ENHANCING INTERACTIVE LEARNING THROUGH E-LEARNING IN TANZANIAN HIGHER LEARNING INSTITUTIONS (HLIs)
DOI:
https://doi.org/10.61538/jipe.v8i2.296Abstract
Enhanced interactive learning through e-learning has been found to be an effective way to augment quality teaching and learning, however, there is still need to examine how students and academic staff perceive enhancement of interactive learning through e-learning in the presence of the challenges brought about by a growing number of students which exceed existing facilities and with an average of a lecturer student ratio of 1:20 compared to recommended ratio of 1:10 for natural sciences and 1:15 for social sciences. The purpose of this study was to investigate students and their teachers’ perceptions of the use of e-learning for enhancing interactive learning and how such perceptions relate to the strategies employed to enhance interactive learning through e-learning in four selected higher learning institutions (HLIs) in Tanzania. The paper provides an account of efforts employed to enhance interactive learning at the Open University of Tanzania (OUT). the University of Dar es Salaam (UDSM). Muhimbili University of Health and Allied Sciences (MUHAS) and Mzumbe University (MU). This was achieved through descriptions of achievements realized challenges encountered and recommendations provided for practical steps to the interactive learning enhancement targets in selected HLIs. The study employed quantitative and qualitative methods to generate rich, contextual data from the four HLIs. Data were collected through semi structured questionnaires, in-depth interviews, documentary analysis, observations and content analysis administered to 256 students, 24 student, 12 instructors and four ICT administrators from the institutions. Data were analyzed using descriptive narratives percentages and charts. The study revealed that HLIs do not effectively employ strategies that would lead to enhanced interactive learning through e-learning. mainly due to the existence of differing perceptions by stakeholders regarding employing e-learning, which influence efforts to develop and employ appropriate strategies and efforts for students to engage in interactive learning. The varied perception further impacts policy design and implementation. This paper assists in informing HLIs intending to use e-leaning for purposes of enhancing interactive learning which is considered by the researchers as one of the most effective processes for enhancing interactive learning. ÂReferences
Abawajy, J. (2012). Analysis of asynchronous online forums for collaborative Learning. International Journal of Education and Learning, Vol. 1, No 2, September 2014, 11-20.
ACOT (1995). Teaching, learning, and technology: A report on 10 years of
ACOT research. Retrieved August 12th 2014, from
http://images.apple.com/education/k12/leadership/ACOT/pdf/10yr.p df.
Bakari, J.K, Mbwette, T.S.A & Shemwetta, D.C (2008). Policies, Master plans and Rolling strategic plan in effective implementation of ICT infrastructure and services: A case study of the Open university of Tanzania
Brecht, H. D. (2012). Innovations in practice; Learning from online video lectures. Journal of Information Technology Education: Volume 11, 2012, 227-250.
Bruce, C.S. (1997). The seven faces of information literacy. Adeleide: Auslib Press.
Casely-Hayford, L., & Lynch, P. (2003). A review of good practice in ICT and special education needs for Africa. Retrieved February 10, 2014, from http://www.comminit.com/en/node/21680.
David, J. (2009). Learning theories and e-learning, October 4, 2009. Retrieved 12th June 2013, from http://davidtjones.wordpress.com/.
Ely, D. P. (1999). New perspectives on the implementation of educational technology innovations. (Report No. IR-019-432). East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED427775).
Ertmer, P. A., & Newby, T. J. (2013). Behavourism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, Vol. 6, No. 4, 43-71.
Fee, K. (2009). Delivering e-learning: A complete strategy for design, application and assessment. Kogan page, London. http://www.ifipwg94.org.br/fullpapers/r0090-1.pdf.
Garrison, D. R. (2000). Theoretical challenges for distance education in the 21st Century: A shift from structural to transactional issues.
International Review of Research in Open and Distance Learning.
Retrieved on 20th June 2014 from http://www.irrodl.org/index.php/irrodl/article/view/.
Jagboro, K. O. (2003). A study of internet usage in Nigeria: A case study of Obafemi Awolowo University, Ile-ife Nigeria, United Nations Educational, Scientific and Cultural Organization: UNESCO. Retrieved 20th May 2015 from http://firstmonday.org/issues/.
Jwaifell, M.O., & Gasaymeh, M. A. (2013). A study of Jordanian graduate students’ attitudes toward and use of Weblog in a blended learning course. Journal of Information Technology and Application in Education Vol. 2 Iss. 2, June 2013, 67-79.
Kabuta, L. K. (2014). Problems facing students with physical disabilities in higher learning institutions in Tanzania. Unpublished masters of education in administration, planning and policy studies dissertation. Open University of Tanzania.
Kajuna L.W. (2009). Implementation of technology integration in higher education: A case study of the University of Dar es Salaam. Unpublished PhD thesis, Ohio University.
