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Journal articles on the topic 'Open University of Tanzania'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Lashayo, Deogratius Mathew. "Measuring E-Learning System Adoption in Universities in Tanzania." International Journal of ICT Research in Africa and the Middle East 9, no. 2 (July 2020): 1–18. http://dx.doi.org/10.4018/ijictrame.2020070101.

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The success of e-learning systems in Tanzania relies on various factors that influence its measurement. Examples of the key factors include trust, environmental factors, and the university readiness. However, influence of these factors towards e-learning systems is not clear. Understanding their impacts and significance helps decision makers and stakeholders in making informed decisions on how to handle them. This study modifies the information systems (IS) success model whereby it adopts 12 factors that had been suggested by this author in his previous study conducted in Open University of Tanzania (OUT) in 2017. A sample of 1,005 students from eight universities in Tanzania was collected. A structural equation modelling was used in data analysis. The results shows trust (T) has positive and significant impact on e-learning actual use (EAU) while environmental factors (EF) had positive and significant impacts on e-learning actual use and perceived benefits, and at the same time, university readiness had a positive and significant impact on perceived benefits (PB).

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2

Mcharazo, A. A. S., and A. Olden. "Fulfilling the learning resource requirements of students at the Open University of Tanzania." Journal of Librarianship and Information Science 32, no. 4 (December 1, 2000): 204–14. http://dx.doi.org/10.1177/0961000004244802.

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McHarazo, Alli A. S., and Anthony Olden. "Fulfilling the learning resource requirements of students at the Open University of Tanzania." Journal of Librarianship and Information Science 32, no. 4 (December 2000): 204–14. http://dx.doi.org/10.1177/096100060003200405.

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McHarazo, Alli A. S., and Anthony Olden. "Investigating the learning resource requirements of students at the Open University of Tanzania." Journal of Librarianship and Information Science 31, no. 2 (June 1999): 101–9. http://dx.doi.org/10.1177/096100069903100205.

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Käyhkö, N., C. William, J. Mayunga, M. O. Makame, E. Mauya, and A. Järvi. "BUILDING GEOSPATIAL COMPETENCES IN TANZANIAN UNIVERSITIES WITH OPEN SOURCE SOLUTIONS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-4/W8 (July 11, 2018): 93–99. http://dx.doi.org/10.5194/isprs-archives-xlii-4-w8-93-2018.

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<p><strong>Abstract.</strong> The GEO-ICT is an institutional cooperation project aiming at improving the quality and societal relevance of geospatial and ICT research and education at the Universities of Dar es Salaam (UDSM), Ardhi University (ARU), State University of Zanzibar (SUZA) and Sokoine University of Agriculture (SUA). Jointly with the University of Turku (UTU) Finland, the institutions focus on strengthening geospatial and ICT skills of the staff, establishing new curricula, upgrading supportive infrastructures and creating synergetic cooperation modalities with different stakeholders in the society. In this paper we share how our practical experiences of the cooperation, including what is the background for the establishment of institutional cooperation between these universities, how is the project operating in practice, what type of activities and cooperation modalities we do together and how do we think institutional cooperation contributes to the advancement of geospatial expertise in Tanzania and what is the role of open source solutions in this development.</p>

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Ngaruko, Deus D. "Comparative Analysis of Alternative ODL Delivery Modes using Input-Process-Output Model in ODL Institutions: Evidence From The Open University Of Tanzania." Advances in Social Sciences Research Journal 1, no. 5 (September 30, 2014): 94–106. http://dx.doi.org/10.14738/assrj.15.444.

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S. Oreku, George. "Adopting the ICT Innovation to Administrative and Activity Procedures in a University." Interdisciplinary Journal of Education Research 3, no. 2 (June 8, 2021): 60–73. http://dx.doi.org/10.51986/ijer-2021.vol3.02.07.

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Information Communication Technology (ICT) has made performing administrative tasks more convenient for organizations. This paper discusses the contribution of ICT innovations to administrative effectiveness with respect to the Open University of Tanzania (OUT). A descriptive research that is guided by two research questions and one hypothesis has been applied in this paper in respect to utilizations of ICT for university activities particularly with focus on examinations activity during this time of COVID-19 pandemic. Exams to Universities have an important role in the process of learning especially in assessing where faculties and particular classes need more focus or analyzing processes of learning by enabling students to see the material from a different perspective and improve their understanding. From the study the results revealed that ICT innovations in University activities can be effective if used in the administration of the University activities. However it was learnt that it’s more effective if adapted to innovation in an online Admission/registration, and a perfect fit for online examination system such as Online Oral Examination system (OREX) which was developed as a response to COVID-19 pandemic. The study also inveterate that the students, lecturers and senior administrative Staff (Registry) had very similar responses on the effectiveness of ICT innovation on the administrative process and academics of the Open University of Tanzania. It was recommended among others that the university should mobilize resources towards provision of facilities and training of its ICT personnel for more relevant innovations particular for online examination processes such as (OREX).

