Haruni Machumu

Haruni Machumu
Mzumbe University (MU) · Department of Education

PhD

About

32
Publications
97,951
Reads
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171
Citations
Introduction
Haruni does research in technology-enhanced learning, online education, educational leadership, computer application in education and quality assurance in education. Current Project: "Education 4.0: An Exploratory Study on Related Innovations in Tanzania Higher Education Institutions" He is open to fruitful collaboration on research projects and scholarship of teaching and learning
Additional affiliations
October 2018 - present
Mzumbe University (MU)
Position
  • Lecturer
October 2014 - present
Vrije Universiteit Brussel
Position
  • Researcher
Description
  • Research on blended learning and e-learning in higher education and vocational education. Educational technology and pedagogy and internet use in teaching and learning
October 2014 - October 2018
Vrije Universiteit Brussel
Position
  • Researcher

Publications

Publications (32)
Article
Full-text available
The paper explores possibilities and constraints for adopting Information Communication Technology (ICT) as a pedagogical tool among teachers and students in community secondary schools (CSSs). The study used five CSSs located in rural peripheral in Serengeti District. Simple random and purposive sampling procedures were used to select a sample of...
Article
Full-text available
The adoption, deployment, and implementation of e-learning systems in higher learning institutions in Tanzania receive notable recognition as innovative, efficient and effective teaching and learning platforms. This study investigated instructors' perspectives, motivational factors, and competence in the use of an e-learning system at Mzumbe Univer...
Chapter
Full-text available
University teachers' motives to engage in blended learning environments embody notable strategic aspects for knowledge construction based on individual teaching experiences and teacher education programs related to innovative hybrid pedagogy. This chapter presents blended learning teaching processes (instruction) in the context of Tanzania higher e...
Article
Full-text available
This paper explores the historical background of the Mzumbe University (MU)'s approach to e-learning since its inception in 2009. It reflects on the successes and challenges, lessons learnt from the MU experience and recommends a way forward. The paper is based on case study research, making the use of observation and secondary data generated from...
Presentation
Full-text available
This presentation was made to teacher educators at Gavle University as a part of the knowledge and information-sharing in connection to the Linnaeus Palme Programme Teacher and Students Exchange Programme between Mzumbe University (Tanzania) and University of Gavle (Högskolan i Gävle) Sweden.
Chapter
Full-text available
In this chapter, a conceptual relational model is built addressing the main actors of the K-20 education programmes and the key aspects of blended learning approach. The chapter goes beyond by addressing the K-20 education system in a lenses of technology integration in education, and that the K-20 education system cannot exist in remote. The chapt...
Article
This study examines the relationship between teachers’ perceived roles and their constructivist engagement practices in constructivist-based blended learning environment (BLE) courses in Tanzanian universities. The study used a mixed-methods research design with multiple data collection techniques to collect data from 261 teachers across ten se...
Article
Full-text available
Micro-credentials represent an alternative approach to career and professional development whereby an individual’s skills, achievements, and accomplishments get to be recognised. They offer the possibility to enhance skills, to manage career pathways as well as adding practicality in the academic content. Moreover, micro-credentials are the cost-ef...
Article
Students employ diverse learning approaches when they are engaged in learning activities. Their choices on the type of approach to use are affected by many factors, including learning environments, instructional design and types of learning activities assigned. This study examines students’ conceptions of learning approaches and their engagement i...
Chapter
Ever-evolving digital technologies have changed education practices in the modern era, and a great deal of time and resources have been ardently applied to develop, design, deploy and implement newly innovated educational technologies that enhance learning environments. In the modern age of globalisation, learning environments assume the role of ti...
Presentation
Full-text available
The presentation made to the Mzumbe University (MU) community during MU Learning Technologies Day. The presentation is about blended learning at MU as it has been practised. It focuses on the concept of blended learning, what has been conducted at MU regarding blended learning. What students aspire and what teachers do? In the end, I proposed some...
Conference Paper
Higher education institutions in Tanzania experience methodical, pedagogical and technological changes in teaching and learning as e-learning systems (cf., Moodle) receive notable recognition as innovative teaching and learning platforms. However, such changes in the use of innovative teaching and learning methods have brought new challenges to ins...
Article
Full-text available
This study examines teaching, social, and cognitive presences in relation to students’ academic performance in blended learning courses in a Tanzanian university. The study involved 353 stu- dents and examined several aspects of blended learning including face-to-face lectures, online and offline group assignments, online feedback, discussions, and...
Article
Full-text available
jats:p> Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Hig...
Article
Full-text available
Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’...
Conference Paper
Full-text available
The paper analyses Information Communication Technology (ICT) as a pedagogical tool in secondary schools teaching and learning with a focus on ICT policy for education in Tanzania. Specifically, the paper provides an overview of how ICT has been applied as a pedagogical tool in secondary schools education In this paper, ICT is taken to cover the co...
Conference Paper
Full-text available
This study examines teachers' motivational factors and their engaging constructivist teaching activities (ECTAs) in CBLEs. The study used cross-sectional research design with multiple data collection techniques. The study generates findings from 121 teachers within six universities with some blended learning courses. The findings indicate that teac...
