Perceived Level of Knowledge and Skills On the Use of E-Learning Among Lecturers and Students at the Open University of Tanzania (Published)

This study examined the level of knowledge and skills on the use of e-learning among lecturers and student at the Open University of Tanzania. The study was guided by one research question and one hypothesis. The study was also guided by Dynamic Skills Theory developed by Fischer in 1980. The study employed convergent design under mixed research approach.  The target population involves 2616 students, 303 lecturers, 50 instructional designers, 01 Director of Quality Assurance, and 01 Director of Examination Syndicate. The sample of this study included 262 students, 30 lecturers, 01 director of quality assurance, 01 director of examination syndicate, 05 instructional designers. Stratified, simple random, and purposeful sampling techniques were used to determine the study sample that consisted of 299 respondents. Research instruments included questionnaires, interview guides, and document analysis schedule. For quantitative data analysis the researcher used both descriptive and inferential statistics. For qualitative data analysis the researcher used thematic analysis for analyzing qualitative data. Data for both quantitative and qualitative are presented using tables, charts, figures, narrations, themes, categories and direct quotations were used to present the study findings. The findings indicated that a moderate majority of lecturers and majority of students perceived had lack   knowledge and skills on the use of e-learning. The average mean score for lecturers and students was 2.97 and 2.25 respectively. This indicated that there was disagreement on the perceived level of knowledge and skills on the use of e-learning among lectures and students. Moreover, the findings indicated that there is no significant difference mean score between arts students and science students on the perceived level of knowledge and skills on the e-learning at the Open University of Tanzania. The study concluded that both lecturers and students had perceived inadequate knowledge and skills on the use of e-learning. The study recommends, that The Open Universities of Tanzania with collaboration of Institute of Education Management and Technology should provide training for both lecturers and students on issues regarding utilization of e-learning.

Keywords: E-learning, Knowledge, Lecturers, Skills, Students

Financial Pre-Retirement Plans of Lecturers in Public Universities in Rivers State (Published)

The study investigated financial pre-retirement plans of lecturers in public universities in Rivers State, Nigeria. Two (2) research questions were formulated and answered while two (2) hypotheses were tested at 0.05alpha level. The study adopted a descriptive survey research design. The population of the study consisted of all the 2330 lecturers in the three public universities in Rivers State. As at the time of this study, each of the universities has the following population respectively: University of Port Harcourt (UNIPORT) 1500, Rivers State University (RSU) 556, Ignatius Ajuru University of Education (IAUOE) 274 making a total of 2330 lecturers from the three (3) public universities in Rivers State. (Source: Registry Department of the institutions 2017). A sample size of 932 lecturers was used. The sample size was drawn using simple random sampling technique. The instrument for the study was titled “Financial Pre-Retirement Plans of Lecturers Scale” (FPRPLS). Simple percentage was used to answer the research questions while Chi-Square statistics was used to test the null hypotheses at 0.05 alpha level. It was found among others that 46% of the lecturers agreed that they have financial plans while 54% disagreed. It was recommended among others that economists and finance managers should from time to time be invited to the universities in Rivers State to sensitize the lecturers on the possible ways to make savings out of their regular salaries.   

Keywords: Financial Pre-retirement and Plans, Lecturers