E-Learning Adoption: Bridging the Knowledge and Operational Skills Gap among Instructors in the selected Higher Learning Institutions in Tanzania
DOI:
https://doi.org/10.59645/abr.v17i1.528Keywords:
E-learning adoption, perceived knowledge and skills, lecturers, students, the Open University of Tanzania, digital educationAbstract
The integration of e-learning in higher education, especially in Tanzania, has transformed knowledge delivery. Its effectiveness relies on instructors' knowledge and skills in using e-learning platforms. This study assesses the level of knowledge and skills for the operation of e-learning among instructors in HLIs. A quantitative approach and cross-sectional research design were employed, and data were collected through structured questionnaires from a sample size of 237 instructors. Descriptive techniques were employed in the analyses conducted to determine the levels of knowledge and skills for the operation of e-learning among the instructors. A pilot study was conducted to test the main study, with questionnaire development guided by content validity and internal reliability measured using Cronbach's alpha. Ethical considerations, including informed consent, voluntary participation, anonymity, and confidentiality, were upheld throughout. Findings reveal that while there is a growing familiarity with e-learning systems such as Moodle and other Learning Management Systems (LMS), significant disparities exist in the depth of knowledge and technical skills among the instructors’. On the other hand, instructors face challenges in content creation, online pedagogy, and integrating multimedia resources into their teaching practices. Furthermore, the study identifies unreliable internet, limited support, and inadequate training as key barriers to effective e-learning adoption. It emphasizes the need for targeted capacity-building, improved infrastructure, and supportive policies. Despite efforts by OUT and IAA, operational gaps persist, requiring continuous training, infrastructure investment, and institutional incentives to achieve sustainable e-learning integration in Tanzanian higher learning institutions.
Downloads
References
Abu-ali, A. N. (2024). The Effect of E-Learning in the Digital Age. 2486–2498. https://doi.org/10.4236/ce.2024.1512151
Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
Alenezi, M. (2023). Digital Learning and Digital Institution in Higher Education. Education Sciences, 13(1). https://doi.org/10.3390/educsci13010088
Almaiah, M. A., & Alyoussef, I. Y. (2019). Analysis of the Effect of Course Design, Course Content Support, Course Assessment and Instructor Characteristics on the Actual Use of E-Learning System. IEEE Access, 7, 171907–171922. https://doi.org/10.1109/ACCESS.2019.2956349
Andersson, B., Nfuka, E. N., Sumra, S., Uimonen, P., & Pain, A. (2014). Evaluation of implementation of ICT in teachers’ colleges project in Tanzania. Swedish International Development Cooperation Agency (Sida), 1–88. http://www.sida.se/publication
Angeli, L., Okur, Ö., Corradini, C., Stolin, M., Huang, Y., Brazier, F., & Marchese, M. (2022). Conceptualising Resources-aware Higher Education Digital Infrastructure through Self-hosting: a Multi-disciplinary View. In Proceedings of Eighth Workshop on Computing within Limits (LIMITS ’22) (Vol. 1, Issue 1). Association for Computing Machinery. https://doi.org/10.21428/bf6fb269.8b989f2c
Aziz, S. F. A., Hussein, N., Husin, N. A., & Ibrahim, M. A. (2022). Trainers’ Characteristics Affecting Online Training Effectiveness: A Pre-Experiment among Students in a Malaysian Secondary School. Sustainability (Switzerland), 14(17). https://doi.org/10.3390/su141711047
Baynit, M., Mnyanyi, P. C., & Msoroka, M. (2025). The Influence of the Contemporary Instructors ’ Digital Training Practices on Students' Learning Outcomes in the Selected Higher Learning Institutions.East African Journal of Education Studies. 8(1), 225–236. https://doi.org/10.37284/eajes.8.1.2592
Boateng, J. K., Tutu, R. A., & Boateng, J. (2021). The Use of Information and Communication Technology and Social Media to Improve Change Planning and Effectiveness in Teaching and Learning among Ghanaian Graduate Students. Journal of Interdisciplinary Studies in Education, 10(SI), 96–124.
Boateng, R., Mbrokoh, A. S., Boateng, L., Senyo, P. K., & Ansong, E. (2016). Determinants of e-learning adoption among students of developing countries. International Journal of Information and Learning Technology, 33(4), 248–262. https://doi.org/10.1108/IJILT-02-2016-0008
Creswell, J. W. & C. J. D. (2023). John W. Creswell, J & David Creswell (2022).
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Dr. Lohans Kumar Kalyani. (2024). The Role of Technology in Education: Enhancing Learning Outcomes and 21st Century Skills. International Journal of Scientific Research in Modern Science and Technology, 3(4), 05–10. https://doi.org/10.59828/ijsrmst.v3i4.199
Eom, S. (2023). The effects of the use of mobile devices on the E-learning process and perceived learning outcomes in university online education. E-Learning and Digital Media, 20(1), 80–101. https://doi.org/10.1177/20427530221107775
Gomm, R. (2008). Social Research Methodology. Social Research Methodology. https://doi.org/10.1007/978-0-230-22911-2
Irumva, M. (2023). The Effect of Social Media and Digital Devices on Academic Performance in Middle and High School Students A Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Science in Special Education by Martine Irumva 2023. https://digitalcommons.andrews.edu/theses/216
Jenna Gillett-Swan. (2017). The Challenges of Online Learning: Supporting and Engaging the Isolated Learner. Journal of Learning Design, 10(1), 20–30.
