Perceived usefulness and ease of use of Web 2.0 tools in university teaching and learning in Tanzania

Despite the potentials Web 2.0 technologies have in supporting teaching and learning processes in higher education institutions, there is a  continuing debate on their perceived usefulness and ease of use. As such, this study examined academic staff and students’ perceptions on the use of Web 2.0 technologies in teaching and learning activities in five Tanzanian universities. Specifically, the study aimed at determining the perceived usefulness and exploring perceived ease of use of Web 2.0 technologies in teaching and learning activities. A mixed approach (quantitative and qualitative) was employed by the study. Accordingly, a cross-sectional survey, alongside documentary review, was used to collect data from a sample of 350 respondents selected through simple randomly sampling and 10 purposively selected informants. The study findings suggest that faculty members and students used Web 2.0 technologies for academic discussions, posting and accessing lecture slides and tutorials, sharing materials and scholarly communication. The findings further inform that perceived usefulness and perceived ease of use of Web 2.0 technologies are important predictors of the adoption of these tools. On the basis of these findings, ICT infrastructure investment, training to upgrade skills and knowledge, policies and usage guidelines and other usage motivations are recommended to be in place to promote the usage of Web 2.0 technologies in teaching and learning. Besides, technical support to customise Web 2.0 technologies in teaching and learning activities is crucial. Keywords: Web 2.0, web technologies, users’ perception, teaching and learning, e-learnin

An Analysis of the Factors Influencing Research Capacity Developments in Higher Education Institutions in Tanzania

The study examined factors influencing efforts towards developing research capacity in Higher Education Institutions (HEIs) in Tanzania. A mixed research approach (quantitative and qualitative) was employed in the study. Accordingly, a cross-sectional survey using questionnaires and semi-structured interview was used to collect primary data from simple randomly and purposively selected academic staff. The study findings show that competences, knowledge, and experiences in conducting research are the attributes that faculty members acquire through short training aimed to enhance competences in conducting research. Factors promoting research capacity development include presence of research policy and awareness of it, motivation to conduct research, availability and adequacy of research funds. Challenges faced were insufficient research skills, poor collaboration between senior and junior academic staff, and lack of proactiveness and commitment in conducting research. The study recommends that HEIs should regularly organize training on research skills for academic staff and faculty members to be proactive and committed in carrying out research.&nbsp