The adoption of e-learning as a remote teaching and learning methodology in Tanzanian higher education institutions: Academic staff attitudes and main challenges

Titus Tossy

doi:10.51867/scimundi.6.1.14

Authors

Titus Tossy
tossytm@gmail.com
Mzumbe University, Tanzania https://orcid.org/0000-0001-8162-4656

Keywords:

E-Learning, E-Learning Challenges, Technology Acceptance Model, Teaching and Learning

Abstract

This paper examines the implementation of e-learning as a remote pedagogical approach in Tanzanian higher education institutions and evaluates their readiness to adopt it as a comprehensive educational strategy. Various academic institutions are implementing a comprehensive e-learning system for instruction and education. The survey aimed to assess academics' willingness to embrace e-learning. The investigation assessed readiness by examining the study's objectives, which focused on academic staff's satisfaction with the shift and the challenges they faced during the adoption process. The Technology Acceptable Model guided the research. The research employed a mixed-methods case study, integrating qualitative and quantitative methods. While the research used purposive sampling, 260 respondents participated. Quantitative and qualitative data were collected concurrently, processed in SPSS and Excel independently, and the results were integrated into the study's summary and discussion. The study revealed that the academic staff at Tanzanian universities were prepared to adopt e-learning as a pedagogical approach. The study identified infrastructure limitations, such as network service providers and ongoing outages, that hinder access to electricity. Full-scale E-learning was once deemed to be unsuitable for teaching and learning. This study shows TU can overcome e-learning's barriers to adoption and implementation. Research showed the school is ready for e-learning. Though unrelated to the study, this technology's infrastructure worried me. The report suggests that TU accelerate the adoption of e-learning as a full teaching and learning approach. All colleges can roll out. The study's findings affect the institution's strategic teams, requiring improved controls for remote student evaluation during e-learning exams. Finally, university administration may use this study to inspire academics and improve technology-enhanced teaching and learning.

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