The Influence of the Contemporary Instructors’ Digital Training Practices on Students Learning Outcomes in the Selected Higher Learning Institutions in Tanzania

Abstract

Since the introduction of Information and Communication Technology in the 1990s globally, Higher Learning Institutions (HLIs) have been experiencing digital transformation in delivering instructions. In Tanzania, HLIs are among the sectors that encountered digital instability in facilitating digital training programs in this technological era.  The instructors’ digital training practices are of great concern in the process of achieving the desired students' learning outcomes.  This research article, therefore, assesses the Influence of the contemporary instructors’ digital training practices on students' learning outcomes in the selected higher learning institutions in Tanzania. A sample of 237 instructors from two higher learning institutions were selected randomly. A self-administered questionnaire, key informants interview and focus group discussion were employed as data collection tools. The findings indicate a significant influence of instructors’ digital training practices on students' learning outcomes specifically in the key parameters of using digital resources such as laptops, and interactive internet software such as Zoom meetings, emails and websites. The findings imply a more pronounced relationship between the variables, indicating a greater inclination towards advanced digital teaching practices among the instructors in higher learning institutions in Tanzania. It is concluded that the instructor’s digital training practices encompass the use of digital technology in the training/ learning process. However, the instructors’ digital training practices require improvement since the tested variables indicated a weak/low coefficient It is recommended that instructors improve their digital practices for the impactful contribution to their student’s learning outcomes