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ERIC Number: EJ1118921
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2222-1735
Impediments of E-Learning Adoption in Higher Learning Institutions of Tanzania: An Empirical Review
Mwakyusa, Wilson Pholld; Mwalyagile, Neema Venance
Journal of Education and Practice, v7 n30 p152-160 2016
It is experienced that most of the Higher Learning Institutions (HLIs) in developing countries including Tanzania fails to fully implement e-learning system as a an alternative method of delivering education to a large population in the universities. However, some of HLIs are practicing the blended method by which both elearning and traditional teaching methods are employed. The study therefore, aimed to explore the most critical impediments for e-learning adoption at (HLIs) in Tanzania. Moreover, most of the HLIs in developing countries are facing with the problem of poor ICT infrastructures, lack of experts in ICT solutions and internet connectivity. This study made an empirical review to a total of 18 relevant literatures conducted in HLIs of Tanzania in order to critically identify the most critical impediments. It is found that there is a serious problem of technological infrastructures including lack of computers in HLIs to save students all time, low internet bandwidth, low ICT-competence among the educational stakeholders which impede the successful e-learning implementation. Furthermore, it was found that most of the HLIs they had no e-learning policy in operational as a result there is lack of technical and managerial support towards the new e-learning technology. In the end the study proposed the strategies that direct the road towards the success of e-learning implementation at HLIs in developing countries including Tanzania.
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania
Grant or Contract Numbers: N/A