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FACTORS AFFECTING E-LEARNING ADAPTATION IN TANZANIA HIGHER LEARNING INSTITUTIONS: A CASE OF UDSM & OUT E-LEARNING IMPLEMENTATION
ISACK KAMBIRA
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF BUSINESS ADMINISTRATION OF THE OPEN UNIVERSITY OF TANZANIA
2011
CERTIFICATION
The undersigned certifies that he has read and hereby recommends for acceptance by the Open University of Tanzania a dissertation titled: Factors affecting e-learning adaptation in Tanzania higher learning institutions - a case of UDSM & OUT e-learning implementation,in partial fulfillment of the requirements for the degree of Master of Business Administration of the Open University of Tanzania.
……………………………………….
Dr. Mbamba U.O.L
(Supervisor)
Date:………………………
COPYRIGHT
This dissertation is a copyright material protected under the Berne Convention, the Copyright Act of 1996 and other international and national enactments, in that behalf, on intellectual property. It may not be reproduced by any means in full or part, except for short extracts in fair dealings of scholarly review with an acknowledgement, without the written permission of the Directorate of the Research Postgraduate Studies, on behalf of both the author and the Open University of Tanzania.
DECLARATION
I, Isack Kambira, do hereby declare that this dissertation is my own original work and that it has not been presented and will not be presented at any other University for similar or any other degree award.
Signature:......
Date: ………………………
DEDICATION
This study is dedicated to my parents Eliasaph and Mariam Kambira, lovely wife Pendo and children, Mariam and Joshua, for their kind support and encouragement words throughout this study.
ACKNOWLEDGEMENT
First and foremost I thank the almighty God for his endless care to date. I am also grateful to my supervisor, Dr. Mbamba for his heartfelt guidance in conducting this study. Academic advises and support received from my course coordinator, Dr. Ngatuni and my colleague, Dr. Respickius and Mr. Osiah is highly appreciated.
I would also like to appreciate the positive corporation I got from academic staffs and technical support staffs of OUT & UDSM for their sincere and positive response in volunteering E-learning information, collected through questionnaires, about their E-learning experience in their respective departments.
My gratitude also go to my employer, the Managing Director – Prof. Beda of the University of Dar es Salaam Computing Centre for granting me the permission to attend the part time MBA programme at OUT.
Lastly but not least, I would like to express my sincere gratitude to my parents, my wife and children for their physical and spiritual support which both were a catalyst to my effort in accomplishing this study timely.
ABSTRACT
This study researched on critical barriers affecting the acceptance of E-learning at Higher Learning Institutions (HLIs) in Tanzania. The researchercollected data from academic and administrative staff of two institutions namely the Open University of Tanzania (OUT) and the University of Dar Es Salaam (UDSM),selected as a case study for this research, due to their long term expertise in practicing E-learning in Tanzania.The analysis revealed two critical barriers on acceptance of E-learning at HLIs, which are quality of content creation for E-learning content and organizational culture towards E-learning also referred in this study as perception on E-learning. It was revealed that majority of the E-learning practitioners have limited skills on creating quality content or basically no clear integration between Pedagogy and ICT.However, the study shows that this challenge can be addressed using ISA-BeL model. The study also showed that the employment market is inclined in favor of graduates that have gone through traditional or conventional learning than those who attend E-learning programmes. The researcher also noted that institutions have ICT policy but lacks E-learning policy. This, to large extent, led to lack of awareness amongst staff members.Findings of this study showedcorrelation between acceptance of E-Learning and organizational culture as well asquality of content creation. In concluding this study, the researcher is urging policy makers in HLIs to enforce institutionalization of E-learning policy as anenabling factor towardsE-learning adaptation. Practitioners are also encouraged to put more effort on creating quality content.
