Research Articles (FSS-Edu)

Permanent URI for this collectionhttps://scholar.mzumbe.ac.tz/handle/123456789/357

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Subject: search.filters.subject.blended learning

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    Exploring students' perceptions of moodle as a tool for enhancing transformative learning in a rural university in Tanzania
    (International Journal of Distance Education and E-Learning (IJDEEL), 2025) Mustapha, Almasi; Machumu, Haruni; Kalimasi, Perpetua
    This study examines students’ perceptions of Moodle as a tool for enhancing transformative learning in a rural setting. Specifically, it aims to examine students' ability to access and utilise the platform, identify challenges they face when using the Moodle LMS, and quantify their perceptions of the features offered by the system. Employing a quantitative approach, data were collected from 1,412 rural university students in Tanzania. The data were analysed using descriptive statistics and the Relative Importance Index (RII) to rank the challenges associated with using Moodle LMS. The study revealed that a vast majority of students (96.8%) at the rural university have used Moodle LMS, primarily via their smartphones. While students appreciated the platform's flexibility for learning anytime and anywhere, the unavailability of learning materials within the LMS was the most significant challenge, followed by issues with self-enrollment, as indicated by the RII. Despite these challenges, 63% of students perceived Moodle as user-friendly and reported positive experiences. Although Moodle facilitates easy access to learning resources and supports self-directed learning, instructors need to provide updated materials and engage students in collaborative activities to foster transformative learning.
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    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.