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Blended learning systems in tertiary education: A comparative analysis of two universities from Rwanda and Mozambique PROCEEDING

, Eduardo Mondlane University, Mozambique ; , , , DSV- Stockholm University Stockholm, Sweden ; , Faculty of Education - Eduardo Mondlane University, Mozambique

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, United States Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study is about analyzing the state of the art of blended learning systems comparatively with reference to complex adaptive system framework from two developing countries namely Rwanda and Mozambique. A qualitative approach was carried out, based on a comparison of the results of interviews conducted in both institutions. 22 lecturers, 25 students, two IT staff, two distance education experts and two managers from both were interviewed in the discourse form. The results show that in two cases, Institution has not recognized and implemented strategies to create a sustainable BL environment. Status of technology is different in two cases, but there are signs of improvements in all two cases. The most interesting finding is two selected cases have initiated integration of ICT using BL approach, but they have not seen BL as a complex system. Therefore, BL systems development has not considered the systems thinking approach, and there are conflicts between subsystems.

Citation

Muianga, X., Byungura, J.C., Hansson, H., Colombage, R.P. & Mutimucuio, I. (2016). Blended learning systems in tertiary education: A comparative analysis of two universities from Rwanda and Mozambique. In Proceedings of E-Learn: World Conference on E-Learning (pp. 1006-1015). Washington, DC, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 20, 2017 from .

Slides