##issue.issue##

##issue.vol## 12 ##issue.no## 1 (2023)

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

https://doi.org/10.56279/jhss.v12i1.335
Luka Mkonongwa

Corresponding Author(s) : Luka Mkonongwa

Luka.Mkonongwa@duce.ac.tz

Journal of Humanities & Social Science (JHSS), ##issue.vol## 12 ##issue.no## 1 (2023)

##article.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.

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Academic Staff’s Access and Use of Technological Tools: A Challenge to Blended Learning Implementation In Tanzania’s Tertiary Institutions. (2023). Journal of Humanities & Social Science (JHSS), 12(1). https://doi.org/10.56279/jhss.v12i1.335
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