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dc.contributor.authorIbrahim, Glory
dc.contributor.authorLuzinge, Heavenlight
dc.contributor.authorKapanda, Gibson
dc.contributor.editorPanda, Santosh
dc.coverage.spatialAfricaen_US
dc.date.accessioned2020-11-25T23:52:04Z
dc.date.available2020-11-25T23:52:04Z
dc.date.issued2020-11-20
dc.identifier.issn2311-1550
dc.identifier.urihttp://hdl.handle.net/11599/3714
dc.description.abstractObjective: The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure. // Methods: A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires. To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used. // Results: A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4% for students, 43.0% for faculty and by 22.3% in courses. The overall students’ strength of consensus measure of perception on accessibility of platforms was 65% and support entities 79%. About 70% of students owned a smartphone as a learning device. More than 67% of the students highlighted the cost of Internet bundles as a major challenge. // Conclusion: Shifting from blended learning to online learning during the lockdown was feasible given the pre-planned e-learning practices.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;Vol 7; No 3
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttps://jl4d.org/index.php/ejl4d/article/view/448en_US
dc.subjectOnline Learningen_US
dc.subjectHybrid/Blended Learningen_US
dc.subjectHigher Educationen_US
dc.titleTeaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), Tanzaniaen_US
dc.typeArticleen_US
dc.coverage.placeNameTanzaniaen_US


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