Browsing by Author "Ambele, Raiton"

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A review of the Development Trend of Personalized learning Technologies and its Applications
(International Journal of Advances in Scientific Research and Engineering (ijasre), 2022-11) Ambele, Raiton; Kaijage, Shubi; Dida, Mussa; Trojer, Lena; Kyando, Newton
Personalized learning tailors material and strategy to student requirements, interests, and goals in e-learning. These developments help educational institutions and other organizations to keep up with the fast pace of information technology, communications, and computing power. Studies show that self-adaptive learning and relevant learning information improve study efficiency.Compared to traditional teaching methods, the practice of online education is well in its infancy. On the other hand, the pedagogy and evaluation of students in online courses have a large gap that has to be filled, necessitating significant improvements in e-learning. We call this approach to education "personalized learning," which is a central focus of today's leading online education platforms. Several studies have been conducted on e-learning and personalized learning, but few investigated the development trend of personalized learning technologies and applications. Therefore this study examines the literature to close the gap and promote the development trend for personalized learning technologies and applications in higher education from 2010 to 2021 by analyzing related journal articles. The pivotal studies used inclusion criteria after a searchgenerated 372 complete research articles and reduced them to 146 publications based on their proposed learning domains and research themes. Through carefully reviewing current trends and successes in numerous aspects of personalized learning, this discussion analyzes prospective future research directions in the field of personalized learning.
Towards Personalised Learning in Higher Learning Institutions in Tanzania
(2024-12) Ambele, Raiton; Trojer, Lena; Kaijage, Shubi; Dida, Mussa
This study examines the challenges and students’ perceptions of adopting and implementing e-learning in Tanzanian universities to facilitate the shift towards personalised learning. Although technology and online courses provide chances to customise training for unique student requirements, challenges impede the successful incorporation of e- learning in Tanzanian higher education, particularly regarding user training and technical support. The absence of crucial amenities for online education, such as computer laboratories and dependable internet connectivity, exacerbates the challenges in executing implementation endeavours. We employed a mixed-methods approach to investigate universities’ preparedness for implementing e-learning and evaluate the impact of e-learning platforms and Artificial Intelligence (AI) in facilitating personalised learning experiences. Our findings emphasise the significance of tackling identified obstacles to enhance education quality and provide a basis for customised learning. Subsequent studies should focus on filling the existing voids to improve the incorporation of artificial intelligence in e- learning platforms, explicitly addressing the obstacles faced by universities in underdeveloped nations. The study suggests that institutions should allocate resources towards developing e-learning infrastructure, offer extensive training for instructors, and create customised e-learning methods.