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Nihuka, Kassimu A., and Joke Voogt. "E-learning course design in teacher design teams: experiences in the Open University of Tanzania." International Journal of Learning Technology 6, no. 2 (2011): 107. http://dx.doi.org/10.1504/ijlt.2011.042644.

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Adolf Tarimo, Elias, and Idda Lyatonga Swai. "Career Progression of Female Academics in Public Universities: A Tale of Open University of Tanzania." Social Sciences 9, no. 1 (2020): 1. http://dx.doi.org/10.11648/j.ss.20200901.11.

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Kakai, Miriam, Maria G. N. Musoke, and Constant Okello-Obura. "Open access institutional repositories in universities in East Africa." Information and Learning Science 119, no. 11 (November 12, 2018): 667–81. http://dx.doi.org/10.1108/ils-07-2018-0066.

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Purpose Given that repositories were proposed as one of the routes to open access (OA), this study sought to establish the achievements universities in East Africa had attained in initiating institutional repositories (IRs), the challenges in providing OA and strategies for the way forward. Design/methodology/approach Data were collected through literature searches, using the internet, journal databases and university websites in Kenya, Tanzania and Uganda for information about OA and IRs in East Africa. Some of the findings were based on the author’s PhD “The management and accessibility of OA IRs in selected universities in East Africa”, which used face-to-face interviews with six librarians and self-administered questionnaires responded to by 183 researchers at Kenyatta University, Muhimbili University of Health and Allied Sciences and Makerere University. Findings Universities in East Africa were still in the intermediate stages of embracing OA, and only 40 libraries out of 145 universities had implemented IRs. However, most of the repositories had less than 1,000 items, with this challenge attributed to the absence of institutional and government/funder mandates that affected the collection/provision of OA, in addition to the lack of awareness of IRs among researchers. Originality/value The value in this research was establishing the extent of IR initiatives in universities in East Africa and their contribution to OA, which is regarded as more visible and accessible to scholars and government personnel who could leverage the information for further development in the region.

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Komba, Sotco Claudius, and Sarah Vincent Chiwamba. "An Examination of the Congruency between the University Teacher Training Contents and Secondary School Contents in Tanzania: The Case of Sokoine University of Agriculture." Journal of Education and Learning 5, no. 2 (March 16, 2016): 100. http://dx.doi.org/10.5539/jel.v5n2p100.

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<p>It is ideally expected that after student teachers have gone through comprehensive curricula contents, they should possess the necessary competences and skills to enable them deliver effectively as teachers. However, some student teachers in Tanzania have expressed their concerns that some of the contents found in the curricula for teacher training programmes do not link with the contents taught in secondary schools. Therefore, this study was designed to examine the congruency between the contents student teachers cover during their studies at Sokoine University of Agriculture (SUA), one of the Tanzanian teacher training institutions, and contents taught in Tanzanian secondary schools. The study involved a randomly obtained sample of 181 third year students, pursuing various teacher education degree programmes. The study adopted a cross-sectional research design in which a set of questionnaire, which consisted of both open and closed-ended questions, was administered to the sampled respondents. The collected data were analyzed using SPSS in which frequencies and percentages of responses to the questions presented in the questionnaire were computed to answer research questions advanced for this study. The findings were as follows: First, the majority (66.9%) of student teachers felt that there was a congruency between the University contents and secondary school contents and about one third (33.1%) of student teachers felt that the congruency did not exist. Secondly, the majority (95%) of student teachers felt that the contents of education courses taught at the University were applicable in real school situations and the minority (5%) did not feel so. Third, the majority (91.7%) of student teachers felt that the teacher training programmes offered at SUA had enabled them to acquire sufficient classroom teaching skills and basic theories in education. Fourth, some challenges facing teacher training programmes offered at SUA, as reported by the respondents, included irrelevant contents in some university courses, inadequate infrastructures, and lack of opportunities for practice, to mention but a few. Based on these findings, it is recommended that whenever an opportunity to review the existing teacher training programmes comes, the exercise should be preceded with needs analysis to help determine if the existing programmes adequately address the needs of the teaching profession for which the student teachers are being prepared.</p>

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Mtebe, Joel S. "Examining user experience of eLearning systems implemented in two universities in Tanzania." Interactive Technology and Smart Education 17, no. 1 (September 27, 2019): 39–55. http://dx.doi.org/10.1108/itse-05-2019-0025.

