Developing e-learning in rural settings A case of SWOT analysis at Mzumbe University, TZ

E-Learn 2014 – New OrleansOctober 29th, 2014

Prof. Dr. Koen DePryck, Vrije Universiteit Brussel

Prof. Dr. Chang Zhu, Vrije Universiteit Brussel

Dr. Jennifer Sesabo, Mzumbe University, Tanzania

Context

• Mzumbe University, Morogoro region, Tanzania

• VLIR-UOS IUC project the Flemish Interuniversity Council, Belgium, Institutional University cooperation project for universities in selected south countries

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GRE@T

“Governance and entrepreneurship through Research, Education, Access and Technology”

4 subprojects (2 transversal, 2 thematic)

1.Strengthening teaching capacity/ research capacity/ organisational capacity

2.Improving ICT infrastructure and integrating ICT in teaching and learning

3.Promoting good governance through integrated community-based activities

4.Promoting  entrepreneurship development through integrated community-based activities

E-learning: need

• Limited classroom space• Part-time students not on campus;• Cater to needs of students on different

campuses• Communication between lecturers and students• Newer methodologies for teaching and learning• New competences for graduates• ……

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E-learning

• learning facilitated online through network technologies

• ICT enhanced learning by delivering learning contexts and activities via internet, intranet/extranet, audio/video i.e. via an environment consisting of hardware, software and personnel (Keller, 2007)

The current situation

• Moodle (since 2009)• Some courses available on Moodle

(mainly repository for documents)• Supporting staff present• Teaching staff involved• Students involved• BUT: Low level of ICT adoption, low

usage, few features within e-learning system are utilized, low bandwidth

Research question

• What are the strengths, weaknesses, opportunities and threats (SWOT) perceived by the academic staff regarding the implementation of e-learning at Mzumbe University in Tanzania?

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Capacity building for the implementation of e-learning

Focus on three key aspects of capacity building for e-learning:

•institution-related– leadership, policies, strategies…

•instruction-related– beliefs, competencies, capacity…

•investment-related – infrastructure, selected technologies, match of

needs & affordability…

Method & procedure

• Workshops

• Group discussions

• Online threaded discussions

• Surveys

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Academic staff participants

Participants Mzumbe U-Tanzania

Female 12

Male 23

Age range 27-50

Average age 37 (SD=6.62)

Disciplines Education, Social Sciences, Business Studies, ICT, Law, Science and Technology, Administrative studies, Development Studies

Findings & results

Strengths

Institution-related1.Top management commitment for implementing e-learning2.Available computers, internet and increased wireless access points 3.Availability of the MOODLE e-learning platform4.Internet access on other campuses is increasingInstruction-related1.Competence of IT staff 2.Willingness and commitment of a large group of staff members3.Basic IT skills of most of staff and students4.Willingness of most students to adopt e-learningInvestment-related 1.University readiness to invest in e-learning and support of project funding

Findings & results

Weaknesses

Institution-related1.Absence of university policy on e-learning2.Inadequacy of computers, PCs & internet access for students & limited facilities per staff; unstable internet connectivity & insufficient bandwidth 3.Limited support for e-learning for staff and studentsInstruction-related1.Limited competences (knowledge, skills…) of staff and lack of training for staff for e-learning; e.g. limited capacity of staff to develop e-learning material or design2.Resistance of some staff to change and new technology 3.Lack of commitment among some staff and students to use e-learning in the teaching & learning processes4.Lack of student competences, e.g. some new students without computer knowledge 5.Lack of awareness, motivation & incentives to implement e-learning 6.Lack of plagiarism tools to monitor the quality of student assignmentsInvestment-related 1.Limited resources

Findings & results

Opportunities

Institution-related1.Management support2.Serving many students in a short time3.Wider reach into the (regional) community4.Availability of skilled personnel5.Saving time, faster communication to students 6.In line with university expansion plans & the growing trend towards e-learningInstruction-related 1.Willingness to learn of staff and students2.Participation of student from a distance; accessible way of learning regardless of location3.Enhance teaching and learning interaction (among teachers & students)4.Communication in online forum can increase the participation of some students, e.g. the students who are shy 5.The assignments can be creativeInvestment-related 1.Available funding resources from external agencies

Findings & results

Threats

Institution-related1.Lack of institutional support; Current policy or regulation may be in conflict of e-learning; e.g. classroom attendance 2.Fluctuation of internet connectivity3.Limited e-learning facilities and training4.Challenges of new technologiesInstruction-related (including social & culture-related)1.Cultural issues & habits e.g. favouring face to face communication pattern & preaching style of teaching2.Risk of reduced F2F social interactions3.Resistance to change of some staff4.Lack of seriousness and self-regulation among students, e.g. when surfing the internet.5.Little monitoring of student assignments in e-learning.6.Higher workloadInvestment-related 1.Financial constraints

Finding

• The SWOT analysis is a useful tool to analyse the current situation and need and aspirations for capacity building for e-learning.

• The use of the 3I-model (institutional, instructional and investment-related) provides direction and priorities for capacity building.

Discussion of priorities

• Institution-related aspects the vision of the university and relevant

policies are important

• Instruction-related aspectscompetences of teachers and staff are crucial

• Investment-related aspectsSecuring the external & internal funds to

sustain the implementation is crucial

E-learning strategies & future

• Work on policy & strategy• Beliefs, competences & learning culture

– E-learning courses for staff (eg. academic writing, research skills, …)

– Start building an e-learning course with staff (course on entrepreneurship)

– Report on the process (= reflection) (presentations in conferences, …)

• Resources– Further upgrade infrastructure (servers, wireless

access on campus, moodle, …)

Contacts

VLIR country strategy & IUC programshttp://www.vliruos.be/en/

http://vlir-uos.mzumbe.ac.tz/

[email protected]

Vrije Universiteit BrusselProject leader

[email protected]

Vrije Universiteit Brussel

[email protected]

Mzumbe University