Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities
DOI:
https://doi.org/10.55056/etq.695Keywords:
digital divide, digital safety, e-learning, digital literacy, online learningAbstract
This paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a quantitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources.
Downloads
References
African Union Commission, 2015. Agenda 2063: The Africa we want (Popular version). Addis Ababa: African Union Commission. Available from: https://au.int/sites/default/files/documents/36204-doc-agenda2063_popular_version_en.pdf.
Al-Mamary, Y.H.S., 2022. Why do students adopt and use Learning Management Systems?: Insights from Saudi Arabia. International Journal of Information Management Data Insights, 2(2), p.100088. Available from: https://doi.org/10.1016/j.jjimei.2022.100088. DOI: https://doi.org/10.1016/j.jjimei.2022.100088
Alhazmi, A., Imtiaz, A., Alhammadi, F. and Kaed, E., 2021. Success and Failure Aspects of LMS in E-Learning Systems. International Journal of Interactive Mobile Technologies (iJIM), 15(11), p.133–147. Available from: https://doi.org/10.3991/ijim.v15i11.20805. DOI: https://doi.org/10.3991/ijim.v15i11.20805
Alsaaid, A. and Razak, N.A., 2020. The Blackboard Learning Management System: An intention Usage among Lecturers at a Saudi Arabia Public Universities. PalArch’s Journal of Archaeology of Egypt / Egyptology, 17(6), pp.9753–9764. Available from: http://web.archive.org/web/20231017002005if_/https://archives.palarch.nl/index.php/jae/article/download/2539/2478.
Amankwah, F., Sarfo, F.K., Aboagye, M.O., Konin, D. and Dzakpasu, R.K., 2022. Concerns of university teachers about the adoption of the Moodle learning management system in a Ghanaian University campus. Education inquiry, 0(0), pp.1–21. Available from: https://doi.org/10.1080/20004508.2022.2109849. DOI: https://doi.org/10.1080/20004508.2022.2109849
Anas, I., Basri, M. and Musdariah, A., 2022. Digital Language Teacher Professional Development from a CALL Perspective: Perceived Knowledge and Activeness in ECCR. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 23(1), p.1–21. Available from: https://old.callej.org/journal/23-1/Anas-Basri-Musdariah2022.pdf.
Anasel, M.G. and Swai, I.L., 2023. Factors to determine the adoption of online teaching in Tanzania’s Universities during the COVID-19 pandemic. PLOS ONE, 18(10), pp.1–16. Available from: https://doi.org/10.1371/journal.pone.0292065. DOI: https://doi.org/10.1371/journal.pone.0292065
Antwi-Boampong, A., 2021. An Investigation into Barriers Impacting Against Faculty Blended Learning Adoption. Turkish Online Journal of Distance Education, 22(3), p.281–292. Available from: https://doi.org/10.17718/tojde.961849. DOI: https://doi.org/10.17718/tojde.961849
Aqlan, A.A., Al-Hakimi, W., Grada, M., Abdulrab, M., Al-Mamary, Y. and Alquhaif, A.S., 2021. Factors Affecting Behavioral Intention to Use Learning Management Systems by Instructors. Dimensión Empresarial, 19(2). Available from: http://ojs.uac.edu.co/index.php/dimension-empresarial/article/view/2728.
