Factors Affecting the Implementation of Blended Learning in Higher Learning Institutions in Tanzania: A Comprehensive Review of Literature

Joyce Nemes

Abstract


Blended Learning Approach (BLA) is considered effective for students balancing multiple responsibilities. However, its implementation in Tanzania’s Higher Learning Institutions (HLI) encounters notable challenges, with limited research exploring these barriers. This review investigates the obstacles to BLA adoption, guided by the Technology Acceptance Model (TAM) and Rogers’ Diffusion of Innovations Theory (DIT). Findings show that many instructors lack training and practical experience, leading to resistance and poor integration—consistent with TAM’s emphasis on perceived ease of use and preparation. Students also face issues such as limited computer skills and unreliable internet, reflecting DIT’s focus on accessibility and communication. Outdated learning materials further hinder student engagement, underscoring the need for robust support systems. The study concludes that successful BLA implementation requires improvements in training, infrastructure, and support. A paradigm shift is necessary, with targeted preparation for both instructors and students. Expanding access for students in remote areas is also crucial to ensure equity.


Keywords


Blended Learning; Higher Education; Implementation Barriers; Tanzania; Technology Acceptance Model.

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References


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DOI: https://doi.org/10.17509/ijposs.v10i1.84732

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