@inproceedings{budoya_towards_nodate, address = {Cham}, series = {{IFIP} {Advances} in {Information} and {Communication} {Technology}}, title = {Towards developing interactive content for enhancing life skills education in {Tanzania}: {Possibilities} and pitfalls}, isbn = {978-3-030-19115-3}, shorttitle = {Towards {Developing} {Interactive} {Content} for {Enhancing} {Life} {Skills} {Education} in {Tanzania}}, doi = {10.1007/978-3-030-19115-3_31}, abstract = {Feasibility study is the first and important stage in any planning of introducing a new solution for overcoming existing challenges. It saves a lot of resources that could be lost if such solution fails to solve the intended problem. On the other hand, it gives a proper way to go ahead with the plan of introducing the solution. The purpose of this study is to establish necessary and basic requirements as possibilities and pitfalls for deploying cost effective interactive multimedia content for enhancing an ineffective provision life skills education at primary school level in Tanzania. Ten primary schools were randomly selected and surveyed from which 65 teachers and 407 pupils participated in the study. Questionnaires, interviews, and documentary reviews were used as data collection tools. It was found that the Internet penetration is 45\% of the population with 82.6\% of Internet users are smartphones users. Number of computers and tablets at schools are still limited to 1:1036 computer pupils ratio, 96\% of pupils had access of computers and smartphones from parents. Moreover, 77\% of teachers used conventional and lecturing style in teaching, 100\% of life skills content was static found in inadequate textbooks. Based on these results, deployment of self-learning enabled interactive multimedia content is possible and will bring positive impact if it will be developed to operate in ICT devices available in both primary schools and pupils’ parents as well. This study informs the proper way of introducing cost-effective interactive multimedia content at primary school level in Tanzania.}, language = {en}, booktitle = {Information and {Communication} {Technologies} for {Development}. {Strengthening} {Southern}-{Driven} {Cooperation} as a {Catalyst} for {ICT4D}}, publisher = {Springer International Publishing}, author = {Budoya, Christian M. and Kissaka, Mussa M. and Mtebe, Joel S.}, editor = {Nielsen, Petter and Kimaro, Honest Christopher}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-19115-3\_31 2339240:T8UUZKND 2405685:ZVFFQLDP}, keywords = {Interactive multimedia content, Life skills education, Possibilities and pitfalls}, pages = {374--385}, } @article{budoya_instructional_nodate, title = {Instructional design enabled {Agile} {Method} using {ADDIE} {Model} and {Feature} {Driven} {Development} method}, volume = {15}, abstract = {Software developers nowadays are adopting agile methods to overcome challenges faced by traditional methods in developing software. However, agile methods lack instructional design to take care of learning needs required in designing software for supporting teaching and learning. This study aimed at designing an integrated model using Feature Driven Development Process (FDDP) and Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model to accommodate learning needs at design stage. Participatory action research method and four design strategies including decompositional, compositional, template based, and incremental and evolutionary strategies were used in designing the integrated ADDIE-FDDP Model. A case study of designing Interactive Multimedia Content for Life Skills Education (IMCLSE) was used to test the model, especially its analysis and design phases. A questionnaire was adapted to evaluate the IMCLSE design involving 10 software developers and 65 teachers who teach life skills subjects in 10 primary schools. The results show that software developers and teachers agreed that the integrated FDDP-ADDIE Model was effective in guiding the design process of software that support teaching and learning. Therefore, the integrated FDDP-ADDIE Model can be adopted and used for developing effective and quality learning software.