Bahar, N., Wahab, S.N. and Ahmad, N.D., 2020. Understanding Challenges Faced in Online Teaching and Learning Among Malaysian Universities’ Instructors During COVID-19 Pandemic. 2020 Sixth International Conference on e-Learning (econf). pp.154–157. Available from: https://doi.org/10.1109/econf51404.2020.9385474. DOI: https://doi.org/10.1109/econf51404.2020.9385474
Baig, M.I., Shuib, L. and Yadegaridehkordi, E., 2021. A Model for Decision-Makers’ Adoption of Big Data in the Education Sector. Sustainability, 13(24), p.13995. Available from: https://doi.org/10.3390/su132413995. DOI: https://doi.org/10.3390/su132413995
Baker, J., 2012. The Technology–Organization–Environment Framework. In: Y.K. Dwivedi, M.R. Wade and S.L. Schneberger, eds. Information Systems Theory: Explaining and Predicting Our Digital Society, Vol. 1. New York, NY: Springer, Integrated Series in Information Systems, vol. 28, pp.231–245. Available from: https://doi.org/10.1007/978-1-4419-6108-2_12. DOI: https://doi.org/10.1007/978-1-4419-6108-2_12
Baluyos, G. and Clarin, A.R., 2021. Experiences of Instructors in Online Teaching: A Phenomenological Study. EduLine: Journal of Education and Learning Innovation, 1(2), pp.99–117. Available from: https://doi.org/10.35877/454RI.eduline542. DOI: https://doi.org/10.35877/454RI.eduline542
Birch, A. and Irvine, V., 2009. Preservice teachers’ acceptance of ICT integration in the classroom: applying the UTAUT model. Educational Media International, 46(4), pp.295–315. Available from: https://doi.org/10.1080/09523980903387506. DOI: https://doi.org/10.1080/09523980903387506
Carambas, J.R. and Espique, F.P., 2023. Lived experiences of teachers and students in distance education: shift from traditional to online learning. Educational Technology Quarterly, 2023(4), p.422–435. Available from: https://doi.org/10.55056/etq.606. DOI: https://doi.org/10.55056/etq.606
Chipamaunga, S., Nyoni, C.N., Kagawa, M.N., Wessels, Q., Kafumukache, E., Gwini, R., Kandawasvika, G., Katowa-Mukwato, P., Masanganise, R., Nyamakura, R., Nyawata, I., Pretorius, L., Dithole, K., Marimo, C., Mubuuke, A.G., Mbalinda, S.N., Merwe, L.J. van der and Prozesky, D., 2023. Response to the impact of COVID-19 by health professions education institutions in Africa: a case study on preparedness for remote learning and teaching. Smart Learning Environments, 10(1), p.31. Available from: https://doi.org/10.1186/s40561-023-00249-7. DOI: https://doi.org/10.1186/s40561-023-00249-7
Cohen, L., Manion, M. and Morrison, K., 2007. Research Methods in Education. 6th ed. London and New York: Routledge. Available from: http://repository.unmas.ac.id/medias/journal/EBK-00127.pdf. DOI: https://doi.org/10.4324/9780203029053
Coman, C., T, îru, L.G., Meses, an-Schmitz, L., Stanciu, C. and Bularca, M.C., 2020. Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability, 12(24), p.10367. Available from: https://doi.org/10.3390/su122410367. DOI: https://doi.org/10.3390/su122410367
Cook, H., Apps, T., Beckman, K. and Bennett, S., 2023. Digital competence for emergency remote teaching in higher education: understanding the present and anticipating the future. Educational technology research and development, 71(1), pp.7–32. Available from: https://doi.org/10.1007/s11423-023-10194-4. DOI: https://doi.org/10.1007/s11423-023-10194-4
Dilling, F. and Vogler, A., 2023. Pre-service Teachers’ Reflections on Attitudes Towards Teaching and Learning Mathematics with Online Platforms at School: A Case Study in the Context of a University Online Training. Technology, Knowledge and Learning, 28(3), pp.1401–1424. Available from: https://doi.org/10.1007/s10758-022-09602-0. DOI: https://doi.org/10.1007/s10758-022-09602-0
Ebadi, S. and Raygan, A., 2023. Investigating the facilitating conditions, perceived ease of use and usefulness of mobile-assisted language learning. Smart Learning Environments, 10(1), p.30. Available from: https://doi.org/10.1186/s40561-023-00250-0. DOI: https://doi.org/10.1186/s40561-023-00250-0
Edali, M., Milad, A., Sahem, Z., Alaswad, W., Bseibsu, A., Rajeb, F.B. and Elkamel, A., 2022. A Virtual Classroom Approach towards Incorporating E-Learning Systems in Libyan Educational Institutions. International Science and Technology Journal, SCITCS1, pp.174–183. Available from: https://www.stcrs.com.ly/istj/en/article-details.php?id=453.
Ergado, A.A., Desta, A. and Mehta, H., 2021. Determining the barriers contributing to ICT implementation by using technology-organization-environment framework in Ethiopian higher educational institutions. Education and Information Technologies, 26(3), pp.3115–3133. Available from: https://doi.org/10.1007/s10639-020-10397-9. DOI: https://doi.org/10.1007/s10639-020-10397-9
Ferede, B., Elen, J., Van Petegem, W., Hunde, A.B. and Goeman, K., 2022. Determinants of instructors’ educational ICT use in Ethiopian higher education. Education and Information Technologies, 27(1), pp.917–936. Available from: https://doi.org/10.1007/s10639-021-10606-z. DOI: https://doi.org/10.1007/s10639-021-10606-z
Gama, L.C., Chipeta, G.T. and Chawinga, W.D., 2022. Electronic learning benefits and challenges in Malawi’s higher education: A literature review. Education and Information Technologies, 27(8), pp.11201–11218. Available from: https://doi.org/10.1007/s10639-022-11060-1. DOI: https://doi.org/10.1007/s10639-022-11060-1
2015. Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. pp.43–46. Available from: https://campaignforeducation.org/images/downloads/f1/245/education2030-framework.pdf.
