Barriers and strategies on adoption of e-learning in Tanzanian higher learning institutions: Lessons for adopters

INTRODUCTIONOver the past decade, there has been a substantial Information and Communications Technology (lCT) development aimed at providing learning and teaching to a wider group of learners around the world. Throughout the world HLis are increasingly turning to various electronic technologies (commonly termed as e-/earning) to support and enhance their learning and teaching activities (Glenn 2008; AI-Senaidi et ai, 2009; Meenakshi 2013) Many definitions of e-Iearning exist (see, for example, Farrell 2003, p.9; Holmes & Gardner 2006, p. 14; Weller 2007, p. 5; Sangra et aI., 2012, p. 152), but for the purposes of this study e-Iearning is taken to be all aspects of electronically supported learning (whether in networked/non-networked environments) whereby the learner is interacting with teachers, content and other learners regardless of place and time.E-Iearning is viewed as an essential component for any modern education institution in learning as well as teaching, and it has also challenged HLis to redefine their teaching and research practices (Guri-Rosenblit 2009; Castillo-Merino & Serradell-Lopez 2014). Some significant advantages of e-Iearning include improved access to quality educational materials (Ally 2008); learning possibilities through simulations, multi-media presentations as well as electronic communication and collaboration (Sife et ai, 2007; Guri-Rosenblit 2009); and learning flexibility such that learners can have control over the content, learning sequence, and pace of learning (Hill 2003; Bhuasiri et ai, 2012). Despite the benefits e-Iearning can offer, the adoption of e-Iearning in HLis faces a number of challenges (Rolfe et aI., 2008; Nagunwa & Lwoga 2012). Similar studies available revealed many challenges to e-Iearning adoption process, however, most of them had used teachers and/or students as sources of data to arrive at their conclusions and recommendations. In contrast, this study involved experts of e-Iearning technologies from two established Tanzanian HLis that conducts e-Iearning programmes to examine barriers of adopting e-Iearning and best strategies used to achieve e-Iearning. The researchers believe that data generated from the voice of professionals will represent the actual experience of e-Iearning adoption, implementation and support in HLis rather than data generated from teachers and/or students. Thus, the aim of this study was to gain further understanding of the barriers hindering adoption of e-Iearning in Tanzanian HLis and exploring possible strategies to address them. In particular, two objectives guided this study;i. To explore barriers of e-Iearning adoption in Tanzanian HLis.ii. To identify strategies that can be used to address barriers of e-Iearning adoption in Tanzanian HLis.LITERATURE REVIEWChallenges that hinder adoption of e-Iearning can be categorised into institutional and personal (Rolfe, et aI., 2008). The most commonly cited institutional factor in earlier studies (Newton 2003; Sife et aI., 2007; Nichols 2008) was poor ICT infrastructure in terms of communication, sources of power supply, computer laboratories as well as ICT technical support units; lack of ICT policy that sets milestones in place as well as lack of support from head of institutions (Gambari & Okoli, see Onasanya et aI., 2010). The lack of support from head of institutions has been associated with cost of ICT training to teachers, purchasing and maintaining technologies as well as equipment for electronic learning (Nasser & Abouchedid 2000; GESCI 2009). These factors are still apparent in most recent studies (Mtebe & Raisamo 2011; Nagunwa & Lwoga 2012; Sanga et aI., 2013). Personal factors have also been associated with barriers to e-Iearning adoption in HLis. Factor such as teachers' e-Iearning understanding can also have impact in e-Iearning adoption because through their past experiences and interactions with others, they can construct multiple meanings about e-Iearning, which eventually can shape their altitude toward it (Ajzen & Fishbein 1980; Fazio 2007). …