Perceptions of Lecturers and Students on the Implementation of Virtual Learning in Universities within the Northern Zone, Tanzania

Abstract

This study aimed to examine the perceptions of lecturers and students towards implementing virtual learning (VL) in universities within the Northern Zone of Tanzania. The study was guided by the technology acceptance model and adopted a convergent design under a mixed-method approach that enabled the collection of quantitative and qualitative data. The study targeted 6 DVCs responsible for academics, 6 system administrators, 740 lecturers and 6200 university students. The study sample consisted of 4 DVCs responsible for academics, 4 system administrators, 74 lecturers and 620 students. The DVCs and system administrators were selected using criterion purposive and expertise sampling techniques, respectively, while stratified random sampling was used to select lecturers and students. Data were collected using questionnaires, interview guides and observation guides. Research experts validated these instruments before using them for data collection. The instruments were further piloted in two universities, and the piloting results were used to estimate their reliability. The calculated reliability coefficients were 0.906 for the students' questionnaire and 0.883 for the lecturers' questionnaire. Descriptive and inferential statistics were used to analyze the quantitative data with the aid of SPSS version 22, while qualitative data were analyzed thematically with the help of ATLASti software. The study found that both students and lecturers had positive perceptions towards implementing VL, and there was no significant difference in the perception mean scores between these two groups (p>0.05). The study concluded that positive perceptions among stakeholders were essential for the effective implementation of VL and, therefore, recommended necessary strategies aiming at enhancing positive perceptions among lecturers and students.