Attitudes of Students with Disabilities Towards the Use of E-learning Platforms in Higher Learning Institutions in Tanzania

Abstract

This study explores the attitudes of students with disabilities (SWDs) towards the use of e-learning platforms in higher learning institutions (HLIs) in Tanzania. With the increasing adoption of technology in education, understanding SWDs' perceptions is critical for ensuring inclusivity and accessibility. Using a mixed-methods approach, the study surveyed 194 SWDs from two universities, focusing on four key components: perceived usefulness (PU), perceived ease of use (PEU), computer self-efficacy (CSE), and service quality (SQ). Descriptive statistics were employed to analyse the data, revealing generally positive attitudes towards e-learning platforms. SWDs appreciated the flexibility and accessibility provided, though challenges such as insufficient accessibility features and limited institutional support persisted, particularly among students with visual impairments. The findings also highlighted that higher educational levels correlated with greater computer self-efficacy and ease of use. However, the study concludes that without significant improvements in accessibility and training, e-learning platforms may continue to reinforce existing educational inequalities for SWDs. Therefore, the study recommends enhancing e-learning infrastructure and providing tailored training to improve SWDs' experiences and ensure more inclusive education in Tanzanian HLIs.