Equitable e-Learning in Tanzania's higher education institutions beyond the COVID-19 pandemic

Abstract

This study explored the preparedness for eLearning for both course instructors and students in the time of pandemic and beyond COVID-19 in Higher Education Institutions (HEIs) in Tanzania. It was a qualitative study employing a case study design. Data were collected through online open-ended questionnaires and documentary analysis. The findings indicate that both instructors and students were not ready to shift towards the eLearning model due to a lack of Internet connectivity and poor power supply. The findings also indicate that lack of Information Communication and Technology (ICT) infrastructure negatively affected eLearning acceptance in HEIs, and it created inequity of accessing information in rural areas. We argue in this study that there are no other means for Tanzanian HEIs to survive in pandemics similar to COVID-19 without adopting eLearning strategies. The Government needs to ensure massive investment in digital infrastructure for equitable eLearning in HEIs in unexpected pandemic outbreaks beyond COVID-19.