TABLE OF CONTENTS
CERTIFICATION
COPYRIGHT
DECLARATION
DEDICATION
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
TABLES
FIGURES
LIST OF ACRONYMS
CHAPTER ONE……………………………………………………………………1
1.0 INTRODUCTION
1.1General Introduction
1.2Background Information
1.2.1Government Initiative in Promoting E-Learning
1.2.2Policies Related to E-learning Improvement
1.2.3E-learning Initiatives done by Higher Learning Institutions
1.2.4Challenges Facing HLI in implementation of E-learning
1.3Statement of the Problem
1.4Research Questions
1.5Research Objective
1.6Significance of the Research
1.7Conceptual Definitions
1.8Scope of the Work
CHAPTER TWO………………………………………………….………………13
2.0 LITERATURE REVIEW
2.1Theoretical Analysis
2.1.1Theory of Associationist
2.1.2Theory of Situative Perspectives
2.1.3Theory of Cognitive
2.1.4Theory of Technology Acceptance Model – TAM
2.1.5Summary of Theories
2.2Empirical Analysis
2.2.1Organizational Culture
2.2.2Infrastructure
2.2.3Quality Content Creation
2.2.4Summary of Empirical Analysis
2.3Conceptual Framework
2.4Hypotheses
CHAPTER THREE…………………………………..…………………………...26
3.0 RESEARCH METHODOLOGY
3.1Research Paradigm
3.2Population
3.3Sampling Design and Procedure
3.4Methods of Data Collection
3.5Operationalization of Concepts
3.5.1Organizational Culture
3.5.2Infrastructure
3.5.3Quality Content Creation
3.5.4Acceptance of E-learning
3.5.5Other Variables
3.6Data Quality
3.6.1Reliability
3.6.2Validity
3.6.3Practicality
3.7Data Analysis
3.8Expected Results
CHAPTER FOUR…………………………………………………………..…..…33
DATA ANALYSIS AND FINDINGS
4.1Sample Profile
4.2Data Quality
4.2.1Data Reliability
4.2.2Data Validity
4.2.3Conclusion about Data Quality
4.3Variables for this Study Analysis
4.3.1Perception on E-learning
4.3.2Status of E-learning Infrastructure
4.3.3Quality Content
4.3.4Acceptance of E-learning at HLIs in Tanzania
4.3.5Other factors
4.3.6Conclusion about Variables for this Study
4.4Hypotheses Testing
4.4.1Regression Model
4.4.2Linear Regression Model Equation
4.5Other Tests
4.5.1Comparing Mean
4.5.2Analysis of Variance (ANOVA)
4.5.3Chi-Square Test
4.6Summary of Observation and Ranks
CHAPTER FIVE…………………………………………………………………..54
5.0 CONCLUSION AND RECOMMENDATIONS
5.1Introduction
5.2Summary of Main Observation
5.2.1Significance Barrier made by Quality Content Creation
5.2.2Significance Barrier made by Organizational Culture
5.2.3Significance of E-learning Infrastructure
5.2.4Significance of Other Factors
5.3Conclusion of Research Objectives
5.4Contribution to Knowledge
5.5Recommendations
5.5.1Specific Recommendation for Policy Makers
5.5.2Specific Recommendation for Practitioners
5.6 Limitation of the Study
5.7Areas for further Study
REFERENCES
AppendiCES
LIST OF TABLES
Table 4.1: Sample Profile
Table 4.2: Results of Data Reliability Test
Table 4.3: Perception of E-learning
Table 4.4: Status of E-learning Infrastructure
Table 4.5: Quality Content Creation
Table 4.6: Acceptance of E-learning at HLIs in Tanzania
Table 4.7: Other Factors affecting E-learning Adaptation
Table 4.8: Regression Model summary
Table 4.9: Linear Regression Coefficients
Table 4.10: Institutions Comparisons of Means
Table 4.11: ANOVA Test Results
Table 4.12: Chi-Squire Test summary
LIST OF FIGURES
Figure 1.1: Content creation by means of ISA-BeL
Figure 2.1: Technology Acceptance Model
Figure 2.2: Conceptual Framework for Acceptance of E-learning…………...…….25
Figure 4.1: Perception on E-learning……………………………………...………..40
Figure 4.2: Status of E-learning Infrastructure…………………………..…………43
Figure 4.3: Quality Content Creatio
Figure 4.4: Acceptance of E-learning at HLIs in Tanzania
Figure 4.5: Other Factors Affecting E-learning Adaptation
LIST OF ABBREVIATION
AVU:African Virtual University
CVL:Centre for Virtual Learning
HLIs:Higher Learning Institutions
ICT:Information and Communications Technology
LMS:Learning Management System
MCST:Ministry of Communication, Science and Technolgy
MoEVT:Ministry of Education and Vocational Training
OUM:Open University of Malaysia
OUT:Open University of Tanzania
TCRA:Tanzania Communication Regulatory Authority
TCU:Tanzania Commission for Universities
UDSM:University of Dar es Salaam
URT:United Republic of Tanzania
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CHAPTER ONE
1.0 INTRODUCTION
1.1General Introduction
In today’s world of globalization, knowledge and learning is considered a vital element foracquiring competitive advantage (Lee, 2006). For gainingcompetitive advantage, firms and institutions are becoming more knowledge intensive,therefore they concentrate more on managing and sharing knowledge to gain significantadvantage (Wild et al. 2002).This need of acquiring knowledge, on the other hand, has createdamassive increase of student enrollment, hence a challenge to governments and learning institutions.
