Journal Articles

Smartphone usage for accessing electronic resources amongdistance learners at the Open University of Tanzania: a UTAUTperspective

Thu, 03 Sep 2026 00:00:00 GMT

Smartphone usage for accessing electronic resources amongdistance learners at the Open University of Tanzania: a UTAUTperspective Mubofu, Christian; Msonge, Vincent In an increasingly digital educational environment, smartphoneshave emerged as important learning tools, especially for distancelearning students. This study investigated the use of smartphonesfor accessing electronic resources among distance learners at theOpen University of Tanzania (OUT). Specifically, it examined thetypes of electronic resources accessed and the barriers hinderingtheir effective use. Adopting a cross-sectional research design andthe Unified Theory of Acceptance and Use of Technology (UTAUT)as a theoretical lens, this study collected data from 75 distancelearners selected via purposive sampling. A mixed-methodsapproach was employed, utilising a structured questionnaire withLikert-scale and open-ended questions to gather quantitative andqualitative insights. The study found that the majority of studentsrely heavily on smartphones to access core academic resourcessuch as course materials, university announcements, e-books, andjournals, as well as recorded lectures, establishing smartphones asindispensable tools for academic content consumption and institu-tional communication. However, usage significantly declines forhigh-stakes interactive tasks such as assignment submission andonline quizzes, highlighting functional limitations. Furthermore, thestudy identified unreliable internet connectivity, high data costs,device limitations, and uneven digital literacy as critical challenges.The study recommends the need for improved digital infrastructureand targeted institutional support. article

Tanzanian Students Repurpose Youtube for Education: A Self-Directed Learning Study

Wed, 19 Aug 2026 00:00:00 GMT

Tanzanian Students Repurpose Youtube for Education: A Self-Directed Learning Study Mubofu, Christian This study investigates how Tanzanian students repurpose YouTube from entertainment to education through the lens of Self-Directed Learning (SDL) Theory. Using a descriptive survey design and quantitative approach, data were collected from all 96 enrolled diploma students in Records, Archives, and Information Management at the Mwalimu Nyerere Memorial Academy (MNMA) via a structured questionnaire, yielding 91.7% response rate. Findings reveal significant academic adoption, with over 65% of respondents using YouTube frequently for learning. Preferred content includes Records Retention and Disposal, Digital Records Management, and Research Case Studies, indicating demand for practical skills. Crucially, 78.6% found YouTube useful for understanding complex concepts, especially digital technologies and legal frameworks. Access is overwhelmingly mobile-centric, with 96.6% accessing the platform via smartphones. A Chi-Square test of independence revealed no significant association between gender and usage frequency (v2(2, n ¼ 88) ¼ 2.34, p ¼ 0.67, Cram�er’s V ¼ 0.17), indicating gender-neutral adoption despite a male-dominated enrollment. A supplementary Spearman correlation confirmed a moderate positive association between usage frequency and perceived usefulness (r􀀀 ¼ 0.41, p < 0.01). The study demonstrates YouTube’s substantial role as a supplementary academic resource, highlighting how students. Article

Use Patterns, Purposes, and Frequency of Electronic Resources among Library Patrons: A Descriptive Research Design

Sat, 07 Mar 2026 00:00:00 GMT

Use Patterns, Purposes, and Frequency of Electronic Resources among Library Patrons: A Descriptive Research Design Mubofu, Christian This study examined the usage patterns, purposes, and frequency of electronic resources among library patrons at Hubert Kairuki Memorial University (HKMU), a health sciences institution in Tanzania. The research was structured around objectives to evaluate the availability of resources, identify purposes of use, and assess frequency of access, employing a mixed- methods approach. Data were collected through surveys of 288 students, selected via systematic random sampling, and semi-structured interviews with four purposively chosen library staff, utilizing structured questionnaires and interview guides. Results indicated that a substantial portion of patrons were aware of the library’s electronic resources, including e-theses, e-books, and e-journals, as corroborated by catalogue records and staff perspectives, though a notable minority lacked awareness, suggesting deficiencies in out- reach efforts. The primary purposes of use included academic research, assignment completion, staying abreast of health sciences literature, and professional development, consistent with HKMU’s academic mission. While the majority frequently engaged with these resources, a considerable subset accessed them infrequently or not at all, often due to challenges in navigation or limited digital literacy, as reported by staff. The study concludes that despite the availability of robust e-resources at HKMU Library, barriers to awareness and usage persist. https://doi.org/10.1080/0361526X.2026.2640465 Article

Fueling the Future: An Opinion Paper on How Gen-Z Uses Business Information to Build Careers and Ventures

Thu, 01 Jan 2026 00:00:00 GMT

Fueling the Future: An Opinion Paper on How Gen-Z Uses Business Information to Build Careers and Ventures Mubofu, Christian This opinion paper examines the transformative relationship between Generation Z and business information, arguing that this cohort is pioneering a bottom-up, information-driven approach to economic self-reliance. Unlike previous generations, Gen-Z leverages a diverse digital ecosystem from social media platforms to specialized forums to gather, synthesize, and apply business intelligence for career advancement and venture creation. While this represents a significant democratization of entrepreneurial opportunity, it also presents critical challenges, including information overload, credibility assessment, and a potential foundational skills gap. This paper discusses these promises and perils, contending that the current institutional support systems are lagging behind these informal learning models. The conclusion offers a multi-stakeholder call to action, proposing that educators, policymakers, and business leaders must collaboratively build a scaffolded ecosystem to effectively harness Gen-Z’s unique information sensibilities for sustainable economic growth. DOI: 10.1177/02663821261427232 Article