School of Public Administration and Management, Department of Health Systems Management Mzumbe University, Morogoro, Tanzania.
School of Public Administration and Management, Department of Local Government Management, Mzumbe University, Morogoro, Tanzania.
PLoS One. 2023 Oct 5;18(10):e0292065. doi: 10.1371/journal.pone.0292065. eCollection 2023.
Face to face mode of delivery has been a standard method of teaching courses in the majority of African Universities Tanzania included. The COVID-19 pandemic has caused the closure of all schools and universities worldwide; therefore, face-to-face teaching is no longer the only appropriate and feasible teaching method. This requires changes in the teaching method with the remarkable rise of e-learning, whereby teaching must be undertaken remotely and on digital platforms.
The main objective of this study is to determine the perceived factors that hinder the adoption of online teaching in Tanzanian universities.
A mixed method dominated by a quantitative approach was used to answer the research questions. A total of 173 academic and ICT staff from nineteen universities in Tanzania participated in this study. Descriptive statistics (univariate analysis) and binary logistic regression were applied to analyse the frequency and compare the mean to describe the characteristics of respondents and determine the factors influencing the academic staff to have an online course. This was followed by content analysis to analyse the academic staff's proposed adaptation to online classes.
The findings indicated that the main hindrances to online teaching are lack of capacity; knowledge on how to conduct online courses; knowledge and technological factors; environmental factors; staff attitudes towards delivering online courses, and years spent using eLearning. The academic staff proposed improving ICT infrastructure and strengthening the capacity of academic staff to provide online courses.
The study concludes that most academic staff are willing to adopt online teaching while suggesting improving the organisational and individual factors to enhance online education. The paper recommends that the university use freely available online teaching tools and platforms while simultaneously focusing on addressing the corporate and individual factors identified in this paper to enhance online teaching, which is mandatory in response to lockdown measures.
面对面的教学模式一直是包括坦桑尼亚在内的大多数非洲大学教授课程的标准方法。COVID-19 大流行导致全球所有学校和大学关闭；因此，面对面的教学不再是唯一合适和可行的教学方法。这需要改变教学方法，显著增加电子学习，即教学必须远程进行，并在数字平台上进行。
本研究的主要目的是确定阻碍坦桑尼亚大学采用在线教学的感知因素。
采用以定量方法为主的混合方法来回答研究问题。坦桑尼亚的 19 所大学的 173 名学术和信息通信技术人员参加了这项研究。应用描述性统计（单变量分析）和二元逻辑回归来分析频率并比较平均值，以描述受访者的特征，并确定影响学术人员开设在线课程的因素。随后进行内容分析，以分析学术人员提出的适应在线课程的方法。
研究结果表明，在线教学的主要障碍是缺乏能力；如何开展在线课程的知识；知识和技术因素；环境因素；员工对在线课程的态度，以及使用电子学习的年限。学术人员建议改善信息通信技术基础设施，加强学术人员提供在线课程的能力。
研究得出的结论是，大多数学术人员愿意采用在线教学，同时建议改善组织和个人因素，以加强在线教育。本文建议大学使用免费的在线教学工具和平台，同时专注于解决本文确定的企业和个人因素，以加强在线教学，这是应对封锁措施所必需的。