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Purpose This study aims to investigate the factors that influence user experience (UX) of eLearning systems implemented in two institutions in Tanzania. Design/methodology/approach The study adopted questionnaire consisting of Nielsen’s heuristics and didactic metrics as pragmatic metrics and hedonic metrics followed by focus group discussions with students. Findings The study found that the eLearning system of University of Dar es Salaam had 43 UX problems related to Nielsen’s heuristics and 54 UX problems related to didactic heuristics. The eLearning system of the Open University of Tanzania had 50 UX problems related to Nielsen’s heuristics and 59 UX problems related to didactic heuristics. Moreover, the two systems provided positive UX hedonic quality on identification and evocation dimensions while stimulation was perceived to be neutral. Research limitations/implications The study has used learners as evaluators rather than expert evaluators. Learners are not particularly experienced in the learning domain, and therefore, it is difficult for them to identify many didactic violations of the eLearning systems. Originality/value The study contributes toward finding the underlying factors for non-use or underuse of the installed eLearning systems in various universities in sub-Saharan Africa.

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Käyhkö, N., M. Mbise, Z. Ngereja, M. O. Makame, E. Mauya, G. Matto, E. Timonen-Kallio, and R. Rancken. "SOCIAL INNOVATIONS IN GEO-ICT EDUCATION AT TANZANIAN UNIVERSITIES FOR IMPROVED EMPLOYABILITY (GEOICT4E)." International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLVI-4/W2-2021 (August 19, 2021): 83–89. http://dx.doi.org/10.5194/isprs-archives-xlvi-4-w2-2021-83-2021.

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Abstract. Geospatial and ICT technologies are making an impact leap due to globally accessible open data solutions addressing environmental and social challenges, such as rapid urbanization, degradation of marine and land environments, and humanitarian crises. We are witnessing a rapid growth of innovations built on data and tools tackling local societal problems. At best, these can provide better opportunities for sustainable solutions and development. The need for geospatial expertise is growing globally, and the required skills and capabilities of experts are changing. Universities need to think that although the future jobs rely on experts’ geospatial data and technology skills, graduates need to have a strong conceptual and practical understanding of societal problems and capacity to co-develop solutions, which generate wellbeing and inclusive development. New generation university graduates need to master the interface between technologies’ potential and societies’ emerging needs, working in a multi-stakeholder environment and creating innovative and impactful solutions. In this paper, we present a model of institutional cooperation between five Tanzanian and three Finnish universities, aiming to tackle this transformative education challenge in Tanzania. GeoICT4e aims to develop innovative and scalable geospatial and ICT e-learning services for Tanzanian universities. Via this transformation, universities are aiming to enhance the future employment potential of the graduates with digital multi-competence skills. We present the overall methodology and key activities of the project cooperation, and discuss the opportunities and challenges related to this transformation, and use of open data and FOSS solutions particularly from the institutional and societal perspectives.

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Magali, Joseph. "Research Projects Writing Skills and Other Challenges Faced by Master and PhD Students at the Open University of Tanzania." International Journal of Social Science Research 7, no. 1 (April 16, 2019): 41. http://dx.doi.org/10.5296/ijssr.v7i1.14668.

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Every Master and PhD student at the Open University of Tanzania (OUT) has to make a research project as one of the requirements for completing their degree programmes. However, most students at the OUT face challenges in their research writing process due to lack of the research writing skills. This paper discusses the research writing skills and other challenges which the Master and PhD students face at the OUT. The challenges were learned from the researcher’s personal experiences of five years in supervising and training students on research methodology course for Master and PhD students at the OUT. Foremost, this paper presents the sections of the research proposal and research report which are mostly problematic to students and the author provides the suggestions on improvements. These sections include background information, the problem statement, research objectives, theoretical and empirical literature review, the research gap, research design, approach, strategy and philosophy, variables and measurements, data analysis, results and interpretation and conclusion and recommendations. Secondly, the paper also discusses other challenges which hinder students’ theses and dissertations timely completion at the OUT which include insufficient research orientation, lack of reading culture lack of facilitation methods’ integration for research course trainers, lack of awareness on students-supervisors responsibilities, lack of research completion strategy, low level of English language proficiency and lack of funds and health problems. Finally, the paper presents conclusions and recommendations for improvements.

