1. TRAINEES’ EXPERIENCES AND PERCEPTIONS ON PBL AND E-LEARNING IN HIGHER LEARNING INSTITUTIONS IN TANZANIA By Kokuberwa Katunzi-Mollel (PhD) Vicent Naano Anney (PhD ) UNIVERSITY OF DAR ES SALAAM,TANZANIA.

2. 1.1 Rationale for the study Dominance of traditional teaching approaches call for the need of paradigm shift from traditional teaching approaches that focused on lecturer-centred to Problem- Based Learning (PBL) approaches where the major focus of teaching is on learners; Adoption of PBL approaches is emphasized in the National University Qualification Framework -UQF (Tanzania Commission for Universities –TCU,2012) by putting an emphasis on the need to produce graduates who are capable of solving social problems in their communities.

3. 1.3 Objectives of the study The goal of the study was to assess trainees experiences and perceptions on e-learning and PBL. Specifically, were to: Asses the institutional support in the implementation of E- learning/ PBL; Establish the rate of access to BSU’s Moodle platform; Examine e-learning/ PBL skills and competences; Explore Trainees attitudes towards E-learning/ PBL; Identify e-learning/PBL implementation challenges.

4. 2.0Methodology 2.1Units of study The study selected the ToTs as study subjects; Why? they are key stakeholders in the implementation of e-learning and PBL within their institutions and across. Consequently, the ToTs from all project members in Tanzania were involved in the study namely: Kilimanjaro Christian Medical University College (KCMUCo); Sokoine University of Agriculture (SUA), State University of Zanzibar (SUZA), the Zanzibar College of Health Sciences (ZCHS) and University of Dar es Salaam.

5. Methodology …. 2.2Research approach This study employed a mixed approach to collect, process and analyze data; A survey was administered to all Trainees who completed three training workshops which were conducted between August 2013 and March, 2015; In-depth interviews through face to face were conducted with Task Force members from each of the participating institutions.

6. Methodology …. Data collection….. A total of 35 faculty members from the four institutions attended the training and were given a questionnaire; About 23 (65.7%)self-administered questionnaire were completed and returned for analysis; Seven (7) face to face individual interviews were conducted with task force members in participating institutions in Tanzania; The SPSS was used to analyse quantitative data while content analysis were employed for qualitative data.

7. Methodology … 2.3 Data collection The main data collection tool was the questionnaire which was supplemented by face-to-face interviews. The questionnaire included 32 questions in a five-point Likert Scale ranging from Strongly Agree (SA) to Strongly Disagree (SD) to measure: Institutional support in the implementation of E-learning/ PBL Infrastructural and technological support for E-learning / PBL The rate of access to BSU’s Moodle platform E-learning/ PBL skills and competences ToTs attitudes towards E-learning/ PBL E-learning/ PBL implementation challenges

8. 3.0 Key findings 3.1 Institutional support for e-learning and PBL A lesser majority (56.2 percent) of the respondents affirmed that their institutions do support e-learning and PBL initiatives; Although such support is limited to the provision of guidelines, skill training, infrastructure and technical support esp. for e- learning related activities. Support for PBL is demonstrated through adoption of the National UQF.

9. Key findings … 3.2 Supporting Environment for E-learning and PBL: Although majority ( 62.4%) of the respondents were undecided about whether the existing University environment does really encourage adoption of E-learning and PBL, a small ( 31.3 percent) but not negligible amount of the respondents believed that University environment does not really encourage Teachers to adopt e-learning/ PBL.

10. Key findings … 3.3 Incentive for adoption of e-learning/PBL One interesting finding was that respondents were divided about provision of incentives. While some ( 43.7%) of respondents agreed that provisional of incentives is critical to effective implementation of PBL and e-learning in Universities curriculum, an almost equal amount (43.8%) indicated their disagreement to the idea.

11. Key findings 3.4The rate of access to BSU’s Moodle platform : This aspect intended to assess e-learning/ PBL practices of the respondents by examining the actual usage of the BSU’s Moodle platform among the Trainees. Research results indicated the following: Only a few (18.7 percent ) of the respondents Strongly Agreed to have a daily access to Moodle. Fewer (12.5 percent) of the respondents indicated to log into BSU Moodle platform at least three times a week. A small number (12.4 percent) of the respondents indicated to log into BSU Moodle platform at least twice a week. It was indicated by a good number (50 percent ) of respondents that they only log into BSU platform once a week.

12. Key findings 3.5 Trainees’ skills and competences on E-learning/ PBL: It has been established in previous research studies that the higher the competent a person is, the more likelihood for that person to adopt of new technologies and innovations. It was important therefore to assess trainees competences in utilizing various features of the Moodle as well as different aspects of PBL such as problem formulation and assessment of PBL related activities.

