eLearning during the COVID-19 pandemic in Tanzanian Universities: Policy challenges and implications

Abstract

This article assesses the experiences of universities in engaging students in teaching and learning during crises, such as the COVID-19 pandemic, with a case study of the University of Dodoma. Data were collected from 181 academic staff and 250 students through online questionnaires and interview. In addition, the 2018 UDOM ICT policy and 2021/2022-2025/2026 Strategic plan was reviewed to obtain data. Descriptive statistics was used to analyze the quantitative data, and thematic analysis was used for qualitative data. The study found that the University of Dodoma had well-articulated statements that emphasize the implementation of eLearning in its ICT policy and strategic plan. However, ICT facilities such as internet services, computers, and computer laboratories were found to be inadequate for the university to use eLearning as an alternative model for teaching and learning during the pandemic. Staff and students had a limited knowledge of eLearning. The improvement of eLearning infrastructure and capacity strengthening among academic staff and students at the University of Dodoma is recommended to enhance teaching and learning during crisis periods and beyond.