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Mchete, Tumain, and Dr France A. Shayo. "THE ROLE OF INDUCTION TRAINING ON PERFORMANCE OF NEW EMPLOYEES AT WORKPLACE: CASE STUDY OF THE OPEN UNIVERSITY OF TANZANIA." International Journal of Business Management and Economic Review 03, no. 01 (2020): 285–300. http://dx.doi.org/10.35409/ijbmer.2020.3158.

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M Lashayo, Deogratius, and Md Gapar Md Johar. "Preliminary Study on Multi-Factors Affecting Adoption of E-Learning Systems in Universities: A Case of Open University of Tanzania (OUT)." International Journal of Modern Education and Computer Science 10, no. 3 (March 8, 2018): 29–37. http://dx.doi.org/10.5815/ijmecs.2018.03.04.

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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1." Higher Education Studies 10, no. 1 (February 27, 2020): 144. http://dx.doi.org/10.5539/hes.v10n1p144.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org Reviewers for Volume 10, Number 1 Antonina Lukenchuk, National Louis University, USA Aynur Yürekli, İzmir University of Economics, Turkey Bahar Gün, İzmir University of Economics, Turkey Barbara N. Martin, University of Central Missouri, USA Cristina Sin, CIPES (Centre for Research in Higher Education Policies), Portugal Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Donna.Smith , The Open University, UK Hüseyin Serçe, Selçuk University, Turkey James Badger, University of North Georgia, USA Laith Ahmed Najam, Mosul University, IRAQ Meric Ozgeldi, Mersin University, Turkey Mpoki Mwaikokesya, University of Dar-es-Salaam, Tanzania Nicos Souleles, Cyprus University of Technology, Cyprus Olusola Ademola Olaniyi, Prince Mohammad Bin Fahd University, Saudi Arabia Prashneel Ravisan Goundar, Fiji National University, Fiji Robin Rawlings, Walden University, USA Sadeeqa Sadeeqa, Lahore College for Women University Lahore, Pakistan Savitri Bevinakoppa, Melbourne Institute of Technology, Australia Semiyu Adejare Aderibigbe, University of Sharjah, UAE Teguh Budiharso, Center of Language and Culture Studies, Indonesia Yousef Ogla Almarshad, Aljouf University, Saudi Arabia

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Kisanga, Dalton Hebert. "Employers’ perception of graduates with on-line degrees in Tanzania: two-pronged lesson for on-line graduates and course developers." Information and Learning Sciences 121, no. 11/12 (June 29, 2020): 829–45. http://dx.doi.org/10.1108/ils-01-2020-0011.

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Purpose This paper aims to explore the employers’ perceptions of graduates with on-line degrees. Design/methodology/approach The Ajzen and Fishbein’s (1980) theory of attitude formation and change informed the study. This Web-based study used self-administered open-ended questionnaires to collect data. It used purposive sampling to select 15 employers from nine employment sectors in Tanzania and used thematic analysis to analyse the data. Findings Findings indicate that employers prefer graduates with traditional to those with on-line degrees. However, the increasing number of organisations transforming from analogue to digital operations has opened the door for blended learning graduates to compete in the job market as factors associated with practical skills, relevant post-graduation job experience, reputation of the virtual university, course content and duration can work in their favour. These are factors on-line students need to consider when choosing an on-line degree programme. Similarly, institutions offering on-line degrees should strengthen their programmes by making these features an integral part of their education to boost the acceptability of their graduates in the job market and undermine negative perceptions associated with such degrees. Research limitations/implications The research findings have implication to higher education institutions which need to structure their on-line programmes as recommended by employers who emphasised on increasing physical learners–instructor and learner–learner interactions as well as reducing on-line programme cost to increase students’ enrolment. Practical implications The research findings have practical implication to prospective on-line students that they should focus on reputable virtual university that integrates its on-line programme with hands-on skills. Social implications To eliminate the negative perceptions and enhance integrity of on-line education, institutions providing on-line education need to be accredited by relevant bodies to offer on-line courses. Consequently, this will improve quality and strengthen students as well as societal satisfaction and confidence on on-line education. Originality/value The present study explored employers’ perceptions of graduates with on-line degrees versus those with traditional degrees in Tanzania. This study has yet to be conducted in Tanzania and thus produces a significant contribution to the literature, as it will help to inform prospective on-line programme students on relevant factors looked upon by employers in favour of or against graduates with on-line degrees.

