The Influence of Educational Policies on Students’ Engagement in Online Learning in Higher Education Institutions in Tanzania

Author

Mashaka Thomas, Dr Lucas Mwahombela and Dr Egidio Chaula


Abstract

 This study examined the influence of educational policies on student engagement in online learning in higher education institutions in Tanzania. A quantitative approach and cross-sectional survey design were employed, involving 607 respondents comprising 289 academic staff and 318 undergraduate students from four higher education institutions in Mbeya City Council. Data were collected through structured questionnaires, documentary review, structured observation, and institutional database review. Quantitative data were analysed using descriptive statistics, Pearson Product-Moment Correlation, and simple linear regression. The findings indicated that educational policies guided online learning, although weaknesses existed in monitoring and enforcement. Student engagement was generally moderate, with interaction receiving the highest mean score and prompt feedback the lowest. Regression analysis revealed a statistically significant positive association between educational policies and student engagement (β = 0.39, p < .005), with policies explaining 15% of the variation in engagement. Documentary review further revealed that monitoring mechanisms, quality assurance, and training provisions were inconsistently addressed across the reviewed documents. The study concludes that educational policies provide an important framework for promoting student engagement, but their influence depends on effective implementation, adequate digital infrastructure, staff capacity, technical assistance, and student support. It recommends strengthening policy monitoring and enforcement, improving digital infrastructure and technical support, enhancing academic staff capacity in online teaching, and establishing effective mechanisms for monitoring and supporting student engagement.



Keywords

Educational Policies, Online Learning, and Student Engagement.



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References


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