Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania

  • Kassimu A. Nihuka Open University of Tanzania
  • Joke Voogt University of Twente

Abstract

Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about design and delivery of e-learning courses at the Open University of Tanzania (OUT). SixTeacher Design Teams (TDTs), each with 2 instructors, participated in the study, redesigning their print-based courses using an offline Moodle LMS supported by emails and mobile phones. A total of 36 interviews were conducted with 12 instructors, after each of the two workshops and after the course redesign process. Results showed that despite challenges, instructors were satisfied with collaborative course design and they reported that the strategy contributed to their professional learning. Instructors' backgrounds determined the kinds of support needed during course design and delivery.

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Author Biographies

Kassimu A. Nihuka, Open University of Tanzania
Lecturer, Institute of Continuing Education
Open University of Tanzania
Joke Voogt, University of Twente
Faculty of Behavioural Sciences
University of Twente
Published
2012-04-02
How to Cite
Nihuka, K. A., & Voogt, J. (2012). Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania. Australasian Journal of Educational Technology, 28(2). https://doi.org/10.14742/ajet.871