Since the 1990s, the per capita GDP in Tanzania has been increasing and Tanzania’s growth trend has been impressive. The annual GDP growth has averaged 6.4 percent between 2000 and 2004 and exceeded seven percent in 2002 and 2003 (Figure 2, Real GDP Growth). Tanzania’s growth rate of 6.3 percent in 2004 was well above the rate achieved in South Africa (3.7 percent). This strong growth performance reflects the fruits of responsible monetary and fiscal policy, concerted reforms, rapid export growth, and significant debt relief.

The united republic of tanzania

The key objective of this study was to reveal the key factors that impact university students’ continued usage intentions with respect to Learning Management Systems (LMSs). Given the context-dependent nature of e-learning, the Unified Theory of Acceptance and Use of Technology (UTAUT) model was applied and extended with constructs principally related to LMSs. The newly added constructs include learning tradition, self-directed learning, and e-learning self-efficacy. The extended model, which measures continued usage intentions with respect to LMSs, was validated with empirical data collected via an online survey questionnaire completed by a sample of 590 higher education students in three private universities in Jordan. PLS-SEM- “Partial least squares structural equation modelling” was employed to examine the various hypotheses introduced in the model. The results demonstrated that: (1) performance expectancy, e-learning self-efficacy, effort expectancy, facilitating conditions, and social influence have a direct positive influence on continued usage intentions, (2) effort expectancy has a direct positive effect on performance expectancy, (3) performance expectancy partially mediates the relationship between effort expectancy and continued usage intentions, and (4) self-directed learning and learning tradition have direct negative effects on continued usage intentions. The outcomes of this study have valuable theoretical and practical implications for researchers, higher education institutions (HEIs), and developers of LMSs.

Novel extension of the UTAUT model to understand continued usage intention of learning management systems: the role of learning tradition

https://doi.org/10.1016/j.ijme.2022.100630

Factors affecting business school students’ performance during the COVID-19 pandemic: A moderated and mediated model

The study investigated the attitudes of non-disabled students towards the inclusion of peers with visual impairment in Tanzania’s regular education classrooms. In particular, it examined the differences between male and female students in their attitudes on the inclusion of peers with visual impairment in regular secondary schools; the influence of class level; and the influence of school type on attitudes towards inclusion. Three regular secondary schools were purposively selected and a total of 283 nondisabled students participated in the study. The findings showed that A-level students held more positive attitudes compared to O-level students. Furthermore, the attitudes of non-disabled students towards the inclusion of students with visual impairment were associated with the student’s school type. Moreover, the attitudes of nondisabled students towards the inclusion of peers with visual impairment were positive among non-disabled female students compared to non-disabled male students. The study recommends for greater participation of non-disabled students on issues pertaining to inclusive education.

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Attitudes of Non-disabled Students towards Inclusion of Peers with Visual Impairment in Tanzanian Regular Education

The pervasion and inclusion of new technologies into teaching and learning processes are continuously changing the higher education landscape. Selected and specific technologies termed as “assistive technologies” are being used as key tools for enabling students to access education and actively and independently participate in the education process, improving learning and supporting inclusive education. This paper presents students’ perception of the use of various assistive technologies such as mobile learning, tablet learning, lecture capture, gamification, and online intelligent systems that have been developed for learning and student support at a higher education institute. There is also a broad discussion on how these can be adopted and adapted in mathematics learning in higher education. It is well documented that students have low-esteem toward or while doing the subject and have math phobia, particularly in higher education. An online questionnaire on the students’ perception of using assistive technologies was deployed to the mathematics students. The results show that assistive technologies are indeed a saviour of mathematics with a significantly positive attitude garnered toward using them for learning mathematics.

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Assistive Technologies: Saviour of Mathematics in Higher Education

In the past decades, the world has experienced major changes in the advancement of learning technologies which has enabled learners to engage in their learning activities anywhere. The penetration of mobile phone internet users in Tanzania has been increasing from 2 million in 2011 to 23mil in 2017 The adoption of mobile-based learning (M-learning) for students who are visually impaired in Tanzania has become a major bottleneck since most of the e-learning contents assume that learners have sight and thus include a lot of visualizations. This causes visually impaired students in higher learning Institutions (HLIs) to face challenges such as technical knowledge gaps. Lack of skills and inaccessibility of online contents, which then lead to drop out of the university. The aim of this study is to determine the awareness and usage levels of existing mobile assistive technologies for visual impairment, and the remaining challenges that visually impaired students face, when using such tools on smartphones to access m-learning content from HLIs. in Tanzania. The research was conducted an observational and contextual inquiry study at three major HLIs. We found that 67% of respondents did not have knowledge of m-learning assistive technologies, and their technology barriers for visually impaired students. Also, knowledge, accessibility of Assistive technology and affordability can hinder the adoption of m-learning in Higher Learning Institutions

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The Challenges of Adopting M-Learning Assistive Technologies for Visually Impaired Learners in Higher Learning Institution in Tanzania

This research article published by International Journal of Advanced Technology and Engineering Exploration Volume-6, Issue-57, 2019

https://www.accentsjournals.org/PaperDirectory/Journal/IJATEE/2019/8/1.pdf

Juliana Samuel Kamaghe

Papers

The Challenges of Adopting M-Learning Assistive Technologies for Visually Impaired Learners in Higher Learning Institution in Tanzania

Usability test for cloud-based m-learning assistive technology for visually impaired learners in Tanzania’s higher learning institutions