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Academic Staff’s Access and Use of Technological Tools: A Challenge to Blended Learning Implementation In Tanzania’s Tertiary Institutions

Luka Mkonongwa


This paper explores academic staff’s access to and ability to use technological tools in the course of implementing blended learning system in higher education. In a study, a survey questionnaire was used to collect data from 46 respondents. The results revealed that although academic staff had high self-efficacy towards learning and using technological tools, their access to and use of many technological tools were too limited. This affected their competence and confidence to use such technological tools to teach, and deterred the successful implementation of the blended learning approach. The study concluded that the success of blended learning will depend on the academic staff’s access, and competence and confidence to use technological tools. Therefore, higher education institutions should prepare academic staff for implementing blended learning by providing a conducive environment for effective utilisation of technology. This includes equiping them with support infrastructures, technological facilities, stable internet connectivity and continuous training.


technological tools, blended learning, tertiary institutions

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