The Response of Tanzania Higher Learning Institutions to e- Learning during Covid-19 Pandemic

Abstract

This study examined how the Tanzanian Higher Learning Institutions (HLIs) responded to the e-learning implementation during the COVID-19 pandemic period. It employed the Actor Network Theory that informs the socio-technical interactions. The study employed an explorative case study design with qualitative techniques, involving a total of 13 participants from selected HLIs. A thematic analysis framework was used to analyze data. The study revealed that HLIs in Tanzania have partially implemented e-learning systems and there is limited use of e-learning technology among HLIs in Tanzania. The e-learning implementation is in terms of tuition fee payment, examination results, online learning and presentation of research proposals through mobile technologies and Zoom. It is important for the government to make more emphasis on development of e-learning policies which will increase participation, commitment and accountability in HLIs. It is also important for HLIs to redefine e-learning strategies and develop facilities that will enhance transformations in teaching and learning amidst the Covid 19 Pandemic. This requires good internet networks as well as availability of robust learning management systems. Furthermore, HLIs should establish collaboration with other learning institutions within and outside the country for sustainable e-learning outcomes.

Effectiveness of LMS Digital Tools Used by the Academics to Foster Students’ Engagement

“…The majority of Malaysia's 20 public institutions were found to have responded by promoting or mandating online learning, whether using in-house e-learning platforms, live broadcasting on Facebook or YouTube, Lightboard Video Technology, or Zoom [19]. In Tanzania, Moodle and other LMSs were primarily developed and implemented [20].…”

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities

“…HEIs in Tanzania have been reported to face a number of challenges, such as limited internet access, unavailability of relevant digital content, and outdated ICT infrastructures, just to mention a few. Several studies in Tanzania in HEIs report that there is shallow adoption of technological solutions, something that limits the development of digital literacy skills among students [43,49,50]. For instance, in the survey that involved 126 countries, including Tanzania, around 17% were reported to have been using LMS regularly while only 11% were using it very often, and the remaining 72% were not using distance learning [27].…”

“…Previous studies indicate several barriers to the successful integration of technology for developing digital literacy skills among learners in HLIs in developing countries, notably Tanzania [7,33,46,49,51]. Other studies have found that the main obstacles to the use of LMS in HEIs in Tanzania include a lack of access to computers and the Internet, limited Internet speed, a lack of policies, and expertise in creating digital resources [44,45,47].…”

Students’ experiences of learning in virtual classrooms facilitated by Google Classroom

“…This will affect the usage and development of online/blended learning environments, and increase the gap between the students in online learning experiences in higher learning institutions in the country, which is then affecting their behavior intention in the adoption and use of technology. Besides, it also affects the requirement to articulate harnessing ICT opportunities to meet the Vision 2025 goals that emphasized the determination of applications of distance education, e-learning, m-learning, and blended learning (Ministry of Education, 2016;Mwakyusa & Ng`webeya, 2022). this study is guided by the Activity Theory (AT).…”