Issue

Vol. 2 No. 2 (2013)

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Submitted
Mar 29, 2022
Accepted
Mar 30, 2022
Published
Mar 30, 2022

Academic Staff’s Access and Use of Technological Tools: A Challenge to Blended Learning Implementation In Tanzania’s Tertiary Institutions

Luka Mkonongwa

Journal of Education, Humanities & Science (JEHS), Vol. 2 No. 2 (2013)

Abstract

This paper explores academic staff’s access to and ability to use technological tools in the
course of implementing blended learning system in higher education. In a study, a survey
questionnaire was used to collect data from 46 respondents. The results revealed that
although academic staff had high self-efficacy towards learning and using technological
tools, their access to and use of many technological tools were too limited. This affected
their competence and confidence to use such technological tools to teach, and deterred the
successful implementation of the blended learning approach. The study concluded that the
success of blended learning will depend on the academic staff’s access, and competence
and confidence to use technological tools. Therefore, higher education institutions should
prepare academic staff for implementing blended learning by providing a conducive
environment for effective utilisation of technology. This includes equiping them with support
infrastructures, technological facilities, stable internet connectivity and continuous training.
 

Keywords

technological tools, blended learning, tertiary institutions
Mkonongwa, L. (2022). Academic Staff’s Access and Use of Technological Tools: A Challenge to Blended Learning Implementation In Tanzania’s Tertiary Institutions. Journal of Education, Humanities & Science (JEHS), 2(2). Retrieved from http://ojs3.bongotech.info/index.php/jehs/article/view/177
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