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ERIC Number: EJ976022
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 35
ISSN: ISSN-1449-5554
Collaborative E-Learning Course Design: Impacts on Instructors in the Open University of Tanzania
Nihuka, Kassimu A.; Voogt, Joke
Australasian Journal of Educational Technology, v28 n2 p232-248 2012
Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about design and delivery of e-learning courses at the Open University of Tanzania (OUT). Six "Teacher Design Teams" (TDTs), each with 2 instructors, participated in the study, redesigning their print-based courses using an offline "Moodle" LMS supported by emails and mobile phones. A total of 36 interviews were conducted with 12 instructors, after each of the two workshops and after the course redesign process. Results showed that despite challenges, instructors were satisfied with collaborative course design and they reported that the strategy contributed to their professional learning. Instructors' backgrounds determined the kinds of support needed during course design and delivery. (Contains 5 tables.)
Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania