Investigating instructional design practices in e-learning environment in Tanzanian public universities

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dc.contributor.author Mwaluanda, Mevis Steven
dc.date.accessioned 2021-01-13T06:17:48Z
dc.date.available 2021-01-13T06:17:48Z
dc.date.issued 2020
dc.identifier.citation Mwaluanda, M. S. (2020). Investigating instructional design practices in e-learning environment in Tanzanian public universities (Master’s dissertation). The University of Dodoma, Dodoma. en_US
dc.identifier.uri http://hdl.handle.net/20.500.12661/2670
dc.description Dissertation (MSc Information system) en_US
dc.description.abstract The research work is positioned within Instructional designs and E-learning field with a contribution to the understanding of how the instructional materials are designed specifically in the e-learning environment. Instructional design is essential in E-learning as it involves the systematic process of exploiting the philosophies of teaching and learning so as to construct the most required effective and equitable knowledge. Furthermore, the instructional design allows content developers to design and develop effective instructional materials for learning purpose. When properly followed, instructional design models resulting to a well-organized learning material. However, some of the investigated universities they use a single model while excluding some of the phases from the model in instructional materials designing. In E-learning environment, such kind of instructional materials designing may impose difficult in the learning process. The research work was basically qualitative with some aspects of a quantitative approach especially in the analysis phase. The investigated universities were Open University of Tanzania (OUT), University of Dar es salaam (UDSM) and Muhimbili University of Health and Allied Science (MUHAS). A sample of twenty one (21) courses (seven (7) courses from each university) was purposefully selected while a total of fifteen (15) experienced instructional designers and instructors were interviewed. Data were collected through in-depth interviews, document review and artifacts review. To perform data analysis, Nvivo software was used. Furthermore, Activity theory (AT) was used as a lens for examining the actions performed by the instructional designers and instructors. Additionally, AT has been used to elaborate how does instructional designers and instructors collaborate to achieve their common goal. The study analyzed the strength and weakness of the designed (posted) instructional materials from the investigated universities. The results revealed that in one out of three universities the reviewed courses are accompanied with all key features for Eleaning instructional material. It is observed that, the practices in place for instructional materials designing are directed by; Instructional design template, Instructional design guideline and instructional design models. Furthermore, the study recommends the best ways to be used in designing and developing effective vi instructional materials. For the existing instructional materials to fit in the e-learning environment, the designed materials should cover all of the key features which are participant engagement, inclusion of problem-based learning tasks, contents with media richness, instant feedback, numerous assessment activities and interactivity. en_US
dc.language.iso en en_US
dc.publisher The University of Dodoma en_US
dc.subject E-learning en_US
dc.subject Instructional designs en_US
dc.subject Instructional materials en_US
dc.subject Learning material en_US
dc.subject Tanzania en_US
dc.subject E-learning environment en_US
dc.subject Public university en_US
dc.title Investigating instructional design practices in e-learning environment in Tanzanian public universities en_US
dc.type Dissertation en_US


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