Introducing Mobile Technology for Enhancing Teaching and Learning at the College of Business Education in Tanzania: Teachers and Students’ Perspectives

Mwandosya, Godfrey Isaac; Montero, Calkin Suero; Mbise, Esther Rosinner

doi:10.1007/978-3-030-03577-8_7

Cited by 4 publications

(4 citation statements)

References 11 publications

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“…Additionally, different cultural backgrounds and languages contribute to the resistance of e-learning adoption [17]. These observations confirmed the results of a prior study [27] that the biggest obstacles to implementing e-learning in Tanzania include culture, uneven information literacy levels, and unfavourable e-learning environments.…”

Section: Challenges Of E-learning Adoption In Developing Countriessupporting

confidence: 83%

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An Analysis of Rural-Based Universities’ Faculty Members’ Satisfaction with E-Learning: The Case of Developing Countries

Mutambara

Chibisa

2023

Sustainability

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The COVID-19 pandemic brought about considerable detrimental effects on higher education, especially in developing countries. Ironically, it also contributed positively towards one sustainable development goal (SDG4) through advancement in technology, particularly the implementation and use of digital technology among academics and students. This study focused on the analysis of rural-based universities’ faculty members’ satisfaction with e-learning by seeking answers to two research questions: (1) what are the factors that influence faculty members’ satisfaction with e-learning, and (2) is there a significant difference between instructors’ and students’ satisfaction with e-learning? A combination of the expectation confirmation model (ECM) and the technology acceptance model (TAM) was employed to develop the users’ satisfaction model (USM). A survey design was used in which quantitative data were gathered using a 7-point Likert scale questionnaire. The data were analysed using partial least squares–structural equation modelling, with the help of SmartPLS3. The results showed that 81.9% of the variance in faculty members’ satisfaction with e-learning can be attributed to the seven factors of the model. Multigroup analysis also showed that the USM may be used to predict and explain faculty members’ subgroups’ satisfaction with e-learning.

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Section: Challenges Of E-learning Adoption In Developing Countriessupporting

confidence: 83%

“…Culture and conflicts are barriers to the adoption of e-learning in developing countries [17,27]. In Nigeria, the menace of Boko Haram, ethnic crises, and clashes between herdsmen and farmers may be a stumbling block for the adoption of e-learning [17].…”

Section: Challenges Of E-learning Adoption In Developing Countriesmentioning

confidence: 99%

An Analysis of Rural-Based Universities’ Faculty Members’ Satisfaction with E-Learning: The Case of Developing Countries

Mutambara

Chibisa

2023

Sustainability

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“…Now many new universities are competing intensely in the global higher-education market. However, the implementation of e-learning systems is still at the infancy stage in most developing countries [6], [24]. Some previous studies have emphasized on the role of organizational cultures and planning in affecting the utilization of e-learning systems among individuals [25]- [28].…”

Section: E-learning Challenges In Developing Countriesmentioning

confidence: 99%

How Course, Contextual, and Technological Challenges are Associated With Instructors’ Individual Challenges to Successfully Implement E-Learning: A Developing Country Perspective

2019

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Many universities and colleges in developing countries around the world have started using e-learning courses to keep up with the technological revolution of the higher education sector in the developed world. E-learning has served as a catalyst for higher education to expand in the last decade. However, there are still many challenges facing universities in the developing world, as they attempt to implement e-learning. This paper investigated the main challenges that could significantly impact the implementation of e-learning in developing countries. The main objective of this paper was to identify these challenges and examine how they are related to the challenges facing instructors when using e-learning systems. A total of 107 university instructors responded to an online questionnaire about their perceptions of the main challenges in implementing e-learning in a university context. A partial least squares structural equation model (PLS-SEM) was employed to test the relationships between certain course, contextual, technological, and individual challenges. Challenges related to the design of the course, the support provided, societal/culture, and technology were found to have a significant impact on the instructors' use of e-learning systems. Several implications for the policymakers and practitioners were discussed. INDEX TERMS E-learning, higher education, individual challenges, technology utilization.

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“…Por otro lado, el uso de las tecnologías móviles cada vez se está convirtiendo en un factor más importante y ampliamente utilizado en el proceso de enseñanza y aprendizaje de la educación superior, debido a que profesores y estudiantes poseen dispositivos móviles. Como ejemplo de la investigación en este ámbito, se aplicó en el contexto de Tanzania un TAM modificado para saber las opiniones de los docentes y estudiantes acerca del impacto y beneficio del uso de las tecnologías móviles en la enseñanza y aprendizaje (Mwandosya, Montero, & Mbise, 2018). Los resultados indican que tanto maestros como estudiantes ven a las tecnologías móviles como herramientas importantes para mejorar la enseñanza y aprendizaje.…”

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Las Competencias Digitales del profesorado universitario y su relación con la aceptación de las TIC en la práctica docente

Cazco¹

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1.3.11 Entornos Personales de Aprendizaje (PLE) 1.3.12 Recursos Educativos Abiertos (REA) 1.3.13 Los e-portafolios 1.4 Metodologías y estrategias didácticas mediadas con TIC 1.4.1 Aprendizaje Basado en Proyectos (ABPr) 1.4.2 Aprendizaje Basado en Problemas (ABP) 1.4.3 Aprendizaje Colaborativo/Cooperativo 1.4.4 Grupos de discusión 1.4.5 WebQuest 1.4.6 Aula invertida (Flipped Classroom) 1.4.7 Aprendizaje combinado (Blended Learning) 1.4.8 Aprendizaje móvil (Mobile Learning)

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Introducing Mobile Technology for Enhancing Teaching and Learning at the College of Business Education in Tanzania: Teachers and Students’ Perspectives

Cited by 4 publications

References 11 publications

An Analysis of Rural-Based Universities’ Faculty Members’ Satisfaction with E-Learning: The Case of Developing Countries

An Analysis of Rural-Based Universities’ Faculty Members’ Satisfaction with E-Learning: The Case of Developing Countries

How Course, Contextual, and Technological Challenges are Associated With Instructors’ Individual Challenges to Successfully Implement E-Learning: A Developing Country Perspective

Las Competencias Digitales del profesorado universitario y su relación con la aceptación de las TIC en la práctica docente

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