Towards up scaling collaborative course design strategy

The study reported in this article investigated the feasibility of up scaling collaborative course design in design teams as a strategy for large scale implementation of e-learning at the Open University of Tanzania (OUT). A single-embedded case design was used and both qualitative and quantitative data were collected from management and instructors. Results showed that there are opportunities within OUT that are conducive for large scale implementation of collaborative course design as a main strategy for professional development of instructors on e-learning course design and delivery. The opportunities relate to the commitment of the management, institutional conditions and support structures. However, efforts are needed in addressing challenges of limited access to technologies, narrow bandwidth and unreliable electricity so as to make e-learning course design and delivery effective, affordable and sustainable. In addition, there is need for better alignment between plans for action for large scale e-learning implementation at university and faculty / institute level. (Submitted to the International Journal of Educational Development).

Impact of collaborative course design on instructors' practice & students learning

The potential of e-learning in improving instructors’ instructional practice, addressing challenges of print delivery and in improving students’ outcomes are widely reported. However, efforts to implement e-learning in sub-Sahara Africa’s universities to harness such potential have been ineffective. Collaborative course design was used (in preceeding studies) to prepare instructors on e-learning course design and delivery. This study investigated the impact of (i) collaborative course design on instructors’ instructional practices and (ii) e-learning delivery on academic outcomes of students. A total of 12 instructors and 337 students (experimental group) and 216 students (control group) from the Open University of Tanzania participated in the study. Results showed that collaborative course design (i) contributed to instructors’ preparedness in course design and e-learning delivery and (ii) improved instructional practice of instructors. E-learning delivery (i) addressed challenges of print-based delivery and (ii) had positive impact on academic outcome of students. Approrpiate recommendations are suggested. (Submitted to the International Journal of Distance Education)

Impact of collaborative course design on instructors' learning

Efforts by universities in sub-Sahara Africa to promote professional development of instructors on course design to be delivered by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors’ professional learning related to e-learning at the Open University of Tanzania (OUT). Six design teams of instructors, each with 2 instructors participated in the study and redesigned their print-based courses for delivery using offline Moodle LMS supported by e-mail and mobile phones. A total of 36 interviews from 12 instructors were collected. The interviews were collected after each of the two workshops and after course redesign process. Results showed that despite challenges, the strategy contributed to professional learning of instructors. It was suggested that collaborative course design should be up scaled to support large scale implementation of e-learning at OUT. (Submitted to the Australasian Journal of Educational Technology)

Instructors' initial experiences with collaborative course design

Collaborative course design in design teams is reported as a promising professional development strategy. This study explored the potential of this strategy in preparing instructors on how to redesign their traditional print-based courses and deliver them using e-learning technologies at the Open University of Tanzania (OUT). Three instructors from the Institute of Continuing Education (ICE) at OUT worked in a design team and were supported on how to transform their courses. A sample of 67 Foundation course students from ICE was invited to study in an e-learning environment through offline Moodle learning management system (supported by e-mail and mobile phones) for a period of three months. Quantitative and qualitative data were collected from instructors and students. This contribution discusses experiences of instructors on collaborative course redesign in a design team and presents students experiences with the redesigned e-learning courses. (submitted to the International Journal of Learning Technologies)

Is e-learning feasible in Tanzania?

In most sub-Sahara African countries, distance education is delivered using print materials complemented by a few face-to-face sessions. The approach is associated with many challenges some of which can be addressed by appropriately selected e-learning technologies based on the context in which they need to be used. This study investigated the context of the Open University of Tanzania regarding whether or not it is feasible to use e-learning technologies to enhance course delivery. A sample of 32 instructors and 208 students participated in the study. Both quantitative and qualitative data were collected. Results showed that instructors and students (i) have positive perceptions about using e-learning technologies for distance education and support of students and (ii) have competences on basic computer and internet applications. It was concluded that it is feasible to integrate e-learning technologies in course delivery at OUT. However, challenges of narrow bandwidth, access, experiences and motivation of instructors to use e-learning technologies must be addreesed. Implications of the results for e-learning implementation, instructors’ professional development and student learning are discussed.
(Published in the International Journal on E-learning Technologies (2011), 10(1), 63-85.

Potential of educational technologies for ODL

Stories by most distance learning students in developing world have been of the kind: I don't receive study materials on time, most study materials are outdated and some of them are of low quality, I never communicate and interact with my course lecturer regularly, feedback on test results and on my genreal academic progress comes very late some times I receive them after I have done my exams, I feel very much isolated from course instructors, e.t.c, e.t.c. These stories and more others are described as what characterises traditional distance education where print based course delivery is dominant and in fact is the only approach.
Literature on educational technologies show that when appropriately selected, technologies have the potential to address most of the challenges . However, for a technology to ffectively address a specific educational challenge, its selection must base on sound learning theories, availability and access to such a technology in a given context and a need to promote a particular pedagogical approach.
This Blog, shares abstracts from articles I have written based on my PhD research conducted during 2007-2011 at the Open University of Tanzania. The research focused at supporting instructors to integrate offline Moodle LMS (supported by e-mails and mobile phones). It was exprected that such e-learning technologies would address challenges of print-based course delivery at the Open University of Tanzania.