}, journal = {The International Journal of Education and Development using Information and Communication Technology}, author = {Budoya, Christian and Kissaka, Mussa and Mtebe, Joel}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZD5YFEK7 2405685:MX4IRETA}, keywords = {⛔ No DOI found}, pages = {35--54}, } @article{mtebe_developing_nodate, title = {Developing multimedia enhanced content to upgrade subject content knowledge of secondary school teachers in {Tanzania}}, volume = {2}, abstract = {The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics in secondary education. This article reports on the process involved in the development of multimedia enhanced content that involved teachers, facilitators, and technical staff. The developed content was evaluated for its satisfaction using a sample of 72 experts that included teachers and instructors after using the content for 10 days. Generally, respondents were satisfied with the quality of the developed multimedia enhanced content. However, accuracy had a minimum percentage of users’ satisfaction with 37\%. This shows that the majority of the content had spelling and grammatical errors that were supposed to have been corrected before producing the final product. Although this is ongoing work, we believe that the lessons learned from our efforts can be useful to similar organizations planning to develop multimedia enhanced content for educational purposes.}, language = {en}, number = {3}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S and Kibga, Elia Y and Mwambela, Alfred A and Kissaka, Mussa M}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZUGSB5D2 2405685:VQRTVRL7}, keywords = {⛔ No DOI found}, pages = {29--44}, } @article{mtebe_using_nodate, title = {Using {SMS} mobile technology to assess the mastery of subject content knowledge of science and mathematics teachers of secondary schools in {Tanzania}}, volume = {9}, url = {https://publications.waset.org/10002939/using-sms-mobile-technology-to-assess-the-mastery-of-subject-content-knowledge-of-science-and-mathematics-teachers-of-secondary-schools-in-tanzania}, abstract = {Using SMS Mobile Technology to Assess the Mastery of Subject Content Knowledge of Science and Mathematics Teachers of Secondary Schools in Tanzania}, language = {en}, number = {11}, urldate = {2020-11-18}, journal = {International Journal of Educational and Pedagogical Sciences}, author = {Mtebe, Joel S. and Kondoro, Aron and Kissaka, Mussa M. and Kibga, Elia}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XBD4X8H2 2405685:GNNXI624}, keywords = {⛔ No DOI found}, pages = {3893--3901}, } @article{mtebe_critical_nodate, title = {A critical review of {eLearning} research trends in {Tanzania}}, volume = {5}, copyright = {Copyright (c) 2018 Journal of Learning for Development - JL4D}, issn = {2311-1550}, url = {https://jl4d.org/index.php/ejl4d/article/view/269}, abstract = {This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.}, language = {en}, number = {2}, urldate = {2020-11-18}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S. and Raphael, Christina}, note = {Number: 2 KerkoCite.ItemAlsoKnownAs: 2339240:AKD5TLAH 2405685:72R9GQJK 2405685:N3R4IIJF}, keywords = {⛔ No DOI found}, pages = {163--178}, } @article{mtebe_eliciting_nodate, title = {Eliciting in-service teachers’ technological pedagogical content knowledge for 21st-century skills in {Tanzania}}, volume = {5}, abstract = {The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using selfreported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy.}, language = {en}, number = {3}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S and Raphael, Christina}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:B9ZGKPZ2 2405685:N3U2MIP9}, keywords = {⛔ No DOI found}, pages = {263--279}, } @article{msoka_developing_2015, title = {Developing and piloting interactive physics experiments for secondary schools in {Tanzania}}, volume = {2}, abstract = {Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and more efficient, and, therefore, can be used as an alternative to physical experiments.}, language = {en}, number = {1}, journal = {Journal of Learning for Development}, author = {Msoka, Vidate C and Mtebe, Joel S and Kissaka, Mussa M and Kalinga, Ellen C}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:XHD7QLC5 2405685:MHEIT7PV}, keywords = {⛔ No DOI found}, } @article{mtebe_factors_2016, title = {Factors influencing teachers’ use of multimedia enhanced content in secondary schools in {Tanzania}}, volume = {17}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/2280}, doi = {10.19173/irrodl.v17i2.2280}, abstract = {Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46\% of the curriculum, only 28\% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of performance expectancy, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania.}, language = {en}, number = {2}, urldate = {2020-11-18}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Mtebe, Joel Samson and Mbwilo, Betty and Kissaka, Mussa M.}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v17i2.2280 2339240:4UC2AQT7 2405685:D5W6RICU}, } @article{raphael_pre-service_2017, title = {Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in {Tanzania}}, volume = {4}, abstract = {This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom.}, language = {en}, number = {2}, journal = {Journal of Learning for Development}, author = {Raphael, Christina and Mtebe, Joel S}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:32MHLE8L 2405685:VBEEQVMR}, keywords = {⛔ No DOI found}, pages = {196--210}, } @article{godfrey_redesigning_2018, title = {Redesigning local games to stimulate pupils’ interest in learning numeracy in {Tanzania}}, volume = {14}, abstract = {The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries.}, language = {en}, number = {3}, journal = {International Journal of Education and Development Using Information and Communication Technology}, author = {Godfrey, Zitto and Mtebe, Joel}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:S24WW8YM 2405685:KKH7XJTH}, keywords = {⛔ No DOI found}, pages = {17--37}, } @article{jeremiah_development_2018, title = {Development of digital diary for enhanced parental school involvement in {Tanzania}}, volume = {10}, abstract = {The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4\% of parents and 96.7\% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90\% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement.}, number = {3}, journal = {The African Journal of Information Systems}, author = {Jeremiah, Sekione R. and Mtebe, Joel S.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:W5QVIB2S 2405685:BYLMXZHB}, keywords = {⛔ No DOI found}, pages = {246--260}, } @article{mwakisole_feasibility_2018, title = {Feasibility of cloud computing implementation for {eLearning} in secondary schools in {Tanzania}}, volume = {14}, abstract = {This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11\% of government secondary schools had computer labs with 20.1\% of them connected to the Internet. Moreover, more than half of surveyed students (56.6\%) had access to mobile phones at home with 53.5\% using the phones to access the Internet. However, the study found that the cost of the Internet had remained unaffordable to many students. This study shows that eLearning implementation in the cloud for secondary schools in Tanzania is feasible. This research will serve as a base for future studies that plan to implement eLearning systems to enhance teaching and learning in secondary schools in Tanzania.}, language = {en}, number = {1}, journal = {International Journal of Education and Development using Information and Communication Technology (IJEDICT)}, author = {Mwakisole, Kennedy F and Kissaka, Mussa M and Mtebe, Joel S}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:HMQ4G82U 2405685:P8RNDDAI}, keywords = {⛔ No DOI found}, pages = {91--102}, } @article{mtebe_mining_2019, title = {Mining students’ data to analyse usage patterns in {eLearning} systems of secondary schools in {Tanzania}}, volume = {6}, abstract = {The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students actually use them. Existing studies tend to focus on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and KEEL as data mining tools to analyze students’ usage patterns and trends using 68,827 individual records from the log file of the Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and in decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics has the lowest. Students from Dar es Salaam, Mwanza, and Arusha, in that order, had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and to help educators to find ways of maximising systems usage.}, language = {en}, number = {3}, journal = {Journal of Learning for Development}, author = {Mtebe, Joel S and Kondoro, Aron W}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:AL8CL6D8 2405685:ECCVF4SL}, keywords = {⛔ No DOI found}, pages = {228--244}, } @article{mwakisole_cloud_2019, title = {Cloud computing architecture for {eLearning} in secondary schools}, volume = {11}, abstract = {In recent years, schools have been investing heavily on information and communications technology (ICT) infrastructure to implement eLearning systems to enhance the quality of education in secondary schools in Tanzania. The majority of these systems are implemented using a traditional web-based eLearning approach on school premises which is costly and limits usage due to lack of scalability and flexibility. Consequently, many schools have started adopting cloud computing as a solution. However, this adaption depends on well-defined cloud eLearning architecture. This study proposed cloud architecture for implementing an eLearning system in secondary schools in Tanzania by adopting various layers proposed in previous studies. The effectiveness of this proposal was evaluated by comparing its performance with a similar traditional web-based eLearning system using the Moodle benchmark tool and Apache Jmeter. The study found that eLearning systems implemented in the cloud-based infrastructure had better performance metrics than web-based eLearning systems on school premises.