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Mkasiwa, Tausi Ally. "Budgetary practices in a Tanzanian University: Bourdieu's theory." Journal of Public Budgeting, Accounting & Financial Management 32, no. 3 (May 14, 2020): 399–420. http://dx.doi.org/10.1108/jpbafm-08-2019-0119.

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PurposeThis paper explores budgetary practices in a Tanzanian university after decentralization.MethodologyData were collected through interviews, document analysis, and observation. Moreover, Bourdieu's theory was used in open and axial coding procedures for data analysis.FindingsThe findings show that decentralized budgeting was a disillusionment. Administrators failed to transfer financial authority to resource recipients. Budgetary practices were shaped by the social structure/budget cycle (field), resources possessed by budgetary actors (capital) and the sincerity patterns of actors in budgetary practices (habitus). Most resource recipients had insincerity in budgeting habitus deploying subversive strategy, while the minority had sincerity in budgeting habitus, deploying submissive strategy. On the other hand, administrators had sincerity and insincerity in budgeting habitus, deploying conservative strategy.Practical implicationsIn order to enhance effective decentralization, resource recipients should be provided with adequate financial resources and budgeting skills. Furthermore, they should be trusted and recognized. Moreover, in order to shape budgeting strategies and practices towards achieving organizational objectives, managements should identify and work on internal, external and technical budgetary constraints. In addition, they should promote sincerity in budgeting habitus as habitus can be created, altered, and reproduced through knowledge.Originality/ValueThis is the first paper to investigate budgetary practices in a university setting, employing all Bourdieu's six theoretical concepts. It contributes to Bourdieu's theory by introducing a submissive strategy. In addition, it introduces “episteme” concept as the opposite of “doxa.” Moreover, the paper responds to the call by Deering and Sá (2018) to investigate what guides budgetary practices in a university setting. The paper has also demonstrated the role of approval organs and subordinates which were neglected in prior studies. It proposes a theory of budgetary practice in a University setting when budgeting is decentralized. It thus responds to the call to investigate and theorize the role of actors in calculative practices (such as budgeting) in a University setting (Argento et al., 2020; Aleksandrov, 2020; Grossi et al., 2020; Ozdil and Hoque, 2017).

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Ally, Said. "Assessing the Interaction and Interactivity in OUT MOODLE LMS:." International Journal for Innovation Education and Research 4, no. 6 (June 30, 2016): 93–111. http://dx.doi.org/10.31686/ijier.vol4.iss6.560.

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Despite the wide spread adoption of MOODLE by Higher Learning Institutions (HLIs) in Tanzania, there is still lack of maximum utilization of the software by learners. This is due to lack of interactivity in the system caused by poor MOODLE customization and configuration, improper content design and integration with add-on multimedia files. On the other hand, instructors consider that uploading learning materials in MOODLE is enough without putting down the interactivity facilities. This paper assesses the interactivity in MOODLE from both design and usage. The paper discloses the extent of poor MOODLE customization that can likely hinder the inclusion of the multimedia facilities, extent of poor online course design and lack of virtual interactivity among learners. To undertake this study, a case study methodology was opted by investigating the MOODLE platform of the Open University of Tanzania. The respondents to this study were categorized as MOODLE Learners (MLs), MOODLE Instructors (MIs) and MOODLE Administrators (MA). In addition to interview, an intensive documentary review together with screening the design and configurations of MOODLE servers has been done. The study focused on four aspects of interactivity which are learner interaction to learner, instructor, content, and interface. The study reveals that there is a critical lack of interactivity between learners themselves enrolled in the same course, between learners and their respective tutors and between learners and system contents and interfaces. The synchronous interaction is less practiced compared to asynchronous interaction. This has been due to less insertion of real time multimedia and interactivity features. Generally, uncoordinated operations and ad hoc performance among key MOODLE stakeholders during interface design, software implementation, system configuration, and onsite content development form the basis of this.

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Rich, Vera. "University for Tanzania." Nature 328, no. 6125 (July 1987): 3. http://dx.doi.org/10.1038/328003d0.

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Gogo, Elisha Otieno, Mwanarusi Saidi, Jacob Mugwa Ochieng, Thibaud Martin, Vance Baird, and Mathieu Ngouajio. "Microclimate Modification and Insect Pest Exclusion Using Agronet Improve Pod Yield and Quality of French Bean." HortScience 49, no. 10 (October 2014): 1298–304. http://dx.doi.org/10.21273/hortsci.49.10.1298.

