Department of Educational Foundations,Management and Lifelong Learning

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https://repository.udsm.ac.tz/handle/123456789/75

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Browsing Department of Educational Foundations,Management and Lifelong Learning by Author "Mtebe, Joel S."

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    A decade of technology enhanced learning at the University of Dar es Salaam, Tanzania: Challenges, achievements, and opportunities
    (International Journal of Education and Development using Information and Communication Technology, 2017) Mtebe, Joel S.; Raphael, Christina
    For a decade past, integration of technology in teaching and learning has been received with both apprehension and skeptism from academics and student majority at the University of Dar es Salaam (UDSM). The study recounts real, professional and practical experiences, challenges, and opportunities of integrating educational technologies using available official documents and reports covering real practical experience in the period of ten years at UDSM . The study identifies gaps th at need to be worked upon to unleash full potentials brought by educational technologies at the university. The study recommends more support to early adopters committed to initiating blended learning programs, strengthening and expanding existing blended distance programs as well as seeding new ones and building capacity in developing and testing more reliable blended distance program innovations.
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    Instructor Support Services: An Inevitable Critical Success Factor in Blended Learning in Higher Education in Tanzania
    (IJEDICT, 2016) Raphael, Christina; Mtebe, Joel S.
    The adoption of blended learning to widen access, reduce cost, and improve the quality of education is becoming prevalent in higher education in sub-Saharan Africa and Tanzania in particular. University of Dar es Salaam and the Open University of Tanzania offer various blended learning courses using Moodle system via regional centres scattered across the country. Despite the success of these courses, instructors’ support has been unsatisfactory and habitually ignored regardless of the fact that institutions have established IT Units to provide such services. This study investigated the effectiveness of instructors’ support services as a major success factor to the delivery of blended courses using mixed method design using questionnaire and semistructured interviews from 65 instructors teaching blended learning courses at the University of Dar es Salaam and the Open University of Tanzania. The study revealed that lack of both technical and pedagogical support has been critical factors inhibiting instructors from facilitating blended courses effectively via the LMS. The findings from this study have a number of important lessons and implications for similar institutions running blended learning or wishing to implement blended learning specifically in sub-Saharan Africa.
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    Pre - Service Teachers’ Self - Efficacy Beliefs Towards Educational Technologies Integration in Tanzania
    (Journal of Learning for Development, 2017) Raphael, Christina; Mtebe, Joel S.
    This study examines pre - service teachers’ (N = 386) self - efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self - efficacy beliefs among pre - service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational techn ologies into the classroom.
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    Students’ experiences and challenges of blended learning at the University
    (IJEDICT, 2013) Mtebe, Joel S.; Raphael, Christina
    Recent developments in Information and Communication Technologies (ICTs), especially eLearning, have heightened the need for University of Dar es Salaam (UDSM) to upplement oncampus face-to-face delivery as well as meeting increased students’ enrolments through blended distance learning. Since 2008, the University has been offering three postgraduate programmes: Postgraduate Diploma in Education, Postgraduate Diploma in Engineering Management, and Master degree in Engineering via dedicated Learning Centres in Mwanza, Arusha, and Dar es Salaam. In total, 310 students have been enrolled into these programmes since 2008. However, the implementation of these programmes has resulted in mixed and unpredictable results. This paper reports on students’ experiences as well as challenges UDSM has been facing during the implementation of blended learning courses in Tanzania. The data were generated through documentary reviews and 22 responses from a questionnaire distributed to students enrolled into these programmes. The study has revealed outdated learning resources, unavailability of instructors during live online sessions, under-utilization of Learning Centres, and technical difficulties are the main factors that affect students from exceling well in blended learning programmes. These findings have a number of important lessons and implications for similar institutions running blended learning or wishing to implement blended learning specifically in developing countries.