack of interest and commitment among the teaching staff, and longer amounts of time required to develop e-learning courses (Tarus, Gichoya,& Muumbo, 2015;Makokha & Mutisya , 2016).A related study (Chawinga, 2016) in Malawi on increasing access to university education through elearning observed that the greatest obstacles to e-learning use were: Lack of academic support (77.6%);Delayed end of semester examination results (75.5%); Class too large (74.3%); Delayed feedback from instructors (72.6%); Failure to find relevant information for studies (67%)...

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Determinants of Teachers’ Attitudes Towards E-Learning in Tanzanian Higher Learning Institutions

Cited by 75 publications

References 40 publications

Students Attitude Towards E-Learning

Students Attitude Towards E-Learning

E-learning During COVID-19 Pandemic: Obstacles Faced Nursing Students and Its Effect on Their Attitudes While Applying It

Status of e-learning Quality in Kenya: Case of Jomo Kenyatta University of Agriculture and Technology Postgraduate Students

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