}, number = {4}, journal = {The African Journal of Information Systems}, author = {Mwakisole, Kennedy and Kissaka, Mussa and Mtebe, Joel}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:H37DIS7E 2405685:QILWRT8Y}, keywords = {⛔ No DOI found}, pages = {299--313}, } @techreport{mtebe_conducting_2020, title = {Conducting value for money analysis in digitising education systems in {Tanzania} (inception report)}, institution = {PO-RALG}, author = {Mtebe, Joel}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:RW75LGCQ 2405685:5498ABMY}, } @techreport{adam_use_2021, type = {Technical {Guidance}}, title = {The {Use} of {Technology} in the {CPD} {Implementation} {Plan} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/N5HMII3R}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Adam, Taskeen and El-Sefary, Yomna and Haßler, Björn and Khalayleh, Abdullah and Kremeia, Adam and Proctor, Jamie and Mtebe, Joel}, month = apr, year = {2021}, doi = {10.5281/zenodo.4665846}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2405685:N5HMII3R}, keywords = {\_EdTechHub\_Output, \_MELA\_seen, \_cover:analysis:nopdf, \_r:AddedByZotZen}, } @techreport{hasler_technology_2022, type = {Technical {Report}}, title = {Technology {Options} for {TCPD} in {Tanzania}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/X8QRZ5EJ}, abstract = {An output of the EdTech Hub, https://edtechhub.org}, language = {en}, institution = {EdTech Hub}, author = {Haßler, Björn and Mtebe, Joel and Abdelrahman, Salma and Kondor, Oscar and Mashauri, Aron and Adam, Taskeen and Koomar, Saalim}, month = feb, year = {2022}, doi = {10.5281/zenodo.5874600}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874600 2405685:X8QRZ5EJ}, keywords = {\_r:AddedByZotZen}, } @inproceedings{kondoro_towards_2023, address = {Tshwane, South Africa}, title = {Towards {Improving} the {Accessibility} and {Usability} of a {Mobile}-based {Learning} {Management} {System} for {Blind} {Primary} {School} {Teachers}}, isbn = {978-1-905824-71-7}, url = {https://ieeexplore.ieee.org/document/10187797/}, doi = {10.23919/IST-Africa60249.2023.10187797}, urldate = {2023-08-14}, booktitle = {2023 {IST}-{Africa} {Conference} ({IST}-{Africa})}, publisher = {IEEE}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Proctor, Jamie and Komba, Aneth and Haßler, Björn}, month = may, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.23919/IST-Africa60249.2023.10187797 2405685:D9ML5MHA}, pages = {1--10}, } @article{maro_deployment_2023, title = {Deployment of {Offline} {Learning} {Management} {Systems}: {Comparing} the {Performance} of {Selected} {Micro}-servers in {Tanzania}}, volume = {10}, issn = {2311-1550}, shorttitle = {Deployment of {Offline} {Learning} {Management} {Systems}}, url = {https://jl4d.org/index.php/ejl4d/article/view/835}, doi = {10.56059/jl4d.v10i2.835}, abstract = {Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option.  The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.}, number = {2}, urldate = {2023-08-14}, journal = {Journal of Learning for Development}, author = {Maro, Salome and Kondoro, Aron and Haßler, Björn and Mtebe, Joel and Proctor, Jamie}, month = jul, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v10i2.835 2405685:IXJ5MQJN}, pages = {280--296}, } @article{kondoro_usability_2023, title = {Usability {Testing} of a {Mobile}-based {Learning} {Management} {System} for {Teacher} {Continuous} {Professional} {Development} in {Tanzania}}, volume = {19}, url = {https://www.researchgate.net/publication/373523617_Usability_Testing_of_a_Mobile-based_Learning_Management_System_for_Teacher_Continuous_Professional_Development_in_Tanzania}, abstract = {The last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated the usability of TCPD-focused mobile-based LMS accessed via a mobile web browser and mobile app. The evaluation used a hybrid think-aloud method involving 63 teachers from 12 schools in Tanzania. Half of the schools were evaluated using a concurrent think-aloud method, and the other half using a retrospective think-aloud method. The study found that teachers encountered many usability problems in using the mobile app compared to those who accessed the LMS via mobile web browsers. The study also found usability flaws in the registration and login process, poor language translation, technical errors, and issues with quiz questions. These findings show the importance of user testing, even for well-developed LMS, such as Moodle. Additionally, this work provides useful guidance for those who want to implement mobile learning via an LMS in low-income countries.}, journal = {The International Journal of Education and Development using Information and Communication Technology}, author = {Kondoro, Aron and Maro, Salome and Mtebe, Joel and Haßler, Björn and Proctor, Jamie and {EdTech Hub}}, month = aug, year = {2023}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:ZTWSB6CB 2405685:L5AY2YZI}, keywords = {⛔ No DOI found}, pages = {75--92}, }