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French bean [Phaseolus vulgaris (L.)] is among the leading export vegetable in Africa, mostly produced by small-scale farmers. Unfavorable environmental conditions and heavy infestations by insect pests are among the major constraints limiting production of the crop. Most French bean producers grow their crop in open fields outdoors subject to harsh environmental conditions and repeatedly spray insecticides in a bid to realize high yield. This has led to rejection of some of the produce at the export market as a result of stringent limits on maximum residue levels. Two trials were conducted at the Horticulture Research and Teaching Field, Egerton University, Kenya, to evaluate the potential of using agricultural nets (herein referred to as agronets) to improve the microclimate, reduce pest infestation, and increase the yield and quality of French bean. A randomized complete block design with five replications was used. French bean seeds were direct-seeded, sprayed with an alpha-cypermethrin-based insecticide (control), covered with a treated agronet (0.9 mm × 0.7 mm average pore size made of 100 denier yarn knitted into a mesh impregnated with alpha-cypermethrin), or covered with an untreated-agronet (0.9 mm × 0.7 mm average pore size made of 100 denier yarn knitted into a mesh not impregnated with insecticide). Alpha-cypermethrin and agronets were manufactured by Tagros Chemicals (India) and A to Z Textile Mills (Tanzania), respectively. Covering French bean with the agronets modified the microclimate of the growing crop with air temperature increased by ≈10%, relative humidity by 4%, and soil moisture by 20%, whereas photosynthetic active radiation (PAR) and daily light integral (DLI) were decreased by ≈1% and 11.5%, respectively. Populations of silverleaf whitefly [Bemisia tabaci (Gennadius)] and black bean aphids [Aphis fabae (Scopoli)] were reduced under agronet covers as contrasted with control plots. Furthermore, populations of both pests were reduced on French bean grown under impregnated agronets compared with untreated agronets, but only on three of the five sampling dates [30, 44, and 72 days after planting (DAP)] for silver leaf whitefly or at only one of the five sampling dates (30 DAP) for black bean aphid. Covering French bean with agronets advanced seedling emergence by 2 days and increased seedling emergence over 90% compared with control plots. French bean plants covered with both agronet treatments had faster development, better pod yield, and quality compared with the uncovered plants. These findings demonstrate the potential of agronets in improving French bean performance while minimizing the number of insecticide sprays within the crop cycle, which could lead to less rejection of produce in the export market and improved environmental quality.

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Twaakyondo, Hashim M., and Kennedy Mwakisole. "Open Source Kiswahili Spell Checker (SW-TZ)." Tanzania Journal of Engineering and Technology 34, no. 1 (June 30, 2013): 15–25. http://dx.doi.org/10.52339/tjet.v34i1.455.

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Different English software products are localized into many native languages spoken around the world, the most popular software products localized so far are word processing software and web browsers. The effort has begun to localize these software products in Kiswahili language which is widely spoken in Tanzania, East and Central Africa. Kiswahiliis an official language of Tanzania, and is a national language in Uganda and Kenya. To make these software products useful to Kiswahili speaking community particularly in Tanzania a new Kiswahili spell checker has been developed and, it uses most of the Kiswahili words spoken in Tanzania and its locale identity is sw-TZ for OpenOffice.org and Mozilla Firefox while Kiswahili spoken in Kenya has a locale identity sw-KE which is common for Microsoft office products. It was developed due to the shortcomings of first ever Kiswahili spell checker developed by Open Kiswahili Localization Project(KILINUX). A spell-checking tool called MySpell has been used in developing a new spell checker. The dictionary of a new spell checker consists of 4894 stems and its affixes were created based on Kiswahili noun classification system and by selecting different groups of verb stems that follow the same trends in generating other Kiswahili valid words. Thispaper addresses the shortcomings of the existing spell checker and the approach carried out to develop a new spell checker.

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Gaskell, Denys. "Open University ‘Desmond’." Electronic Systems News 1985, no. 2 (1985): 36. http://dx.doi.org/10.1049/esn.1985.0054.

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Monk, J. "The Open University." Electronics and Power 31, no. 3 (1985): 197. http://dx.doi.org/10.1049/ep.1985.0136.

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Hodgson, Barbara K. "Open University funds." Physics Bulletin 39, no. 1 (January 1988): 3. http://dx.doi.org/10.1088/0031-9112/39/1/001.

