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

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, skil...

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Autores principales:	Joel S. Mtebe, Katherine Fulgence, Michael Gallagher
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2021
Materias:	covid-19 pandemic technology enhnaced teaching and learning Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/6fc78f108e7849fb9b843b36cfebb579
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spelling	oai:doaj.org-article:6fc78f108e7849fb9b843b36cfebb5792021-12-02T18:57:00ZCase study: COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania2311-1550https://doaj.org/article/6fc78f108e7849fb9b843b36cfebb5792021-07-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/483https://doaj.org/toc/2311-1550This 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.Joel S. MtebeKatherine FulgenceMichael GallagherCommonwealth of Learningarticlecovid-19 pandemictechnology enhnaced teaching and learningTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 8, Iss 2, Pp 383-397 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	covid-19 pandemic technology enhnaced teaching and learning Theory and practice of education LB5-3640
spellingShingle	covid-19 pandemic technology enhnaced teaching and learning Theory and practice of education LB5-3640 Joel S. Mtebe Katherine Fulgence Michael Gallagher Case study: COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania
description	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.
format	article
author	Joel S. Mtebe Katherine Fulgence Michael Gallagher
author_facet	Joel S. Mtebe Katherine Fulgence Michael Gallagher
author_sort	Joel S. Mtebe
title	Case study: COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania
title_short	Case study: COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania
title_full	Case study: COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania
title_fullStr	Case study: COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania
title_full_unstemmed	Case study: COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania
title_sort	case study: covid-19 and technology enhanced teaching in higher education in sub-saharan africa: a case of the university of dar es salaam, tanzania
publisher	Commonwealth of Learning
publishDate	2021
url	https://doaj.org/article/6fc78f108e7849fb9b843b36cfebb579
work_keys_str_mv	AT joelsmtebe casestudycovid19andtechnologyenhancedteachinginhighereducationinsubsaharanafricaacaseoftheuniversityofdaressalaamtanzania AT katherinefulgence casestudycovid19andtechnologyenhancedteachinginhighereducationinsubsaharanafricaacaseoftheuniversityofdaressalaamtanzania AT michaelgallagher casestudycovid19andtechnologyenhancedteachinginhighereducationinsubsaharanafricaacaseoftheuniversityofdaressalaamtanzania
_version_	1718377271293640704

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

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