Browsing by Author "Ghasia, Mohamed"

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Blended learning activities in blended learning environments: Experiences from Mzumbe University, Tanzania
(EdMedia + Innovate Learning 2018 - Amsterdam, Netherlands, J, 2018) Ghasia, Mohamed; Musabila, Albogast K.
In Tanzania, learning management systems (LMS) and content management systems (CMS) such as Edmodo, Blackboard, Moodle and Canvas are used as platforms for BL (BL) delivery. Such delivery requires a combination of a variety of digital educational technologies and traditional instructional delivery modes in which an assortment of academic activities support and enhance authentic academic learning. In this quasi-review article, we discuss several BL activities in BL environments (BLEs) concerning Mzumbe University LMS's nine years of experience. The paper used non-interactive research inquiry including literature review and quasi-participant observations. Ten BL courses including its actual practical execution both in LMS and traditional face-to-face were observed. Findings reveal that BL activities are conducted at distinct levels of learning and percentages. Further, the findings showed that traditional learning environments dominate e-learning environments with the percentage of utilisation. We observed both online, and offline BL activities based on the nature of the subject contents and the context of activities. For successful adoption and implementation of BL pedagogy, planning and designing appropriate BL activities need to accommodate five significant aspects: instructors’ professional development, learners’ help desk for e-learning courses, learner’s sociocultural background, institutional support and teacher and learner readiness to engage in authentic academic
Reflection on e-learning system of the Mzumbe University in Tanzania: Successes, challenges and way forward
(International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2020) Ghasia, Mohamed; Machumu, Haruni; Zhu, Chang; DePryck, Koen
This paper explores the historical background of the Mzumbe University (MU)’s approach to e-learning since its inception in 2009. It reflects on the successes and challenges, lessons learnt from the MU experience and recommend a way forward. The paper is based on case study research, making the use of observation and secondary data generated from previous e-learning utilisation reports. It discusses trends in e-learning system adoption, deployment, implementation and utilisation at the MU. Findings indicate that awareness of the e-learning system, adoption rate and use have been increasing, leading to significant results such as receiving extensive coverage in the university agenda such that campaigns on its utilisation have been evident. Moreover, the results show the existence of some critical challenges including limited Information Communication Technologies (ICTs) infrastructure, inadequate ICTs didactical skills among students and teachers, lack of technical expertise in digital content design and production, as well as over-reliance on the traditional philosophy of teaching and learning. Based on the findings, it is recommended to encourage continuous user support, going beyond uploading and downloading the University’s strategic policies. Despite the observed e-learning successes, the MU is still in need of an adequate, advanced and quality range of 21st century teaching and learning skills among teachers and students.
Reflection on e-learning system of the Mzumbe University in Tanzania: Successes, challenges and way forward
(International Journal of Education and Development using Information and Communication Technology, 2020) Ghasia, Mohamed; Machumu, Haruni; Zhu, Chang; DePryck, Koen
This paper explores the historical background of Mzumbe University (MU)’s approach to e-learning since its inception in 2009. It reflects on the successes and challenges, lessons learnt from the MU experience and recommends a way forward. The paper is based on case study research, making the use of observation and secondary data generated from previous e-learning utilisation reports. It discusses trends in e-learning system adoption, deployment, implementation and utilisation at the MU. Findings indicate that awareness of the e-learning system, adoption rate and use have been increasing, leading to significant results such as receiving extensive coverage in the university agenda such that campaigns on its utilisation have been evident. Moreover, the results show the existence of some critical challenges including limited Information Communication Technologies (ICTs) infrastructure, inadequate ICTs didactical skills among students and teachers, lack of technical expertise in digital content design and production, as well as over-reliance on the traditional philosophy of teaching and learning. Based on the findings, it is recommended to encourage continuous user support, going beyond uploading and downloading the University’s strategic policies. Despite the observed e-learning successes, the MU is still in need of an adequate, advanced and quality range of 21st century teaching and learning skills
Reflection on e-learning system of the Mzumbe University in Tanzania: Successes, challenges and way forward
(International Journal of Education and Development using Information and Communication Technology., 2020) Ghasia, Mohamed; Machumu, Haruni; Zhu, Chang; DePryck, Koen
This paper explores the historical background of the Mzumbe University (MU)'s approach to e-learning since its inception in 2009. It reflects on the successes and challenges; lessons learnt from the MU experience and recommends a way forward. The paper is based on case study research, making the use of observation and secondary data generated from previous e-learning utilisation reports. It discusses trends in e-learning system adoption, deployment, implementation and utilisation at the MU. Findings indicate that awareness of the e-learning system, adoption rate and use have been increasing, leading to significant results such as receiving extensive coverage in the university agenda such that campaigns on its utilisation have been evident. Moreover, the results show the existence of some critical challenges including limited Information Communication Technologies (ICTs) infrastructure, inadequate ICTs didactical skills among students and teachers, lack of technical expertise in digital content design and production, as well as over-reliance on the traditional philosophy of teaching and learning. Based on the findings, it is recommended to encourage continuous user support, going beyond uploading and downloading the University's strategic policies. Despite the observed e-learning successes, the MU is still in need of an adequate, advanced and quality range of 21st century teaching and learning skills among teachers and students.