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McNay, Ian. "Open market for the Open University?" Open Learning: The Journal of Open, Distance and e-Learning 1, no. 1 (February 1986): 23–27. http://dx.doi.org/10.1080/0268051860010106.

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Mwilongo Kardo, J. "Reaching all Through Open and Distance Learning in Tanzania." Chanakya International Journal of Business Research 1, no. 1 (March 1, 2015): 68. http://dx.doi.org/10.15410/cijbr/2015/v1i1/61407.

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Grosz-Ngaté, Maria, Saskia Pallais, and Jonathan Walz. "Study Abroad in Tanzania." African Issues 28, no. 1-2 (2000): 119–23. http://dx.doi.org/10.1017/s1548450500007009.

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The University of Florida (UF) Center for African Studies and International Center jointly sponsor an academic-year program at the University of Dar es Salaam (UDSM) in Tanzania. Begun in 1989, the program offers students from across the United States the opportunity to pursue their studies in a range of fields alongside Tanzanian students. Students pay UDSM tuition and a program development fee. In accordance with the agreement between UDSM and UF, tuition is deposited in an account at the University of Florida to be used for UDSM faculty development: Each year several junior faculty members nominated by their departments spend three months at UF working in consultation with local faculty and using UF library and computer facilities. In my capacity as assistant director of the Center for African Studies, I have had the pleasure of working with both the visiting Tanzanian faculty and the U.S. students going to Tanzania.

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30

Roche, David. "7. Open Learning from the Open University." Journal of European Industrial Training 10, no. 6 (June 1986): 59–64. http://dx.doi.org/10.1108/eb043363.

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31

Fussy, Daniel Sidney. "Policy directions for promoting university research in Tanzania." Studies in Higher Education 43, no. 9 (January 25, 2017): 1573–85. http://dx.doi.org/10.1080/03075079.2016.1266611.

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McCrann, Denis, Kevin Lalor, and Joviter Kamugisha Katabaro. "Childhood sexual abuse among university students in Tanzania." Child Abuse & Neglect 30, no. 12 (December 2006): 1343–51. http://dx.doi.org/10.1016/j.chiabu.2006.05.009.

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jarrar, Marwan. "Al-Quds Open University." Journal of Human Sciences 2014, no. 02 (January 1, 2014): 262–86. http://dx.doi.org/10.12785/jhs/20140211.

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Bodrov, Aleksei. "The Open Orthodox University." Religion, State and Society 22, no. 2 (January 1994): 199–204. http://dx.doi.org/10.1080/09637499408431638.

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35

Li, Zhuoya, and Qiulan Zhao. "Blockchain Technology in Open University Distance Open Education." Journal of Physics: Conference Series 1992, no. 4 (August 1, 2021): 042043. http://dx.doi.org/10.1088/1742-6596/1992/4/042043.

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36

Park, Duck-Jay, and Sung-Soo Kim. "CHALLENGES FACING THE OPEN UNIVERSITY: THE CASE OF THE KOREA NATIONAL OPEN UNIVERSITY." Asian Association of Open Universities Journal 1, no. 1 (September 1, 2005): 52–64. http://dx.doi.org/10.1108/aaouj-01-01-2005-b006.

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Although the KNOU has successful history, it has been in a difficult situation, recently. By comparing the statistical figures of the university in the early 1990s and 2000s, we can delineate the followings as the major difficulties. First, there was a sharp decrease in the number of the applicants and students. Second, there was a continuous downward trend of the enrollment rate of the admitted students. Third, there were feminization and aging of the student population. Forth, the academic departments with students less than the quotas increased and the gaps in student numbers between the department widened. In terms of policy implications to the Open Universities, we propose the followings based on the experiences of the KNOU: we should maintain the number of students within a reasonable limit; the Open University needs to do its best to improve quality in education.

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37

Sara, Stephen, and Jay Graham. "Ending Open Defecation in Rural Tanzania: Which Factors Facilitate Latrine Adoption?" International Journal of Environmental Research and Public Health 11, no. 9 (September 22, 2014): 9854–70. http://dx.doi.org/10.3390/ijerph110909854.

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Wilkins, Nick. "Philosophy at the Open University." Cogito 1, no. 2 (1987): 32–33. http://dx.doi.org/10.5840/cogito19871220.

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Gal-Ezer, Judith. "The open University of Israel." ACM SIGCSE Bulletin 38, no. 4 (December 2006): 16–17. http://dx.doi.org/10.1145/1189136.1189152.

