ICICTE 2014 Proceedings I CHALLENGES AND STRATEGIES ON ADOPTION OF E- LEARNING IN TANZANIAN HIGHER LEARNING INSTITUTIONS: LESSONS TO FUTURE ADOPTERS Dalton H. Kisanga, Gren Ireson Nottingham Trent University United Kingdom Abstract Tanzanian Higher learning institutions are faced with challenges of adopting e-learning in education. This study used experts in e-learning to examine barriers of adopting e- learning and the best strategies to overcome them. Five major barriers were identified: poor infrastructure; financial constraints; inadequate support; lack of e-learning knowledge and teachers’ resistance to change. It is recommended that training in e-learning needs to be provided to teachers and administrators; provide financial, technical and managerial support geared towards adoption. Successful adoption of e-learning requires a strategic approach that factors out barriers identified in this study and, which involve all education stakeholders. Keywords: e-learning, e-learning adoption, higher learning institutions. Introduction Over the past one decade, there has been a substantial Information and Communications Technology (ICT) development aimed at providing learning and teaching to a wider group of learners around the world. Throughout the world HLIs are increasingly turning to various electronic technologies (commonly termed as e-learning) to support and enhance their learning and teaching activities (Glenn 2008; Al-Senaidi et al., 2009; Meenakshi 2013). Several factors have been documented to influence the adoption of e- learning in HLIs. These include accessibility to quality educational materials (Ally 2008); learning possibilities through simulations, multi-media presentations as well as electronic communication and collaboration (Sife et al., 2007; Guri-Rosenblit 2009); and learning flexibility such that learners can have control over the content, learning sequence, and pace of learning to mention the few (Hill 2003; Bhuasiri et al., 2012). Despite the benefits e-learning can offer, the adoption of e-learning in HLIs faces a number of challenges (Rolfe et al., 2008; Nagunwa and Lwoga 2012). The aim of this study was to gain further understanding of the barriers hindering adoption of e-learning in Tanzanian HLIs and exploring possible strategies to address them. Literature Review Many definitions of e-learning exist (see, for example, Farrell 2003, p.9; Holmes and Gardner 2006, p. 14; Weller 2007, p. 5; Sangra et al., 2012, p. 152), but for the purposes of this study e-learning means all aspects of electronically supported learning (whether in networked/non-networked environments) whereby the learner is interacting with teachers, content and other learners regardless of place and time.