Conference Paper
Full-text available
In Tanzania, learning management system (LMS) and content management system (CMS) such as Edmodo, Blackboard, Moodle and Canvas are used as platforms for BL (BL) delivery. Such delivery requires a combination of a variety of digital educational technologies and traditional instructional delivery modes in which assortment of academic activities supp...
Article
Full-text available
Technological innovations such as learning management system (LMS), content management system (CMS) and Internet use in higher education have changed the previous teaching and learning pedagogies. In Sub-Saharan Africa (SSA), such innovative pedagogies have opened a new era as such LMS and CMS are used to support blended learning. Though innovative...
Article
The study examines the relationship between university teacher’s beliefs and constructivist teaching practices (CTP) in a blended learning environment (BLE) courses in Tanzanian universities. The study collects data from 211 teachers in BLE courses. The analyses involved descriptive statistics, correlational, the Mann-Whitney U-test, Kruskal-Wallis...
Conference Paper
Full-text available
Teaching presence is crucial for course organisation, facilitation, cohesion and students’ learning. This study investigates perceptions of teaching presence (TP) among instructors and students in two blended learning (BL) courses at a medical university in Tanzania. BL in these courses included face-to-face lectures, laboratory practical, question...
Article
Full-text available
Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learn...
Article
Full-text available
This study examines teaching, social, and cognitive presences in relation to students’ academic performance in blended learning courses in a Tanzanian university. The study involved 353 students and examined several aspects of blended learning including face-to-face lectures, online and offline group assignments, online feedback, discussions, and o...
Article
Emerging methodological and technological systems designed to accommodate students' unprecedented demand and needs, which incorporate both in-class learning methods and digital technologies learning environments, invite students to engage in the given learning activities. This study investigated the relationship between students' conceptions of con...
Conference Paper
Full-text available
Student motivation to learn has received considerable attention in courses offered in the blended learning environment (BLE). BLE courses place more emphasis on cognitive-challenging authentic tasks by engaging students in meaning making of their own learning with consideration of both digital technologies and in-class teaching and learning activit...
Conference Paper
Full-text available
The Internet represents the greatest collection of human knowledge and has enabled many communities in the world to manage communication and solve problems faster than other communities. With the Internet access in education, a wide range of ideas, teaching and learning resources, techniques and innovations have been widely shared. This study explo...
Article
Full-text available
In a constructivist world of teaching and learning, opportunities to acquire and develop the knowledge and practical skills necessary to design, establish, and deploy blended learning in vocational education and training (VET) programs delivery is a labour-market-driven. The paper examines VET educator‟s pleas about the need for the design, adop...
Article
Full-text available
Research indicates that marital conflict pertains to three particular dimensions of communication including affect, conflict behaviours and conflict management and these affect conflict choice of management strategies. This paper explored the problems and coping strategies of children from homes with marital conflicts in Tanga City, Tanzania. An ex...
Article
Full-text available
This study reports on the kind of school leadership style that best suits for promoting teachers' job satisfaction in primary schools in Tanzania. The study employed cross sectional research design with samples of 200 teachers from 20 selected primary schools in Songea and Morogoro districts. Interviews, documentary analysis and questionnaires were...
Article
Full-text available
This paper examines how quality assurance (QA) is viewed, implemented, practised in higher learning institutions. It addresses its essence and development in higher education. It discusses what quality, quality assurance and systems, procedures and mechanism employed to improve quality of education offered. The study employed desk data that involve...
Article
Full-text available
Education for All (EFA) agenda and Millennium Development Goals (MDG’s) has created awareness among community members regarding the role of education in alleviating poverty and a big demand of building partnership for poverty reduction in Tanzania between educational and developmental sectors such as public and private sectors partnerships in achie...

Questions

Questions (10)
Question
I would like to learn more about the academic benchmarking process as well as any theory (ies) in support of theory guiding academic benchmarking, specifically in education. Please recommend readings.
How do we benchmark learning technologies in higher education? What are the criteria for quality assurance?
Question
Taking into account that blended learning accommodate advantages of both traditional face-to-face instruction and digital instructional technologies. What kind of learning activities are preferred in blended learning regarding cognitive and behavioural activities? What is specific about these learning activities?
Question
I am engaging in a project that require tracking employee's performance and skill development. We are told to adopt blended learning as a strategy.
Now, my question is, is there anyone who have knowledge or any related literature on how to track employee's performance and skill development via blended learning?

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Projects

Projects (2)
Project
We fist explore the situations of the HLIs in Tanzania and explain how micro-learning fit itself into the context. Then, based on secondary data, we explore technologies and approaches suitable to Tanzania higher learning institutions. We combine our findings with the insights from the data collected from the four institutions. Our recommendation will take into account the stakeholders’ preferences as well as the actual situations in the universities.
Project
The main goal of this PROJECT is to enhance understanding regarding the student and teacher variables influencing their engagement in learning activities, strategies and practices in constructivist-based blended learning environments