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40

Perraton, Hilary. "The open university: a history." Open Learning: The Journal of Open, Distance and e-Learning 30, no. 2 (May 4, 2015): 194–98. http://dx.doi.org/10.1080/02680513.2015.1065722.

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41

Grobstein, Clifford. "Biotechnology and Open University Science." Science, Technology, & Human Values 10, no. 2 (April 1985): 55–62. http://dx.doi.org/10.1177/016224398501000209.

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Lister, Nick. "Out-in-the-Open University." Architectural Design 75, no. 2 (2005): 20–27. http://dx.doi.org/10.1002/ad.42.

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Coyle, John. "Chemie an der Open University." Nachrichten aus Chemie, Technik und Laboratorium 33, no. 4 (April 1985): 287–91. http://dx.doi.org/10.1002/nadc.19850330404.

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Baxter, Jacqueline. "The Open University: A History." International Journal of Lifelong Education 34, no. 3 (April 29, 2015): 366–69. http://dx.doi.org/10.1080/02601370.2015.1033920.

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Fraser, Carole. "Studying with the Open University." British Journal of Occupational Therapy 52, no. 1 (January 1989): 20. http://dx.doi.org/10.1177/030802268905200107.

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Woodward, J. R. "The open university biotechnology course." Biochemical Education 15, no. 2 (April 1987): 93–94. http://dx.doi.org/10.1016/0307-4412(87)90101-4.

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Mwaseba, Dismas Lyegendili, Randi Kaarhus, Fred H. Johnsen, Amon Zacharia Mattee, Zebedayo Samwel Kayanda Mvena, and Lars Olav Eik. "Empowering farmers? Collaborative research at Sokoine University of Agriculture, Tanzania." Development in Practice 25, no. 3 (April 3, 2015): 347–59. http://dx.doi.org/10.1080/09614524.2015.1019340.

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Ndekwa, Beatrice, Alex Juma Ochumbo, Alberto Gabriel Ndekwa, and Kalugendo Elizeus John. "Adoption of Mobile Money Services among University Students in Tanzania." International Journal of Advanced Engineering, Management and Science 4, no. 3 (2018): 149–57. http://dx.doi.org/10.22161/ijaems.4.3.3.

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Akiley Msuya, Erasmus. "Assessing Text Easibility of University Students’ EFL Writing in Tanzania." Journal for the Study of English Linguistics 5, no. 1 (July 16, 2017): 67. http://dx.doi.org/10.5296/jsel.v5i1.11554.

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This study is a comparative appraisal of text easibility of EFL University student writers across six disciplines: Language and Linguistics, History, Development Studies, Botanical Science, Chemistry and ICT. Each of these was comparably appraised across three years of study that characterize academic length for a Bachelor’s Degree in such disciplines. The study participants were 90 in total (30 from each year of study) and were purposively selected by the criteria of their willingness to cooperate. Each was served with a short writing task relevant to their area of study but specifically requiring them to link what they were being talk with their career aspirations. Their essays were word processed, copied and pasted to Coh-Metrix software for text easibility analysis in the aspects of syntactic simplicity, word concreteness, referential cohesion and deep cohesion. The findings revealed that that deep cohesion was high in History, Development Studies, Chemistry and ICT while narrativity was poor in all disciplines except History and ICT. Narrativity was neither dominant nor poor in any disciplines except ICT. As for years of study first year students did better than other years in deep cohesion and referential and deep cohesions but generally poor in word concreteness. Third year were good in referential cohesion but poor in syntactic simplicity while first year were referential cohesion.

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Mlengule, Frowin. "Causes of Dropouts at Cardinal Rugambwa Memorial University College, Tanzania." Makerere Journal of Higher Education 9, no. 2 (August 30, 2017): 31–40. http://dx.doi.org/10.4314/majohe.v9i2.2.

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This study was conducted to verify, using the case of Cardinal Rugambwa Memorial University College, the widely held view that financial challenges are significant determinants of student dropouts in private universities in Tanzania. The study was conducted following a case study design. The findings were that with exception of tuition fees, financial constraints are significant causes of students’ failure to complete their study programmes. Other reasons that were found to be substantial causes of drop outs in this University College are related to students’ domestic and private reasons that include going to institutions near the home to take care of or being near their spouses. Administration related bottlenecks and gaps in guidance and counselling were also found to lead to dropout. Policy recommendations and areas for future research are identified.

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