PhD Theses

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Browsing PhD Theses by Subject "Computer networks"

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    Gender analysis of information communication technology adoption into teaching, learning and research by faculty and students of selected universities in Tanzania
    (University of Dar es Salaam, 2013) Katunzi-Mollel, Kokuberwa Rehema Upendo
    Using gender as a tool for analysis, the study investigated the extent of ICT adoption in teaching, learning and research in four purposefully selected Universities in Tanzania. Literature review on adoption of ICTs in education and higher education in Africa and Tanzania revealed the absence of comprehensive studies on ICTs to support the core functions of the Universities. A descriptive research design, which utilized a blend of methodological approaches, was used in this study. The sample comprised of 150 faculty members, 481 students, and 19 key informants. Data were collected through questionnaire, key informant interviews and participants observation and were analyzed using SPSS. Results of the study revealed that, Universities have made modest progress in developing ICT infrastructure to support both academic and administrative functions. However, unequal levels of access to computers between and among faculty and students were observed; while most faculty members have ample access to a connected computer; students are restricted in accessing computers and the Internet. The study revealed that, Faculty members and students are highly engaged with the computer and the Internet; mainly for word processing, e-mails, and to access information for teaching and assignments. The study found no significant gender disparity in the utilisation of computers, computer competence and attitudes towards ICTs. Findings revealed that, female respondents have less access to computer than their males counterparts. Barriers that limit adoption of ICTs were mainly at the institutional level and comprise of inadequate computing facilities; unreliability of the available technologies; lack of technical, pedagogical and administrative support; and lack of institutional policy to guide the implementation of ICTs in teaching and learning processes. Concerted efforts are required at the National, Ministerial and Institutional levels to increase availability, access and adoption of ICTs in higher education institutions.
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    The potential of integration of web 2.0 technologies in teaching and learning activities in selected Tanzania universities
    (University of Dar es Salaam, 2016) Kazoka, James Ernest
    This study examined the potential of the integration of Web 2.0 technologies in teaching and learning activities in five universities in Tanzania. It was conducted at the University of Dar es Salaam, the Open University of Tanzania, Sokoine University of Agriculture, Muhimbili University of Health and Allied Sciences and Tumaini University Dar es Salaam College. Probability and non probability sampling techniques were used to select 475 faculty members and students participated in this study. Data was collected through questionnaires, interviews, focus group discussions, participant observation and documentary review. The study findings showed that Web 2.0 technologies and services were used in both academic and non¬academic activities. Faculty members and students used Web 2.0 technologies for educational purpose, communication, searching for news, sharing links and making of friends. The potential of integrating Web 2.0 technologies in teaching and learning include collaboration in doing class assignments, discussion, communication, developing and sharing of ideas and course contents in the teaching and learning process. However, the extent to which Web 2.0 tools were being integrated in teaching and learning remained limited. The study findings also revealed several challenges regarding the integration of Web 2.0 technologies in teaching and learning activities such as lack of familiarity with Web 2.0 tools and its viability in teaching and learning activities, lack of time for exploring the viability of Web 2.0 in teaching and learning, lack of technical support from the university, and slow internet connection. As such, the study recommends awareness creation for university management and faculty members in the face of slow adoption and integration of emerging technologies such as Web 2.0 technologies in teaching and learning activities. Furthermore, technical support on proper design and use of Web 2.0 technologies in teaching and learning activities should be provided to faculty members and students.