Academic staff perception and their readiness to use MOODLE learning platform in Tanzania higher learning institutions

Elimeleck Parmena Akyoo; Issaya Hassanal

doi:10.51867/ajernet.7.1.23

Authors

Elimeleck Parmena Akyoo Tanzania Institute of Accountancy, Tanzania https://orcid.org/0009-0005-2390-1850
Issaya Hassanal Tanzania Institute of Accountancy, Tanzania

DOI:

https://doi.org/10.51867/ajernet.7.1.23

Keywords:

Academic Staff Perception, Higher Learning Institution, MOODLE, Online Learning Platform, Tanzania

Abstract

The purpose of this study was to examine perceptions and readiness of academic staff to use the Modular Object-Oriented Dynamic Learning Environment (MOODLE) online learning platform in Higher Learning Institutions (HLIs). This study was guided by the Technology Acceptance Model. This study adopted a sequential exploratory mixed-methods design. The sampling unit consisted of academic staff from higher learning institutions (HLIs). Quantitative data were collected through a structured questionnaire from a sample of 155 academic staff across eight campuses of the Tanzania Institute of Accountancy (TIA). Using the academic staff register, a campus sub-sample was determined for each campus, and thereafter, a simple random sampling was used to select respondents from each campus. Quantitative data were analyzed descriptively using a Likert scale, while qualitative data were analyzed using thematic content analysis with constant comparison. There was an association between campuses and perceptions of MOODLE use. The results indicate differences across campuses, with staff at campuses with better Information and Communication Technology (ICT) infrastructure (e.g., Dar es Salaam, Mtwara, Kigoma) having strongly positive perceptions. The results further show that, across 18 statements, academic staff perceptions of MOODLE use were positive in 15. This implies that infrastructure and local support influence perceptions, and campuses lacking institutional commitment to e-learning and poor infrastructure result in low morale about MOODLE. It is recommended that institutes provide a strong and reliable internet connection, increase bandwidth, and establish a dedicated MOODLE support team or help desk. Institutions should train academic staff to use MOODLE and possibly mandate certain uses in coursework. Lastly, institutions should incorporate e-learning into their strategic plan, recognizing and rewarding innovative uses of MOODLE in teaching.

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