Capitalising on Online Learning for Expansion of Global Higher Education: Access, Opportunities, and Challenges in Tanzania
Abstract
The emergence of new technologies in education has been a game-changer in reshaping the education landscape. The adoption of new teaching methods that transform the traditional ways of teaching and learning has escalated very fast since the emergence of the COVID-19 pandemic in 2020. This study examined the adaptation, access, opportunities, and challenges of online learning in higher education institutions (HEIs) in Mwanza, Tanzania. The study employed Rogers’ Diffusion of Innovation and Siemens’ connectivism theories to guide the study and provide backup in analysing the findings. The study used a mixed-methods approach with 200 participants, including 180 students and 20 staff from four universities. The research found limited adoption of formal online learning platform whereas there is only 35% usage of online platform with most relying on basic tools like WhatsApp. While online learning offered flexibility, 65% of students cited global knowledge access. Significant challenges affecting online learning included poor internet connectivity, whereby 80% of reported issues were internet connectivity troubles, high data cost, where 75% reported high cost of internet, and inadequate digital skills, 50% of educators. Recommendations include: government partnerships for affordable internet, institutional investments in digital infrastructure, blended learning approaches, and regular staff training. Despite its contributions, the study was limited by uneven staff and students’ representation across institutions. The findings provide actionable insights for policymakers and universities to enhance online education in Tanzania’s Lake Zone region, while highlighting areas for future research
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