The Response of Tanzania Higher Learning Institutions to E- Learning During Covid-19 Pandemic
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Date
2022-02
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East African Journal of Education and Social Sciences
Abstract
This study examined how the Tanzanian Higher Learning Institutions (HLIs) responded to the
e-learning implementation during the COVID-19 pandemic period. It employed the Actor Network
Theory that informs the socio-technical interactions. The study employed an explorative case study
design with qualitative techniques, involving a total of 13 participants from selected HLIs. A thematic
analysis framework was used to analyze data. The study revealed that HLIs in Tanzania have partially
implemented e-learning systems and there is limited use of e-learning technology among HLIs in
Tanzania. The e-learning implementation is in terms of tuition fee payment, examination results,
online learning and presentation of research proposals through mobile technologies and Zoom. It is
important for the government to make more emphasis on development of e-learning policies which
will increase participation, commitment and accountability in HLIs. It is also important for HLIs to
redefine e-learning strategies and develop facilities that will enhance transformations in teaching and
learning amidst the Covid 19 Pandemic. This requires good internet networks as well as availability of
robust learning management systems. Furthermore, HLIs should establish collaboration with other
learning institutions within and outside the country for sustainable e-learning outcomes.
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Keywords
E-learning; HLIs; COVID-19; ICT, Actor Network Theory