Abstract
<p class="3">This survey research study presents the findings on determinants of teachers’ attitudes towards e-learning in Tanzanian higher learning institutions. The study involved 258 teachers from 4 higher learning institutions obtained through stratified, simple random sampling. Questionnaires and documentary review were used in data collection. Data were analysed using statistical package for the social sciences (SPSS). Chi-square was performed to examine the association of variables.</p><p class="3">It was found that teachers have positive attitudes towards e-learning where computer exposure played a statistically significant contribution to their attitudes. It is recommended that training in e-learning needs to be provided to teachers to widen their understanding of e-learning. There is also a need to strengthen factors associated with teachers’ positive attitudes towards e-learning. Results from this study are of particular importance to both teachers and the education stakeholders in Tanzania.</p>
Highlights
E-learning has, over recent years, become ever more popular and is gaining wide acceptance as a “nontraditional” mode for accessing higher education (Altbach, Reisberg, & Rumbley, 2009)
These findings provide empirical support cited in literature that exposure to computers has a positive impact on attitude formation towards e-learning
Teachers are the key stakeholders of education and their perception on adopting e-learning has a significant impact on students’ attitude formation towards e-learning (Sun, Tsai, Finger, Chen, & Yeh, 2008; Gibson et al, 2014)
Summary
E-learning has, over recent years, become ever more popular and is gaining wide acceptance as a “nontraditional” mode for accessing higher education (Altbach, Reisberg, & Rumbley, 2009). Throughout the world, higher learning institutions (HLIs) are increasingly turning to e-learning to support and enhance their learning and teaching activities (Decman, 2015; Glenn, 2008). The potential of e-learning technologies has enabled HLIs to reach new learners at a distance, increase convenience and expand educational opportunities (Salmon, 2011; Weller, 2007). Literature has consistently suggested e-learning to be the best alternative to managing constraints to accessing education (Clarke, 2008; Garrison, 2011; Weller, 2007)
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