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)
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