Promoting Teachers and Students’ Involvement in e-Learning in Tanzania: A Case of Two Higher Learning Institutions

Abstract

A successful e-learning program depends, to a greater extent, on how actively teachers and students are involved in preparing, accessing and managing educational content. This paper aims at exploring strategies employed in promoting teachers and students’ involvement in e-learning in Tanzania’s higher learning institutions (HLIs). Data were gathered from two higher learning institutions in Tanzania using a series of semi-structured interviews with e-learning experts. Thematic analysis was used to identify, analyze and record themes from the generated data. Two major interaction strategies were identified: Teacher-students and student-content strategies. The study further describes best practice approaches the two HLIs deployed to effect the two strategies. Based on the findings, the study recommends the provision of training in e-learning to teachers and students to enhance their participation in e-learning platforms. The study further recommends for empirical research to investigate how social media can be used to promote the unnoticed teacher-teacher and student-student interactions.