In order to cope with the increase of student enrollment, many academic institutions have increased the use of Internet to deliver training through E-learningsystem (Khan, 2005). During the late 1990s many online courses anduniversitieswere established, but mixed results of E-learningsystems were encountered (Gulatee and Combes, 2007) as cited by (Bashiruddin et al. 2010). Since then, barriers in the implementation process of E-learninghave been identified. Mentioned barriersincludesinfrastructure, type of courses, economic/finance, computer literacy, course contents, staff training, management support and organizational culture(Muilenburg and Berge, 2005).
On the other hand, a number of initiatives are being done worldwide to guarantee effective E-learning. E-Learning CommunityInitiative Program is one of the cross-countries E-learning initiatives. This program was a result of Bologna declaration signed by 29 European countries to promoteE-learning forhigher education among European Union universities (EC, 1999).In Asia, the efforts to use E-learning were boosted in June 1983 by establishment of the Center of the International Cooperation for Computerization (CICC). The role of CICC was to create an E-learning bridge between Japan and other Asian countries. Currently CICC isnetworking 21 countries.
In Africa, the Association of African Universities (AAU) in 2001 launched a project known as “the use of ICT in African Higher Education Institutions”.This was followed by a new project in 2006. One of AAU success was an agreement with AfriNic for a 50%discount on acquisition of IP resources for all African education and research institutions (AAU, 2009). Together with AAU initiatives, eLearning Africa (eLA), an annualevent hosted by International Conferences, Workshops and Exhibitions (ICWE), is another commendable job on promoting E-learning. This year (25th – 27thMay, 2011) the continent witnessed a total of 1,702 participantsfrom over 90 countries, including 21 African countries, convened at the 6theLearning Africa conference, held in Dar es Salaam, Tanzania.This year’s event demonstrated increasing investment in ICT and education throughout Africa.
African Visual University (AVU) project is another famous E-learning initiative. Since itsinception in 1997, AVU has established eLearning network in over 30 Africancountries (OUT, 2009).Unfortunately, these opportunities are somewhat not optimally utilized by Tanzanian HLIs in adaptation of E-learning as itsapplicationisstill very low. This study was carried out to examine criticalbarriers that hinder the implementation of E-learning in Tanzania.
1.2Background Information
TanzanianHigher Learning Institutions (HLIs) enrollment in year1999/2000 was 13,442 students.This number has increased up to 127,057 students in year 2009/2010 (TCU, 2011). Some of the challenges emanating from this increase include: limited number ofteachers, student’s accommodation and quality assurance.The National Higher Education Policy identified Howhthe use of E-learning as one of the solution among others to these foreseen challenges (NHEP, 1999).However, for more than 11 years of this policy, the implementation of E-learning in the country is still on infancy stage.
In additional to the NHEP, the national ICT policy for basic educationstates that the use of ICT in education is the bedrock of a knowledge society and will enable the country to contribute both to achieving Education for All (EFA) goals (NICTPBE, 2007). However, despite this strong policy statement and previous related policies, the level of E-learning implementation and its adaptationinHLIs has remained lowleading to failure of attaining projectedE-learning benefits.
1.2.1Government Initiative in PromotingE-Learning
Following realization of the need for a HLIsnational ICT network; in January 2002, 16HLIs signed a MoU to establish TENET. Unfortunately, the name was taken up by the South African Universities network due to project delay in Tanzania. In March 2007, 21 Tanzanian HLIs formally adopted the new constitution of Tanzania Education and Research Network (TERNET), an organization that will eventually connect all HLIs and research institutions in Tanzania.
1.2.2Policies Related to E-learning Improvement
The Communications Act was enacted in 1993 and the National Telecommunications Policy (NTP) was launched in 1997. Other Acts and policies directly relevant to ICT include the Broadcasting Services Act of 1993; the National Science and Technology Policy of 1996; and the Tanzania Development Vision 2025 of 1998. However, the lack of proper coordination stands as a drawback on E-learning development.
1.2.3E-learningInitiatives done by Higher Learning Institutions
University of Dar es Salaam (UDSM)through its Centre for Virtual Learning (CVL) launched three Open Distance eLearning Centres (ODeL) in Arusha, Mwanza and Dar es Salaam. In November 2010, twenty five students graduated from two online postgraduate programmes. So far CVL has managed to coordinate three programmes. Reliability and sustainability are critical challenges that CVL face at the moment to maintain remote centres in Mwanza and Arusha. Another challenge is to increase the number of programmes.
Open University of Tanzania (OUT)in collaboration with the AVU and the African Development Bank (AfDB) launched an Open Distance andeLearning Centre (ODeL) at OUT in December 2009. Also OUT has a local developedLMS abbreviated as OUTLeMS, which enables students to access study materials.Availability of online materials is a challenge due to frequently power interruption. E-learning student’s enrollment also is still relatively low.
