Collaborative E-Learning Course Design: Impacts on Instructors in the Open University of Tanzania.

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.

[1]  J. Voogt,et al.  International handbook of information technology in primary and secondary education , 2008 .

[2]  Joke Voogt,et al.  A Blended In-service Arrangement for Supporting Science Teachers in Technology Integration , 2010 .

[3]  Hisham Dzakiria,et al.  Technology does not always teach distance learners,but effective distance teachers do… , 2004 .

[4]  Marianne Poumay,et al.  Support, training and regulation as key success factors in developing e-learning , 2001 .

[5]  Louise Yngström,et al.  State of ICT security management in the institutions of higher learning in developing countries: Tanzania case study , 2005, Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05).

[6]  Camilius Sanga,et al.  New technologies for teaching and learning: Challenges for higher learning institutions in developing countries , 2007 .

[7]  Mark Newman,et al.  School-University Collaborative Design Teams: Curriculum Design as a Vehicle for Professional Development in Teaching with Technology , 2003 .

[8]  Joke Voogt,et al.  A 'blended' in-service arrangement for classroom technology integration: impacts on teachers and students , 2005, Comput. Hum. Behav..

[9]  K. Nihuka,et al.  Collaborative course design to support implementation of e-learning by instructors , 2011 .

[10]  Jessica Norah Aguti,et al.  Integration of Information Communication Technologies (Icts) in The Distance Education Bachelor of Education Programme, Makerere University, Uganda , 2006 .

[11]  Adam Handelzalts,et al.  Collaborative curriculum development in teacher design teams , 2009 .

[12]  Barry Harper,et al.  Supporting university teachers create pedagogically sound learning environments using learning designs and learning objects , 2006 .

[13]  Charles A. Schwartz,et al.  Managing technological change : strategies for college and university leaders , 2004 .

[14]  Lawrence P. Gallagher,et al.  What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation , 2007 .

[15]  Greg Waddoups,et al.  Principles of Technology Integration and Curriculum Development: A Faculty Design Team Approach. , 2004 .

[16]  Tomas Pettersson,et al.  "LiveUSB Mediated Education": A Method to Facilitate Computer Supported Education , 2011 .

[17]  Willem Feike de Boer.  Flexibility support for a changing university , 2004 .

[18]  S. Loucks-Horsley.  Designing Professional Development for Teachers of Science and Mathematics , 1997 .

[19]  Richard A. Villa.  Restructuring for Caring and Effective Education: An Administrative Guide to Creating Heterogeneous Schools , 1992 .

[20]  Matthew J. Koehler,et al.  Faculty Development by Design: Integrating Technology in Higher Education , 2006 .

[21]  H. Borko.  Professional Development and Teacher Learning: Mapping the Terrain , 2004 .

[22]  Joke Voogt,et al.  Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania , 2011 .

[23]  Paul Resta,et al.  Issues and Challenges Related to Digital Equity , 2008 .

[24]  R. Yin.  Case Study Research: Design and Methods, 3rd Edition , 2002 .

[25]  Laura M. Desimone,et al.  Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study , 2002 .

[26]  Charles R. Coble,et al.  Teachers Designing Curriculum as Professional Development: A Model for Transformational Science Teaching. , 1997 .

[27]  Philippus Uys,et al.  Implementing an open source learning management system: A critical analysis of change strategies , 2010 .