International Labour Organization, UNESCO and World Bank Group, 2020. ILO-UNESCO-WBG Joint Survey on Technical and Vocational Education and Training (TVET) and Skills Development during the Time of COVID-19. Geneva: ILO. Available from: https://labordoc.ilo.org/discovery/delivery?vid=41ILO_INST:ResearchRepository&repId=12100764840002676#13100806140002676.
Jorge-Vázquez, J., Náñez Alonso, S.L., Fierro Saltos, W.R. and Pacheco Mendoza, S., 2021. Assessment of Digital Competencies of University Faculty and Their Conditioning Factors: Case Study in a Technological Adoption Context. Education Sciences, 11(10), p.637. Available from: https://doi.org/10.3390/educsci11100637. DOI: https://doi.org/10.3390/educsci11100637
Kamisli, M.U. and Akinlar, A., 2023. Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19 Pandemic. Adult Learning, 34(4), pp.230–243. Available from: https://doi.org/10.1177/10451595221094075. DOI: https://doi.org/10.1177/10451595221094075
Kazoka, J.E. and Mwantimwa, K., 2019. Perceived usefulness and ease of use of Web 2.0 tools in university teaching and learning in Tanzania. University of Dar es Salaam Library Journal, 14(2), p.19–37. Available from: https://www.ajol.info/index.php/udslj/article/view/203812.
Kestin, T., Belt, M. van den, Denby, L., Ross, K., Thwaites, J. and Hawkes, M., 2017. Getting started with the SDGs in universities: A guide for universities, higher education institutions, and the academic sector. Australia, New Zealand & Pacific Edition. Melbourne: Sustainable Development Solutions Network – Australia/Pacific. Available from: http://ap-unsdsn.org/wp-content/uploads/University-SDG-Guide_web.pdf.
Lashayo, D.M. and Md Johar, M.G., 2017. A review of e-learning systems’ adoption in Tanzania universities. South East Asia Journal of Contemporary Business, Economics and Law, 13(2), p.111–118. Available from: https://seajbel.com/wp-content/uploads/2017/10/K13-252.pdf.
Lashayo, D.M. and Md Johar, M.G., 2018. Instructor Adoption of E-learning Systems in Tanzania’s Universities: A Proposed Multi-Factors Adoption Model (MFAM11). International Journal on Informatics Visualization, 2(2), pp.76–80. Available from: https://joiv.org/index.php/joiv/article/view/117. DOI: https://doi.org/10.30630/joiv.2.2.117
Lavidas, K., Papadakis, S., Filippidi, A., Karachristos, C., Misirli, A., Tzavara, A., Komis, V. and Karacapilidis, N., 2023. Predicting the Behavioral Intention of Greek University Faculty Members to Use Moodle. Sustainability, 15(7), p.6290. Available from: https: //doi.org/10.3390/su15076290. DOI: https://doi.org/10.3390/su15076290
Lee, K., Fanguy, M., Bligh, B. and Lu, X.S., 2022. Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity. Educational Review, 74(3), pp.460–483. Available from: https://doi.org/10.1080/00131911.2021.1978401. DOI: https://doi.org/10.1080/00131911.2021.1978401
Lokmic-Tomkins, Z., Choo, D., Foley, P., Dix, S., Wong, P. and Brand, G., 2022. Pre-registration nursing students’ perceptions of their baseline digital literacy and what it means for education: A prospective COHORT survey study. Nurse Education Today, 111, p.105308. Available from: https://doi.org/10.1016/j.nedt.2022.105308. DOI: https://doi.org/10.1016/j.nedt.2022.105308
Lowell, V.L. and Yang, M., 2023. Authentic Learning Experiences to Improve Online Instructor’s Performance and Self-Efficacy: The Design of an Online Mentoring Program. TechTrends, 67(1), pp.112–123. Available from: https://doi.org/10.1007/s11528-022-00770-5. DOI: https://doi.org/10.1007/s11528-022-00770-5
Lufungulo, E.S., Jia, J., Mulubale, S., Mambwe, E. and Mwila, K., 2023. Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University. SN Computer Science, 4(4), p.328. Available from: https://doi.org/10.1007/s42979-023-01729-w. DOI: https://doi.org/10.1007/s42979-023-01729-w
Matete, R.E., Kimario, A.E. and Behera, N.P., 2023. Review on the use of eLearning in teacher education during the coronavirus disease (COVID-19) pandemic in Africa. Heliyon, 9(2), p.e13308. Available from: https://doi.org/10.1016/j.heliyon.2023.e13308. DOI: https://doi.org/10.1016/j.heliyon.2023.e13308
Mengistie, T.A., 2021. Higher Education Students’ Learning in COVID-19 Pandemic Period: The Ethiopian Context. Research in Globalization, 3, p.100059. Available from: https://doi.org/10.1016/j.resglo.2021.100059. DOI: https://doi.org/10.1016/j.resglo.2021.100059
