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All Journal Eureka: Journal of Educational Research Indonesian Educational Research Journal
Loisulie, Paul
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Education Social Sciences

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Views of the University Students Towards Implementation of Learning Management System to Enhance Blended Teaching and Learning: Experiences from UDOM e-Classroom Loisulie, Paul
Indonesian Educational Research Journal Vol. 2 No. 1 (2024): Education system approach and student abilities
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v2i1.24

Abstract

This study explored the views of students towards adoption of the Learning Management System in enhancing teaching and learning processes. It used the UTAUT lenses to organize the views of students about eclassroom. The study focused on the experiences of UDOM students who have the experience of using the eclassroom system as the LMS. It was the qualitative study which used an online qualitative survey to collect data from the participants from students in two consecutive years. About 315 participants were able to fill the online questionnaire. The conceptual content analysis technique was used for data analysis basing on the four constructs of the UTAUT as the predetermined themes. The findings show that students view use of LMS positively due to learning opportunities introduced, effectiveness, saving cost as well as saving time achieved during the interaction with the system. However, facilitating conditions are to be improved to remove barriers like poor network and security issues for smooth adoption of LMS by others. The study concludes that, adoption of LMS in universities is the right path to embrace since it is consistently proven by optimistic views of students that the system is more useful in terms of the four constructs of the UTAUT model. Key recommendation is that the institutions should be active enough to create a conducive environment as per the Tanzania Commission for Universities 2022 guidelines on online courses delivery and management.
An assessment of in-service teachers’ confidence and challenges of integrating technology in Tanzanian secondary schools Loisulie, Paul; Kondo, Tabu S.
Eureka: Journal of Educational Research Vol. 3 No. 2 (2025): Inclusive, Equitable, and Innovative Practices in Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i2.64

Abstract

The integration of technology in education has become a global priority, with the potential to enhance teaching and learning outcomes. In Tanzania, efforts have been made to incorporate digital tools into secondary education to enhance instructional effectiveness. However, the successful adoption of technology largely depends on teachers’ confidence and their ability to overcome various challenges. This study assesses Tanzanian secondary school teachers’ confidence in using technology and the challenges they face in its integration. Using an online survey design, data were collected from teachers across different regions. Two hundred and three (N=203) in-service teachers responded to the online survey in which 80% are male. The findings indicate that prior to the intervention, 49.3% of respondents rated their ICT skills as "Average," a figure that dramatically decreased to 4% after the intervention. The findings also indicate a strong likelihood that teachers are prepared to apply Technological, Pedagogical and Content Knowledge (TPACK) principles in their teaching practices, with mean scores across various TPACK areas exceeding 4.0. Despite these positive outcomes regarding confidence to implement TPACK principles; inadequate technology infrastructure, limited technological knowledge, resistance to adopting new technologies, difficulties in aligning technological tools with their content knowledge and pedagogical strategies, and language barriers are among the challenges of applying TPACK in the classroom. By fostering an environment that supports continuous learning and adaptation among educators, Tanzania can better equip its teachers to navigate the challenges associated with effectively implementing TPACK in their classrooms.
Co-Authors Kondo, Tabu S.