Other Universities and learning institutions conducting E-learning programmes though at very low level include: Dar es Salaam Institute of Technology, Agha Khan University, Tumaini University, and Sokoine University of Agriculture. The slowness in E-learning adaptation amongst HLIs in Tanzania, despite its well known advantages,is one of the major factors that prompted for conducting this study. The researcher was predisposed to believe that there are certain critical barriers that are hindering smooth implementation of E-learning in HLIs in Tanzania that need to be identified and worked upon.
1.2.4Challenges Facing HLI in implementation of E-learning
At universities and other institutions of higher learning, computers laboratories are available for use by students and academic staff. However, they are not enough to meet the demand. Internet bandwidth for most institutions is in the range of 512kbps to 2Mbps, which is inadequate for most E-learning systems.Few institutionshave sufficient multi-media facilities for teaching purposes. Recruitment and retaining of high qualified and skilled staff to manage ICT infrastructure and systems is another challenge facing HLI’s. Reliability and prices of Internet services from service providers is another challenge facing HLIs in the country. The organizational culture is another factor that affects the implementation of E-learning. Another challenge is lack of effective central E-learning coordination unit as a result each institution deploys its own LMS platform i.e. we lack standardization at a national level.
1.3Statement of the Problem
The situation analysis done for changes needed for higher education in Tanzania showed that, there are rapid changes and advances in the world of science and technology (NHEP, 1999). Yet Tanzania has lagged far behind and was continuing to use old technologies. Then one of the policy statements towards the changing needs for higher education in year 1999 stated that: Long-term training shall consist of expanding student enrolment in institutions of higher education five-fold by the year 2005. Enhancement of ICT, in particular the use of distant learningshall be one of the strategies to achieve the target (NHEP, 1999).
While enrollment has increased significantly, it was expected that the use of E-learning would mitigate the anticipated challenges associated with this massive increase. However, the adaptation of E-learning for teaching and learning at Tanzania HLIsis at infancy stage, hence compromising the quality of education in the country.The basis of this research was to examine critical barriers for E-learning implementation with focus on organizational culture, infrastructure and quality content creation.
1.4Research Questions
This research had two general questions as listed below.
- What are the critical barriers in implementing E-learning system and
- What is the role of Organizational Culture, Infrastructure and Quality Content Creation in successful implementation of E-learning system?
1.5Research Objective
The general objective of this research was to examine critical factors that may affectthe adaptation of E-learning at HLIs. The specific objectives of this research were:
- To examine critical barriers of E-learning acceptance with focus on organizational culture or perception on E-learning
- To examine critical barriers of E-learning adaptation with reference to E-learning infrastructure
- To look at critical barriers of E-learning acceptance with focus on quality content creation of E-learning content
1.6Significance of the Research
Significance of this research was outlined in three categories namely:contribution to knowledge; relevance to policy makers; and relevance to practitioners. Contribution to knowledge obtained was that in the increasingly online world of corporate and work-based training, the value that E-learning provides is an economic one, essential in most cases for maximizing access to affordable training opportunities. Hence the idea of learning as an activity, which is supported by the theory of associationist, is imperative. Majority will achieve their academic carrier goals through E-learning system, which otherwise would not be realized through traditional way of teaching.
To policy makers, the researcher pointed out that one of the key issues to be addressed in the E-Learning Strategies should be the effects of organizational culture in the effective implementation of E-learning. Other issues, in implementation context, may include the effect of infrastructure and the quality content creation. The research hasprovided inputs to policy makers in creating good environment for learning with the aim of providing equal opportunity of learning for all. The research also has shown that learning as social practice, which is supported by the theory of situative, can be realized through effective implementation of E-learning. Hence the E-learning Strategy, which is part of policy makers’ tasks, is needed to represent a leading voice about the actions required at different levels in order to realize the potential of ICT and to realize it efficiently – that is, add value to the system without incurring large extra costs.
For the case of practitioners, this research has provided tips and methods or general guidance for implementation of effective E-learning for teaching and performance improvement of existing E-learning systemparticularly on content creation.The research suggests that learning should be conducted with a perspective of achieving understanding, an argument that supports cognitive theory. The proposed process ofcourse content design and delivery meet the E-learning standards that targetarousing the spirit of self-learning and motivating learners’ to achieve higher targets.
1.7Conceptual Definitions
The following key words,Organizational culture; E-learning;Infrastructure and Quality content creation, are defined as follows:
Organizational culture can be defined as the “set of shared attitudes, goals, values andpractices that characterizes a company or corporation” (Mclntosh, 2006).These are shared practices andnorms based in the work spaces, which are practiced within the boundaries of anorganization. Cultural resistance from users, they negatively affectthe implementation process of a system. Such unwillingness of the employees to userequired procedures can ultimatelylead to the system failure (Morakul and Wu, 2001).