Mpungose, C.B., 2020. Emergent transition from face-to-face to online learning in a South African University in the context of the Coronavirus pandemic. Humanities and Social Sciences Communications, 7(1), p.113. Available from: https://doi.org/10.1057/s41599-020-00603-x. DOI: https://doi.org/10.1057/s41599-020-00603-x
Mtani, H. and Mbelwa, J., 2022. Factors affecting Learning Management Systems Usage in Higher Learning Institutions in Tanzania: A Case of University of Dodoma. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 18(1), p.7–26. Available from: http://ijedict.dec.uwi.edu/viewarticle.php?id=2968.
Mtebe, J. and 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, 18(1), p.125–145. Available from: http://ijedict.dec.uwi.edu/include/getdoc.php?id=9454&article=3041&mode=pdf.
Mtebe, J.S., 2015. Learning Management System success: Increasing Learning Management System usage in higher education in sub-Saharan Africa. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 11(2), p.51–64. Available from: https://eric.ed.gov/?id=EJ1074158.
Mtebe, J.S., 2020. Examining eLearning system self-efficacy amongst instructors at the University of Dodoma, Tanzania. Open Praxis. Available from: https://doi.org/10.5944/openpraxis.12.3.1103. DOI: https://doi.org/10.5944/openpraxis.12.3.1103
Mtebe, J.S., Fulgence, K. and Gallagher, M., 2021. COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania. Journal of Learning for Development, 8(2), p.383–397. Available from: https://doi.org/10.56059/jl4d.v8i2.483. DOI: https://doi.org/10.56059/jl4d.v8i2.483
Mtebe, J.S. and Raisamo, R., 2014. Investigating perceived barriers to the use of open educational resources in higher education in Tanzania. The International Review of Research in Open and Distributed Learning, 15(2). Available from: https://doi.org/10.19173/irrodl.v15i2.1803. DOI: https://doi.org/10.19173/irrodl.v15i2.1803
Mushimiyimana, J.B., Bazimaziki, G. and Tuyishime, D., 2022. ICT Integration in Educational curriculum in Higher Education: Challenges and opportunities in the University of Rwanda-College of Education. International Journal of Humanities and Education Development (IJHED), 4(2), p.118–137. Available from: https://doi.org/10.22161/jhed.4.2.16. DOI: https://doi.org/10.22161/jhed.4.2.16
Mwakyusa, W.P. and Ng‘webeya, L.M., 2022. The Response of Tanzania Higher Learning Institutions to e- Learning during Covid-19 Pandemic. East African Journal of Management and Business Studies, 3(1), p.19–28. Available from: https://doi.org/10.46606/eajess2022v03i01.0142. DOI: https://doi.org/10.46606/eajess2022v03i01.0142
Ndibalema, P., 2022. Constraints of transition to online distance learning in Higher Education Institutions during COVID-19 in developing countries: A systematic review. E-Learning and Digital Media, 19(6), pp.595–618. Available from: https://doi.org/10.1177/20427530221107510. DOI: https://doi.org/10.1177/20427530221107510
Ngao, A.I., Sang, G. and Kihwele, J.E., 2022. Understanding Teacher Educators’ Perceptions and Practices about ICT Integration in Teacher Education Program. Education Sciences, 12(8), p.549. Available from: https://doi.org/10.3390/educsci12080549. DOI: https://doi.org/10.3390/educsci12080549
Nikou, S. and Aavakare, M., 2021. An assessment of the interplay between literacy and digital Technology in Higher Education. Education and Information Technologies, 26(4), pp.3893–3915. Available from: https://doi.org/10.1007/s10639-021-10451-0. DOI: https://doi.org/10.1007/s10639-021-10451-0
Okyere, E., Salusalu, M., Goundar, R. and Marfoh, K., 2023. Online teaching during COVID-19 pandemic in Fiji: challenges, facilitators and improvement strategies. Qualitative Research Journal, 23(1), p.62–82. Available from: https://doi.org/10.1108/QRJ-03-2022-0041. DOI: https://doi.org/10.1108/QRJ-03-2022-0041
Oscar, M. and Marcella, M., 2021. Makerere University Students’ Learning Challenges Associated with COVID-19 Pandemic Lockdown: A Case of Department of Adult and Community Education Mugula. African Journal of Education, Science and Technology, 6(3), p.217–232. Available from: https://ajest.info/index.php/ajest/article/view/543.
