A Comparative Evaluation of E-Learning Adoption in Private and Public Higher Education Institutions: A Tanzania Survey

A Comparative Evaluation of E-Learning Adoption in Private and Public Higher Education Institutions: A Tanzania Survey

Mpe Paulo Mwamahusi (Tanzania Institute of Technology, Tanzania) and Titus Tossy (Mzumbe University, Tanzania)
Copyright: © 2017 |Pages: 24
DOI: 10.4018/978-1-5225-0539-6.ch007
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Abstract

This paper examines e-learning adoption in Higher Education Institutions (HEIs). The paper examines whether there is a difference between the Private and public HEIs e-learning adoption. The rationale for the examination stands from the fact that scholars are of option that there is different between private and public HEIs e-learning adoption. From an empirical survey conducted in Tanzania, this paper evaluates both staffs and students on the current situations, factors affecting, similarities and differences of e-learning adoption between private and public HEIs. The research reveals that, despite of the government efforts to support e-learning initiative by introducing national ICT polices to boost the level of adoption; very few private HEIs have adopted e-learning compared to public HEIs. The limited initial investment, lack of expertize, lack of guaranteed electrical power, poor strategic change management plans, and lack of innovative ideas are the barriers to e-learning adoption.
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E-Learning

Wentling et al. (2000:5) define e-learning as:

The acquisition and use of knowledge distributed and facilitated primarily by electronic means. This form of learning currently depends on networks and computers but will likely evolve into systems consisting of a variety of channels (e.g. Wireless, satellite), and technologies (e.g. Cellular phones, etc.) as they are developed and adopted. E-learning can take the form of courses as well as modules and smaller learning objects. E-learning may incorporate synchronous or asynchronous access and may be distributed geographically with varied limits of time. (Wentling et al., 2000:5)

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