Designing a Business Model for Online Education Resources and e-Learning Implementation in a Developing Country: Case of Tanzania

Abstract

This paper presents a business model for the ICT in education projects implementation. Using a design-research approach, we analyzed cases of the Online Resources and eLearning Implementation (OREI) framework that we developed. After the theoretical background, we discussed the proposed framework and a set of steps to guide the implementation. We formulated the framework practices and the levels of implementation precedencies using Matlab tools, and used Unified Modeling Language (UML) artifacts to present a business model for planning, implementation, and evaluation for the framework. A total of seven key components of 1) Government support, 2) infrastructures deployment, 3) technology enhancement, 4) training and recruitment of users and experts, 5) policies and guidelines, 6) stakeholders' participation, and 7) the monitoring and evaluation for acceptability, performance, and usability were discussed. Finally, we present a conceptual block diagram of the OREI framework business model to illustrate its validity on the enhancement of the ICT projects in education.

TEALL: Technology-Enhanced Active Language Learning

“…TPACK helps to contextualise the teacher knowledge required for technology integration. SAMR assists in analysing the specific levels used for enhancement and transformation and presents an opportunity to examine the integration from both the teachers' and students' perspectives (Kihoza et al, 2016). The classroom challenge is that learners are now digital and the fact that they are beyond technology-savvy while many teachers are digital immigrants.…”

The Future of Technology-Based Learning at the Open University of Tanzania

“…A study by Ngeze [10] has found, for example, that an unreliable network was one of the key challenges that hindered the use of a learning management system at the University of Dodoma. Other identified challenges have been related to students' negative attitudes toward technology-based learning [10], inadequate computer literacy skills among students and staff [8], [11], [12], [13], and inappropriate curricula for distance learning [6].…”

Competências digitais de docentes do ensino superior

“…Percebe-se que a indisponibilidade de Internet e de equipamentos reduziu a motivação dos professores para incorporar as tecnologias aos objetivos de aprendizagem, o que corrobora estudos anteriores (HERNANDEZ-DE-MENENDEZ; MORALES-MENENDEZ, 2019;HEINONEN et al, 2019;LEPP;REMMIK;PEDASTE, 2017;KIHOZA et al, 2016;LÓPEZ-BELMONTE et al, 2019). "penso que a principal dificuldade deste metodologia em minha prática docente consiste em motivar os estudantes à estudarem fora da sala de aula, isso é cada vez mais difícil, ainda mais quando os estudantes têm muitas atividades como trabalho, filhos, etc" (P16, sexo masculino)…”

“…REMMIK ;PEDASTE, 2017;KIHOZA et al, 2016). Apesar disso, alguns docentes os aplicaram durante a formação e alguns declararam estar motivados a adicioná-los futuramente, como comprova a seguinte fala: "Apesar disso tudo me sinto animado para testar essas ferramentas em minhas turmas" (P16, sexo masculino).…”

“…No entanto, uma professora comentou que os recursos abordados são interessantes e apropriados para a sua disciplina, mas ainda não está preparada para adotar as metodologias ativas. Talvez essa incapacidade se deva ao fato da professora ter tido dificuldades relacionados a falta de tempo, o que prejudicou sua participação efetiva na formação (KIHOZA et al, 2016), ou pela professora estar relutante em aplicá-las em suas aulas (BOND et al, 2018).…”