Papadakis, S., 2023. MOOCs 2012-2022: An overview. Advances in Mobile Learning Educational Research, 3(1), pp.682–693. Available from: https://doi.org/10.25082/AMLER.2023.01.017. DOI: https://doi.org/10.25082/AMLER.2023.01.017
Papadakis, S., Kiv, A.E., Kravtsov, H.M., Osadchyi, V.V., Marienko, M.V., Pinchuk, O.P., Shyshkina, M.P., Sokolyuk, O.M., Mintii, I.S., Vakaliuk, T.A., Azarova, L.E., Kolgatina, L.S., Amelina, S.M., Volkova, N.P., Velychko, V.Y., Striuk, A.M. and Semerikov, S.O., 2022. Unlocking the power of synergy: the joint force of cloud technologies and augmented reality in education. In: S.O. Semerikov and A.M. Striuk, eds. Joint Proceedings of the 10th Workshop on Cloud Technologies in Education, and 5th International Workshop on Augmented Reality in Education (CTE+AREdu 2022), Kryvyi Rih, Ukraine, May 23, 2022. CEUR-WS.org, CEUR Workshop Proceedings, vol. 3364, pp.1–23. Available from: https://ceur-ws.org/Vol-3364/paper00.pdf.
Permadi, I. and Fathussyaadah, E., 2021. Technology, Organization, and Environment Factors in the Adoption of Online Learning. The 3rd International Conference on Education and Social Science Research (ICESRE 2020) Universitas PGRI Semarang, Indonesia – 14 November 2020. pp.1–17. Available from: https://doi.org/10.2139/ssrn.3865852. DOI: https://doi.org/10.2139/ssrn.3865852
Pérez-Rivero, C.A., Obesso, M. de la Mercedes de and Núñez-Canal, M., 2023. Digital competence among university professors: analysis of the impact of the COVID crisis. Economic Research-Ekonomska Istraživanja, 36(3), p.2155859. Available from: https://doi.org/10.1080/1331677X.2022.2155859. DOI: https://doi.org/10.1080/1331677X.2022.2155859
Quansah, R. and Essiam, C., 2021. The use of learning management system (LMS) moodle in the midst of covid-19 pandemic: Students’ perspective. Journal of Educational Technology and Online Learning, 4(3), p.418–431. Available from: https://doi.org/10.31681/jetol.934730. DOI: https://doi.org/10.31681/jetol.934730
Raza, S.A., Qazi, W., Khan, K.A. and Salam, J., 2021. Social Isolation and Acceptance of the Learning Management System (LMS) in the time of COVID-19 Pandemic: An Expansion of the UTAUT Model. Journal of Educational Computing Research, 59(2), pp.183–208. Available from: https://doi.org/10.1177/0735633120960421. DOI: https://doi.org/10.1177/0735633120960421
Saidu, M.K. and Al Mamun, M.A., 2022. Exploring the Factors Affecting Behavioural Intention to Use Google Classroom: University Teachers’ Perspectives in Bangladesh and Nigeria. TechTrends, 66(4), pp.681–696. Available from: https://doi.org/10.1007/s11528-022-00704-1. DOI: https://doi.org/10.1007/s11528-022-00704-1
Sang, G., Wang, K., Li, S., Xi, J. and Yang, D., 2023. Effort expectancy mediate the relationship between instructors’ digital competence and their work engagement: evidence from universities in China. Educational technology research and development, 71(1), pp.99–115. Available from: https://doi.org/10.1007/s11423-023-10205-4. DOI: https://doi.org/10.1007/s11423-023-10205-4
Simeon, A.N., Babatunde, A.A., Abiodun, N.L., Olu, R.O. and Emem, A.I., 2022. Uptake, Barriers, and Determinants of e-Learning Among University Students in Selected Low Income Countries in Sub-Saharan Africa Amidst the COVID-19 Disruption: An Online Survey. Advances in Medical Education and Practice, 13, p.609–617. Available from: https://doi.org/10.2147/AMEP.S357677. DOI: https://doi.org/10.2147/AMEP.S357677
Smith, E., 2023. Challenges Encountered in the Implementation of Online Distance Learning in African Countries. International Journal of Online and Distance Learning, 4(1), p.1–11. Available from: https://doi.org/10.47604/ijodl.1998. DOI: https://doi.org/10.47604/ijodl.1998
Subashini, N., Udayanga, L., De Silva, L.H.N., Edirisinghe, J.C. and Nafla, M.N., 2022. Undergraduate perceptions on transitioning into E-learning for continuation of higher education during the COVID pandemic in a developing country: a cross-sectional study from Sri Lanka. BMC Medical Education, 22(1), p.521. Available from: https://doi.org/10.1186/s12909-022-03586-2. DOI: https://doi.org/10.1186/s12909-022-03586-2
Tabachnick, B.G. and Fidell, L.S., 2013. Using Multivariate Statistics. 6th ed. Pearson Education, Inc. Available from: https://ebook.upgrisba.ac.id/ebook/komputer-informasi-referensi-umum/6th-edition-using-multivariate-statistics-pearson/download.
