Digital learning management systems in Africa: myths and realities

Unwin, Tim; Kleessen, Beate; Hollow, David; Williams, James B.; Oloo, Leonard Mware; Alwala, John; Mutimucuio, Inocente Vasco; Eduardo, Feliciana; Muianga, Xavier

doi:10.1080/02680510903482033

Cited by 89 publications

(85 citation statements)

References 4 publications

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“…Apparently, many studies have used data from users' perceptions and subjective interpretation through surveys to investigate the effectiveness of these system in Africa (e.g. Lwoga, 2012Lwoga, , 2014Ssekakubo et al, 2011;Unwin et al, 2010). Nonetheless, the use of such data is normally subject to the possibility of distortion or low reliability .…”

Section: Introductionmentioning

confidence: 99%

“…Other institutions use these systems to meet the growing students' population through distance and blended learning (Unwin et al, 2010). Given these advantages, the number of LMS that has been adopted by institutions in Africa, and Tanzania in particular has been increasing.…”

Section: Introductionmentioning

confidence: 99%

“…Many institutions tend to adopt and use these systems to improve the quality of oncampus delivery by complementing traditional face-to-face with LMS (Ssekakubo et al, 2011;Unwin et al, 2010). Other institutions use these systems to meet the growing students' population through distance and blended learning (Unwin et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…They also have tools that allow instructors to share learning resources with students. Some of the popular LMS in the market are LMS include Sakai, Moodle, and Atutor, and Chisimba (Unwin et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Mwalumbwe

Mtebe

2017

E J Info Sys Dev Countries

117

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The past decade has seen the rapid adoption and use of various Learning Management Systems (LMS) in Africa, and Tanzania in particular. Institutions have been spending thousands of dollars to implement these systems in a bid to improve the quality of education as well as increasing students' enrolments through distance and blended learning. However, the impact of these system on improving students' performance has been a popular subject of research in recent years. Studies have been relying on data from users' opinions and subjective interpretation through surveys to determine the effectiveness of LMS usage on students' learning performance. The use of such data is normally subject to the possibility of distortion or low reliability. Therefore, this study designed and developed Learning Analytics tool and used the tool to determine the causation between LMS usage and students' performance. Data from LMS log of two courses delivered at Mbeya University of Science and Technology (MUST) were extracted using developed Learning Analytics tool and subjected into linear regression analysis with students' final results. The study found that discussion posts, peer interaction, and exercises were determined to be significant factors for students' academic achievement in blended learning at MUST. Nonetheless, time spend in the LMS, number of downloads, and login frequency were found to have no significant impact on students' learning performance. The implications of these results on improving students' learning are discussed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Mwalumbwe

Mtebe

2017

E J Info Sys Dev Countries

117

View full text Add to dashboard Cite

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“…However, CMS adoption rates by faculty are low (Green, 2010;Unwin et al, 2010). The lack of faculty training on information technology (IT) is one factor that contributes to low faculty IT adoption rates (deNoyelles, Cobb, & Lowe, 2012;Goktas, Yildirim, & Yildirim, 2009;Masalela, 2009;Smolin & Lawless, 2011).…”

Section: Introductionmentioning

confidence: 99%

Course Management System’s Compatibility with Teaching Style Influences Willingness to Complete Training

Pereira

Wahi

2017

OLJ

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Although course management systems (CMSs) provide technology platforms that help faculty members adopt better techniques for teaching and learning, and training contributes to faculty information technology (IT) use, many higher education faculty members do not complete CMS training programs, resulting in underuse of CMSs. Therefore, the overall purpose of this research was to address how instructor perceptions influence willingness to complete IT training on CMSs, and to discern techniques university administrators can implement to improve training completion rates and, ultimately, CMS adoption rates. The basic design of the study was a crosssectional survey. Data were obtained from 102 public university faculty members who responded to an anonymous, web-based survey about their perceptions of the relative advantage, compatibility, complexity, trialability, and observability of their institution's CMS. The data were analyzed using multiple linear regression models. Compatibility, defined as the degree to which instructors perceive the CMS as being consistent with their existing values, past experiences, and current or future teaching needs, was statistically significantly associated with willingness to complete online and in-person CMS training after controlling for other factors. Major findings suggest that faculty training on the CMS is not "one size fits all." If greater use of CMSs by faculty is to be achieved, university administrators should consider compatibility of teaching style with CMS adoption when developing and promoting CMS training.

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A Model for Assessing Learning Management System Success in Higher Education in Sub‐Saharan Countries

Mtebe

Raisamo

2014

E J Info Sys Dev Countries

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In recent years, there has been an increasing adoption of various Learning Management Systems (LMS) in higher education in Sub‐Saharan countries. Despite the perceived benefits of these systems to leverage challenges facing education sector in the region, studies show that the majority of them tend to fail; partially or totally. This paper presents a model for evaluating LMS deployed in Higher Education Institutions in Sub‐Saharan countries through adopting and extending the updated DeLone and McLean information system success model. The proposed model and the instrument have been validated through a survey of 200 students enrolled in various courses offered via Moodle LMS at University of Dar es Salaam, Tanzania. The findings of this study will help those who are involved in the implementation of LMS in higher education in Sub‐Saharan countries to evaluate their existing systems and/or to prepare corrective measures and strategies to avoid future LMS failures.

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Digital learning management systems in Africa: myths and realities

Cited by 89 publications

References 4 publications

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Using Learning Analytics to Predict Students’ Performance in Moodle Learning Management System: A Case of Mbeya University of Science and Technology

Course Management System’s Compatibility with Teaching Style Influences Willingness to Complete Training

A Model for Assessing Learning Management System Success in Higher Education in Sub‐Saharan Countries

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