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)
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