Tanyanyiwa, V.I. and Madobi, R., 2021. Challenges to the Effective Teaching and Learning of Geography through ODeL at the Zimbabwe Open University. Journal of Learning for Development, 8(2), p.364–382. Available from: https://doi.org/10.56059/jl4d.v8i2.427. DOI: https://doi.org/10.56059/jl4d.v8i2.427
The Tanzania Commission for Universities, 2022. Guidelines for Online and Blended Delivery Modes of Courses for University Institutions in Tanzania. Dar es Salaam: The Tanzania Commission for Universities. Available from: http://web.archive.org/web/20220516141950if_/https://www.tcu.go.tz/sites/default/files/Guidelines%20for%20Online%20and%20Blended%20delivery%20of%20courses%20-%20Final%20vr%2010.02.2022.pdf.
Thomas, D. and Zubkov, P., 2023. Quantitative Research Designs. Quantitative Research for Practical Theology. Andrews University, chap. 6, p.103–113. Available from: https://www.researchgate.net/publication/370630979.
Tsegay, S.M., Ashraf, M.A., Perveen, S. and Zegergish, M.Z., 2022. Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University. Sustainability, 14(1), p.568. Available from: https://doi.org/10.3390/su14010568. DOI: https://doi.org/10.3390/su14010568
Ukwoma, S.C., Iwundu, N.E. and Iwundu, I.E., 2016. Digital literacy skills possessed by students of UNN, implications for effective learning and performance: A study of the MTN Universities Connect Library. New Library World, 117(11/12), p.702–720. Available from: https://doi.org/10.1108/NLW-08-2016-0061. DOI: https://doi.org/10.1108/NLW-08-2016-0061
UNESCO, 2018. UNESCO ICT Competency Framework for Teachers. Version 3 ed. Paris: UNESCO. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000265721.
Upor, R.A., 2021. Rethinking Teaching and Learning Language in the New Era: Lessons From the COVID-19 Pandemic in Tanzania. LLT Journal: A Journal on Language and Language Teaching, 24(2), p.574–596. Available from: https://doi.org/10.24071/llt.v24i2.3262. DOI: https://doi.org/10.24071/llt.v24i2.3262
Upor, R.A., 2022. Harnessing Digital Literacy Practices of Undergraduate Pre-service English Language Teachers in Tanzania. Papers in Education and Development, 40(1), pp.1–19. Available from: https://www.ajol.info/index.php/ped/article/view/231342.
Venkatesh, V., Morris, M.G., Davis, G.B. and Davis, F.D., 2003. User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), pp.425–478. Available from: https://doi.org/10.2307/30036540. DOI: https://doi.org/10.2307/30036540
Wang, X., Jacob, W.J., Blakesley, C.C., Xiong, W., Ye, H., Xu, S. and Lu, F., 2020. Optimal professional development ICT training initiatives at flagship universities. Education and Information Technologies, 25(5), pp.4397–4416. Available from: https://doi.org/10.1007/s10639-020-10154-y. DOI: https://doi.org/10.1007/s10639-020-10154-y
Downloads
Submitted
Published
Issue
Section
License
Copyright (c) 2024 Aines Chasubuta, Placidius M. Ndibalema, Paul Loisulie
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Accepted 2024-03-03
Published 2024-03-20
