Title: Status of e-learning implementation to enhance learning in Tanzanian university institutions

Authors: Raiton Malema Ambele; Shubi Felix Kaijage; Mussa Ally Dida; Lena Trojer

Addresses: Nelson Mandela African Institution of Science and Technology, Arusha, Tanzania; Open University of Tanzania, Kinondoni, Dar es Salaam, Tanzania ' Nelson Mandela African Institution of Science and Technology, Arusha, Tanzania ' Nelson Mandela African Institution of Science and Technology, Arusha, Tanzania ' Nelson Mandela African Institution of Science and Technology, Arusha, Tanzania; Lund University, Lund, Sweden; Blekinge Institute of Technology, Karlshamn, Sweden

Abstract: This study examines the current e-learning implementation in Tanzanian universities, highlighting the challenges and opportunities associated with its utilisation. Data was collected from 610 respondents, including e-learning support staff, lecturers, and students from five selected universities through questionnaires and interviews. The findings reveal that universities in Tanzania still face implementation challenges despite significant growth in e-learning adoption. These challenges encompass limited internet and technological infrastructure, inadequate access to high-quality e-learning materials, low digital literacy proficiency among students and educators, insufficient support systems, and resistance to change. Strategies such as improving internet connectivity, developing relevant educational materials, providing comprehensive training and support, establishing robust learner support systems, and fostering an innovative culture are recommended to address these issues. By tackling these challenges, Tanzanian higher education institutions can effectively integrate e-learning and enhance the educational experiences of their students.

Keywords: e-learning; personalised learning; education quality; e-learning system; ICT infrastructure.

DOI: 10.1504/IJTEL.2025.147055

International Journal of Technology Enhanced Learning, 2025 Vol.17 No.3, pp.355 - 376

Received: 21 Nov 2023
Accepted: 11 Feb 2024
Published online: 10 Jul 2025 *

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