University students’ readiness for E-Learning adoption in Tanzania

Abstract

The importance of e-learning as an education delivery solution in higher education is underscored. However, there is a substantial variation in digital infrastructures and teachers' and learners' perceptions. Hence, before implementing e-learning, it is critical to assess the readiness for e-learning to ensure successful delivery of education in digital environments. Thus, this study assessed students' readiness for e-learning adoption in Tanzanian higher education institutions, uncovering varied readiness levels and influencing factors. Utilizing a cross-sectional design, data was gathered from undergraduate and graduate students at the University of Dodoma between November 2021 and February 2023 through surveys, content analysis, and observation. Findings indicate a moderately high level of e-learning readiness, with varying digital literacy levels. Students exhibited high technological capability and positive e-learning attitudes. Institutional support emerged as crucial, emphasizing the need for e-learning policies, software provision, training programs, and technical assistance to facilitate smooth transitions to digital learning environments. The study informs educational institutions and policymakers on the drivers of students' e-learning readiness, offering actionable insights and strategies for effective e-learning adoption.