Critical Issues in Integrating Intelligent Tutorial Systems in a Slow Techno-social environment “Upon Commemoration of 30th Anniversary of Open University of Tanzania”

Abstract The world has in the past decade witnessed an emergence of a plethora of Intelligent Tutorial Systems (ITS) for technology-based learning (TBL) with ability to perform several features including supporting instruction and learning. Their adoption in most African countries has largely been slow due to several barriers including technological, pedagogical, organizational, legal and regulation, as well as political, global and cultural. The publication of this Article coincides with the of 30th anniversary of the Open University of Tanzania (OUT), a pioneering African distance learning university that transitioned to TBL since 2015. The study objectives of this publication were to (a) assess developments of ITS and their potential to transform TBL at OUT, (b) identify main barriers to their integration in the context of the slow techno-social environment in Africa, and (c) recommend main strategies for their effective integration. The study used Mirata and Bergamin as a conceptual framework to analyze the barriers encountered during implementation. It found insufficient levels of technological knowledge and literacy were the main barriers to integration. External factors such as reliability of the internet's network, costs, connectivity, as well as insufficient common agreement on how to use ITS in pedagogy, including on type of curriculum to use, and low levels of public trust in online learning were found to be important barriers. Key findings from the study are high prominence was given to the role of political and global dynamics which influenced the way policies, laws and regulations created the right enabling conditions for integration of ITS. Stable and reliable internet connection was identified as an important part of that enabling framework, with prospects of addressing how other barriers such as high costs and internet stability could be addressed. Regarding pedagogical and organizational level, the findings showed much more attention needed to be given to increasing technological knowledge and literacy among instructors, so they could be more effective in using ITS. The publication concludes by underscoring the role of the State in producing stable education policies which embrace integration of intelligent systems.