COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania

Authors

  • Joel S. Mtebe University of Dar es Salaam, Tanzania
  • Katherine Fulgence University of Dar es Salaam
  • Michael Gallagher University of Edinburgh

DOI:

https://doi.org/10.56059/jl4d.v8i2.483

Keywords:

CoVID-19 Pandemic, technology enhnaced teaching and learning, online learning

Abstract

This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis.  The university started by forming a team which conducted an audit to identify existing ICT infrastructure, skills gaps amongst instructors, and information systems that could be quickly adopted to deliver various courses during the COVID-19 crisis. The Moodle system, Zoom video conferencing system, and Postgraduate Information Management System were identified and recommended. After the audit, 340 instructors were trained on identified systems and 369 new courses were developed. Although face-to-face classes resumed a few months after the training and preparations, postgraduate courses continued to be offered via the blended mode with the Zoom and Moodle systems being used. The experience gathered from this study contributes towards knowledge of ICT integration in teaching and learning and can be integrated into teaching during the COVID-19 crisis in resource-constrained universities in sub-Saharan Africa and beyond.

Author Biographies

Joel S. Mtebe, University of Dar es Salaam, Tanzania

Dr. Joel S. Mtebe is a Senior Lecturer in Computer Science and the Director of the Center for Virtual Learning (CVL). He received B.Sc. Computer Science and Statistics from the University of Dar es Salaam (UDSM), Dar es Salaam, Tanzania in 2002 and Master of Online Education from the University of Southern Queensland, Australia in 2004. In 2014, he received his doctoral degree in Interactive Technology/Human Computer Interaction from the University of Tampere in Finland

Katherine Fulgence, University of Dar es Salaam

Dr. Katherine Fulgence specializes in entrepreneurship education and employability of graduates through skills development programmes. As a teacher educator, she conducts training and mentorship programmes, research and consultancies in the areas of digital fluency, teacher education, professional development and career transition. She heads the Department of Education Foundations, Management and Lifelong learning at Dar es Salaam University College of Education,  a Constituent College of the University of Dar es Salaam. Before joining the University College in 2008, she worked as a project manager at the University of Dar es Salaam Innovation and Entrepreneurship Centre. Email: katherine.fulgence@outlook.com

Michael Gallagher, University of Edinburgh

Dr Michael Gallagher is a Lecturer in Digital Education, a member of the Centre for Research in Digital Education, and the Programme Director of the MSc in Digital Education, all at the University of Edinburgh. His research interests include the mobilities of digital education in development contexts and the implications of such thinking for educational mobility overall. His published work includes critical perspectives on educational technologies, the mobilities of digital education, and futures educational research. Email: gallagher.michaelsean@gmail.com

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Published

2021-07-19

How to Cite

Mtebe, J. S., Fulgence, K., & Gallagher, M. (2021). COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania. Journal of Learning for Development, 8(2), 383–397. https://doi.org/10.56059/jl4d.v8i2.483

Issue

Vol. 8 No. 2 (2021): ISSUE 2

Section

Case Studies

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Received 2020-12-11
Accepted 2021-05-17
Published 2021-07-19