Kakepoto, I., Memon, I. A., Halepoto, A., Talpur, Q., Jalbani, K. B., Zulfiqar, S., Bhutto, A., & Khairpur, C. (2021). Exploring E-Learning Barriers of University Students during COVID 19 Pandemic. International Journal of Innovation, Creativity and Change. Www.Ijicc.Net, 15(6), 2021. www.ijicc.net
Ketevan Shengelia, K. S. (2024). the Role of Artificial Intelligence in the Future of Business Education. Economics, 106(1–2), 22–28. https://doi.org/10.36962/ecs106/1-2/2024-22
Kuleto, M., Ilic, M., Dumangiu, M., Ranković, M., Martins, O., Păun, D., & Mihoreanu, L. (2021). Explorando oportunidades y desafíos de la inteligencia artificial y el aprendizaje automático en instituciones de educación superior. Sustainability (Switzerland), 13(18), 1–16. https://www.mdpi.com/2071-1050/13/18/10424
Kwame, J., Edumadze, E., Ossei-anto, T. A., & Edumadze, G. (2014). Evaluating the Awareness and Perceptions of Lecturers in using E-Learning Tools for Teaching in University of Cape Coast. International Journal of Computing Academic Research (IJCAR), 3(1), 1–11.
Lashayo, D. M., Raphael, J., & Mhina, A. (2023). Evaluating the extent of adoption and integration of artificial intelligence content into computing curricula in high education institutions in Tanzania: A focus on the design and delivery of academic programmes. Business Education Journal, 9(1), 1–21. www.cbe.ac.tz
Li, D. (2022). Required Improvements from the Students’ Perspective. The Electronic Journal of E-Learning, 20(1), 1–18. www.ejel.org
Lubuva, E. E., Ndibalema, P., & Mbwambo, E. (2022). Assessment of Tutors’ Level of ICT Competencies in Teaching in Teacher Education in Tanzania. Journal of Learning for Development, 9(3), 436–454. https://doi.org/10.56059/jl4d.v9i3.705
Masue, O. S. (2020). Applicability of E-learning in Higher Learning Institutions in Tanzania . Mbeya University of Science and Technology, Tanzania. 16(2), 242–249.
Mattar, J., Santos, C. C., & Cuque, L. M. (2022). Analysis and Comparison of International Digital Competence Frameworks for Education. Education Sciences, 12(12). https://doi.org/10.3390/educsci12120932
Mnyanyi, C. B. F., Bakari, J., & Mbwette, T. S. A. (2010). Implementing e-learning in higher open and distance learning institutions in developing countries: the experience of the Open University of Tanzania. MIT LINC 2010 Conference 23rd-26 May. http://linc.mit.edu/linc2010/proceedings/session6Mnyanyi.pdf
Mtebe, J., & Gallagher, M. (2022). Continued usage intentions of digital technologies post-pandemic through the Expectation-Confirmation Model: the case of a Tanzanian university. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 18(May), 125–145.
Mtebe, J. S., & Raisamo, R. (2014). Investigating students’ behavioural intention to adopt and use mobile learning in higher education in East Africa. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 10(3), 4–20. http://files.eric.ed.gov/fulltext/EJ1059061.pdf
Mtebe, J. S., & Raphael, C. (2018). Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania. Australasian Journal of Educational Technology, 34(4), 107–122. https://doi.org/10.14742/ajet.2993
Mwakyusa, W. P., & Mwalyagile, N. V. (2016). Lit._Empirical. 7(30), 152–160. www.iiste.org
Osman, M. A., Omar, A. M., & Mohamed, M. J. (2024). Lecturers’ Adoption of E-Learning from the TAM Perspective: Transitioning from Lecture Halls to Virtual Classrooms. FWU Journal of Social Sciences, 18(1), 56–72. https://doi.org/10.51709/19951272/Spring2024/5
Pholld Mwakyusa, W., & Masome Ng`webeya, L. (2022). The Response of Tanzania Higher Learning Institutions to e- Learning during Covid-19 Pandemic. East African Journal of Management and Business Studies, 2(1), 19–28. https://doi.org/10.46606/eajess2022v03i01.0142
Puteh, S., Mada, R., & Hasan, A. (2017). Teaching and Learning Innovation among Trainer Lecturer: A Case Study of Undergraduate Students Teaching Training Program at the Polytechnic, Ministry of Higher Education Malaysia. 102(Ictvt), 263–270. https://doi.org/10.2991/ictvt-17.2017.45
Riaz, I. M., & Rashid, R. (2023). Effect of Information and Communication Technology ( ICT ) in ESL Learning at College Level. 4(4).
Salema, V. (2023). University Lecturers and Students’ Perceptions about Online Teaching and Learning during the Outbreak of COVID 19 in Northern Zone of Tanzania. Research Journal of Education, 9(91), 1–7. https://doi.org/10.32861/rje.91.1.7
YILMAZ ERGÜL, D., & TAŞAR, M. F. (2023). Development and Validation of the Teachers’ Digital Competence Scale (TDiCoS). Journal of Learning and Teaching in Digital Age, 8(1), 148–160. https://doi.org/10.53850/joltida.1204358
