A Critical Review of eLearning Research Trends in Tanzania

Autor/inn/en	Mtebe, Joel S.; Raphael, Christina
Titel	A Critical Review of eLearning Research Trends in Tanzania
Quelle	In: Journal of Learning for Development, 5 (2018) 2, S.163-178 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-1550
Schlagwörter	Foreign Countries; Electronic Learning; Educational Research; Educational Trends; Bibliometrics; Content Analysis; Games; Internet; Tanzania + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Bibliometrie; Inhaltsanalyse; Game; Spiel; Spiele; Tansania
Abstract	This study adopted bibliometric and content analysis methods to explore research trends on eLearning implementation in Tanzania between 2007 and 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. The study found out that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Quantitative research design was found to be the most preferred research design by eLearning researchers in Tanzania mostly engaging students' population. Despite the proliferation of mobile telephony in Tanzania, this study revealed that mobile and game-based learning were the least investigated eLearning technologies. The study also shows that Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. The research gaps identified in this study are crucial for decision makers in both looking for better ways to stimulate further research in more strategic ways and in setting strategies to overcome barriers that hinder eLearning implementation in Tanzania. (As Provided).
Anmerkungen	Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01