13. Key findings… (i) E-learning skills… The research findings suggest that majority (68.8 percent) of respondents have ability to post students assignments on Moodle platform; Although some ( 31.2%) indicated that they would require assistance to upload assignments to the platform; In general majority (81.6%) of the respondents agreed that have limited skills and knowledge on using different features of Moodle platform.

14. Key findings (ii) PBL skills and competences: A good number ( 56.2 percent) of respondents indicated that Problem formulation in Problem-Based learning is a difficult task for them. Majority (63 percent ) of the respondents showed to be comfortable with assessing students using BPL pedagogy contrary to some (25 percent ) attested that they actually struggle in assessing students in PBL. Many (62.6 percent) participants indicated that they would require more training in order to proficiently integrate BPL and e- learning in their courses

15. Key findings 3.6 ToTs attitudes towards E-learning/ PBL: Most of (75 percent) of the respondents thought that PBL learning pedagogy is a new innovation that is still not well understood by students and lectures. Many (62.5 percent) agreed that it is difficult for University teachers to change from their traditional teaching practices (i.e. Lecture-centered) to problem-based learning is challenging and difficult. A good number (68.8 percent) believed Problem-Based learning and e-learning is more labour intensive and time consuming than most of the traditional teaching/ learning approaches.

16. Key findings …. Majority (74.7 percent) of the respondents agreed that any subject can be taught using Problem-Based learning approaches. Many (62.5 percent ) of the respondents believed that using PBL and e-learning approaches in classroom will make graduates to be problem solvers thus increasing their employability. A good number ( 68.8 percent) said they enjoy teaching their classes using Problem-Based approaches. It was surprising to note that almost all ( 93.7 percent) respondents agree that their fellow Lectures have positive perceptions about PBL and e-learning pedagogy.

17. Key findings 3.7 Challenges Study findings indicated that inadequate facilities such as insufficient number of computers, laptops and slow internet connectivity, insufficient technical support are major barriers affecting adoption of e-learning in Tanzanian universities. Large classrooms is the major barrier for effective implementation of both PBL and e-learning. Most lectures still perceive e-learning and PBL as labour intensive approaches as compared to traditional teacher centred approaches. More resources are needed for effective take-off of Problem- Based learning and e-learning in my Institution. Most university Lecturers are concerned about curriculum overload and consequently their reluctance to integrate and adopt PBL pedagogy because the curriculum is overloaded and it will not covered on time

18. Conclusions Based on key research findings the following conclusions can be drawn: There is adequate support for e-learning and PBL within institutions although more resources in terms of provision of facilities, equipment, and technical support are required. The existing institutional environment does support the implementation of e-learning and PBL, although more sensitization esp. for the top management, heads of departments and other faculty members is still needed.

19. Conclusions The rate of access to BSU’s Moodle platform is limited perhaps because teachers have to use the University Moodle platform for online their courses. Trainees’ skills and competences on e-learning/ PBL need to be strengthen especially on Pedagogical aspect of E-learning and PBL. Trainees believe students problem solving skills and employability will increase with PBL and e-learning. In general, Trainees have positive attitude towards integrating e-learning and PBL into their courses.

20. References Anney, V. N. (2013). Supporting licensed science teachers’ professional development in adopting learner-centred pedagogy in Tanzanian secondary schools. (Doctoral dissertation), University of Waikato, Hamilton, New Zealand. Anney, V. N. (2015). The Lacuna in African Education Systems: Why the Systems are not Achieving the Needs for 21st Century Learned Citizens. Developing Country Studies, 5(20), 50-55. Barrows, H. S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20(6), 481-486. doi: 10.1111/j.1365-2923.1986.tb01386.x Gess-Newsome, J., Southerland, S. A., Johnston, A., & Woodbury, S. (2003). Educational Reform, Personal Practical Theories, and Dissatisfaction: The Anatomy of Change in College Science Teaching. American Educational Research Journal, 40(3), 731-767. Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-Based Learning. http://www.aect.org/edtech/edition3/er5849x_c038.fm.pdf Savery, J. R., & Duffy, T. M. (2001). Problem Based Learning: An instructional model and its constructivist framework. Retrieved from http://jaimehalka.bgsu.wikispaces.net/file/view/Problem+based+learning+An+instr uctional+model+and+its+constructivist+framework.pdf/154393315/Problem%20ba sed%20learning%20An%20instructional%20model%20and%20its%20constructivi st%20framework.pdf