Collaborative course design to support implementation of e-learning by instructors

Distance education at the Open University of Tanzania (OUT) is dominated by a print-based mode of delivery . Because of that, several challenges confront instructors and students at OUT, which include (i) delays in the delivery of print study materials, course outlines and learning resources, (ii) lack of regular interaction between instructors and students, (iii) lack of immediate feedback on student learning and (iv) feelings of isolation among students. Most of these challenges are rampant in other distance education universities in sub-Saharan Africa (Dzakiria, 2004; Ludwig-Harman & Dunlap, 2003). Studies from developed countries show that e-learning technologies such as computer, internet, e-mail, mobile phones and others are used in distance education to enhance the delivery of courses, facilitation of access to resources, improvement of interactions with students and provision of feedback and support to students (Ludwig-Hardman & Dunlap, 2003; Pena-Bandalaria, 2007; Wright, 2000). In recognizing the potential of e-learning, since 2004 OUT has embarked on instructors‘ professional development through workshops. Despite the workshops, instructors at OUT continued to deliver their courses traditionally. Because the transition to e-learning delivery is considered a curriculum innovation, effective professional development was critical. Collaborative Course Design in design teams is applied in this dissertation as a strategy for effective professional development in preparing instructors on course (re-)design and delivery of courses using Moodle learning management system (Moodle LMS). Collaborative Course Design in design teams implies that instructors collaborate in the (re-)design of courses in teams of at least two persons. The strategy is based on research findings on effective professional development of instructors (Borko et al, 2002; Clarke & Hollingsworth, 2002; Desimone et al, 2002; Garet et al., 2001; Penuel et al, 2007; Porter et al, 2003) which are rooted in social constructivist theory (Dewey, 1916; Vygotsky, 1978) and adult learning theory (Knowles et al., 1998; Merriam, et al., 2007). The strategy had the following characteristics: active participation of instructors, activities sustained over a long period of time, opportunities for collaboration within and between design teams and support for instructors. In this way ownership of instructors towards e-learning was promoted, which was assumed to contribute to e-learning implementation at OUT. The purpose of this study was to enhance professional development of instructors‘ ability to (re-)design and teach e-learning through Collaborative Course Design, courses by providing opportunities and support for active involvement in e-learning course design and delivery. Instructors learn to use Moodle LMS as a technology to address challenges of print-based delivery.