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Article: Instructor And Student Experiences Of E-learning At A Tanzanian University

TitleInstructor And Student Experiences Of E-learning At A Tanzanian University
Authors
KeywordsE-learning
Higher education
Instructor experiences
Student experiences
Developing Countries
Issue Date2014
PublisherInternational Scholars Journals Publishing Corporation. The Journal's web site is located at http://internationalscholarsjournals.org/journal/ijerr/home
Citation
International Journal of Educational Research and Reviews, 2014, v. 3 n. 2, p. 62-72 How to Cite?
AbstractThe establishment of e-learning in higher education institutions in Tanzania has so far led to disappointing learning outcomes. The strategy used by instructors to practice e-learning and their ways of working with technologies does not encourage active learning, which in turn hampers student learning outcomes. The purpose of this study was to explore students’ and instructors’ practices of e-learning in Tanzania higher education. The study examined the e-learning experiences of 8 instructors and 120 students at a major university. Data sources included questionnaires administered to the students; interviews with selected students, the instructors, and technicians who provided technical support; and observation of classroom activities and the online learning environment. All qualitative data were analysed through a coding strategy, and quantitative data were analysed using SPSS version 16. The results showed that e-learning designs and pedagogical strategies used prevented students from learning collaboratively. The instructors’ experiences of and e-learning designs reflected informational baseline modes of e-learning course delivery. Similarly, the students’ experiences and practices of e-learning were influenced by unreflective e-learning designs and pedagogical strategies resulting in low student involvement in learning. The conclusion is that e-learning designs were inadequate for students to achieve meaningful interactions and substantial learning outcomes.
Persistent Identifierhttp://hdl.handle.net/10722/217286
ISSN

 

DC FieldValueLanguage
dc.contributor.authorMSONDE, SE-
dc.contributor.authorvan Aalst, J-
dc.date.accessioned2015-09-18T05:54:59Z-
dc.date.available2015-09-18T05:54:59Z-
dc.date.issued2014-
dc.identifier.citationInternational Journal of Educational Research and Reviews, 2014, v. 3 n. 2, p. 62-72-
dc.identifier.issn2329-9843-
dc.identifier.urihttp://hdl.handle.net/10722/217286-
dc.description.abstractThe establishment of e-learning in higher education institutions in Tanzania has so far led to disappointing learning outcomes. The strategy used by instructors to practice e-learning and their ways of working with technologies does not encourage active learning, which in turn hampers student learning outcomes. The purpose of this study was to explore students’ and instructors’ practices of e-learning in Tanzania higher education. The study examined the e-learning experiences of 8 instructors and 120 students at a major university. Data sources included questionnaires administered to the students; interviews with selected students, the instructors, and technicians who provided technical support; and observation of classroom activities and the online learning environment. All qualitative data were analysed through a coding strategy, and quantitative data were analysed using SPSS version 16. The results showed that e-learning designs and pedagogical strategies used prevented students from learning collaboratively. The instructors’ experiences of and e-learning designs reflected informational baseline modes of e-learning course delivery. Similarly, the students’ experiences and practices of e-learning were influenced by unreflective e-learning designs and pedagogical strategies resulting in low student involvement in learning. The conclusion is that e-learning designs were inadequate for students to achieve meaningful interactions and substantial learning outcomes.-
dc.languageeng-
dc.publisherInternational Scholars Journals Publishing Corporation. The Journal's web site is located at http://internationalscholarsjournals.org/journal/ijerr/home-
dc.relation.ispartofInternational Journal of Educational Research and Reviews-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectE-learning-
dc.subjectHigher education-
dc.subjectInstructor experiences-
dc.subjectStudent experiences-
dc.subjectDeveloping Countries-
dc.titleInstructor And Student Experiences Of E-learning At A Tanzanian University-
dc.typeArticle-
dc.identifier.emailvan Aalst, J: vanaalst@hku.hk-
dc.identifier.authorityvan Aalst, J=rp00965-
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros253638-
dc.identifier.volume3-
dc.identifier.issue2-
dc.identifier.spage62-
dc.identifier.epage72-
dc.publisher.placeUnited States-

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