Kibona, L., & Mgaya, G. (2015). Smartphones’ effects on academic performance of higher learning students. A case of Ruaha Catholic University – Iringa, Tanzania. Journal of Multidisciplinary Engineering Science and Technology (JMEST). Vol. 2 Issue 4, April – 2015, 777-784.
Lewis, A. (2001). The issue of perception: some educational implications.
Educare, 30(1&2): 272-288.
Lwoga, E.T. (2012). Making learning and Web 2.0 technologies work for higher learning, institutions in Africa. Campus-Wide Information Systems, Vol. 29 Issue 2, 90 – 107.
Lwoga, E.T. (2014). Critical success factors for adoption of web-based learning management systems in Tanzania. International Journal of Education & Development using Information & Communication Technology. 10(1).4-2.
Mansour, S., El-Said, M., & Bennet, I. (2010). Does the use of second life affect students feeling of social presence in e-learning, Paper presented in the 8th Education and Information Systems, Technologies and Applications EISTA, 2010 ORLANDO. Retrieved on 10thFebruary 2014 https://www.academia.edu/6376323/Proceedings.
Mbwesa, J.K. (2014). Transactional distance as a predictor of perceived learner satisfaction in distance learning courses: A case study of bachelor of education arts program, University of Nairobi, Kenya, Journal of Education and Training Studies, Vol. 2, No. 2; April 2014, 2014, 176-188.
McArthur, J., & Bostedo-Conway, K. (2012). Exploring the relationship between student-instructor interaction on twitter and student perceptions of teacher behaviors. International Journal of Teaching and Learning in Higher Education, 24(3). 286-292.
Mnyanyi, C. B., Bakari, J., & Mbwette, S. A. (2010). Implementing e-learning in higher open and distance learning institutions in developing countries: The experience of the Open university of Tanzania. Retrieved 10th May 2015 from http://linc.mit.edu /linc2010/
proceedings/session6Mnyanyi.pdf
Msuya, J., & Maro, F. (2002). The provision of library and information services to distance learners: The Open University of Tanzania (OUT). Libri, 52 (3). 183-191.
Mtebe, J. S., & Raisamo, R. (2014). Challenges and instructors’ intention to adopt and use open educational resources in higher education in Tanzania. International Review of Research in Open and Distance Learning, 15(1). 250–271.
Mtebe, J. S., & Raphael, C. (2013). Students’ experiences and challenges of blended learning at the University of Dar es Salaam, Tanzania. International Journal of Education and Development using Information and Communication Technology (IJEDICT). 2013, Vol.9, Issue 3, 124-136.
Mushi, H.M.K. (2006). A typology of learner interaction in open and distance
Learning, JIPE Journal of Issues and Practices in Education, Vol 1, No2, December 2006, 18-31.
Nihuka, K. A. (2010). The use of the moodle management system to enhance e- course delivery and students support services in distance education at the Open University of Tanzania, Journal of Adult Education, JAET 18, June 2010, 86-106.
Oppenheimer, T. (2003). The flickering mind: The false promise of technology in the classroom and how learning can be saved. Random house. USA.
Pervan, G. & Schaper, L. (2004). A Model of Information and Communication Technology Acceptance and Utilization by Occupational Therapists – Decision Support in an Uncertain and Complex World: The IFIP TC8/WG8.3 International Conference 2004.
Reuben, N, Z. (2014). Convergence of distance education and conventional learning: innovations and developments at the Open University of Tanzania. Huria Journal of the Open University of Tanzania, Vol.18, 1121.
Roblyer, M. D., & Knezek, G. (2003).Design and use of a rubric to asses and encourage interactive qualities in distance courses. The American journal of Distance Education, 17 (2).77-98.
Rogers, E. M. (1995). Diffusion of innovations, Fourth edition, Macmillan Publishers, New York, USA.
Sabah, N.M. (2013). Students’ attitude and motivation towards e-learning,
Proceedings of the first international conference on applied sciences. GazaPalestine, 24-26 Sep 2013.
Savenye, W. C., & Robinson, R. (2001). Qualitative research issues and methods: An Introduction for educational technologists. USA: Arisona.
See, J. (2004). Developing effective technology plans. Minnesota Department of Education. Retrieved on September 11th 2014, from from http://www.nctp.com/john.see.html.
Siemens, G. (2005). Connectivism: A learning theory for a digital age.
International Journal of Instructional Technology and Distance Learning,
(1).Retrieved May 12, 2014, from http://www
.itdl.org/Journal/Jan_05/article01.htm.
Southern Africa regional universities association (sarua) (2009). A Profile of Higher Education in the Region, Towards a Common Future: Higher Education in the SADC Region, regional country profile.
Tagoe, M. (2012). Students’ perceptions on incorporating e-learning into teaching and learning at the University of Ghana. International
Journal of Education and Development using Information and Communication Technology (IJEDICT). 2012, Vol. 8, Issue 1, 91-103.
Downloads
Published
Issue
Section
License
The Journal’s Copyright Position
In this journal, authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal, or publish it in a book), with an acknowledgment of its initial publication in this journal.
