Institutional Capacities in E-learning and Problem Based Learning at Universities and University Colleges in Tanzania and Ghana

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This report provides a status of the use of e-learning and Problem Based Learning (PBL) at seven universities and university colleges in Tan- zania and Ghana. It gives an overview of policies, strategies, resources and practices. It describes experiences as well as identified needs at these institutions to increase the use of these current teaching approaches.

Since the 1970’s, PBL and other student activating teaching forms has gained increasing foothold at many universities especially in Northern Europe. Evidence is clear that students not only learn more by being active in problem solving in groups than by attending traditional lectures and readings; the competences they gain are absolutely necessary to be effective in today’s increasingly competitive labor force.

More recently, the continuous development of the Internet and mobile net since the mid 1990’s has also lead to a shift in the teaching mo- dality at universities and schools. E.g. it opens for easy sharing of teaching resources, new ways of self-study and self-practices on flexible terms and an immense improvement of possibilities to use illustrations in teaching. But equally important it gives every teacher a possibility of rethinking the pedagogical aspects of a course.

In the Building Stronger Universities (BSU) project on E-learning and Problem Based Learning (2014-2016), funded by Danida, experience and teaching resources from three Danish Universities are used to support three universities and two university colleges in Tanzania and two universities in Ghana to build up their competences in teaching in these two areas through a range of activities. This publication forms the baseline for the project and emerges from a large collection of data from all universities and university colleges.
Original languageEnglish
PublisherDepartment of Development and Planning, Aalborg University
Number of pages46
ISBN (Electronic)978-87-91404-76-4
Publication statusPublished - 21 Oct 2015

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