The main objective of this study was to explore the usability of money transfer information systems in Tanzania.Â The study specifically addressed: relationship between accessibility and usability; relationship between affordability and usability of money transfer information systems. Respondents were drawn from 36 financial institutions which are members of SWIFT and TISS in Tanzania; 34 members are in Dar es Salaam region, 1 in Zanzibar and 1 in Kilimanjaro region.Â Questionnaires were adopted as the main tool of collecting data, variables and hypotheses were identified and developed to obtain statistical relationships.
Â The results reveal that there is strong positive relationship between accessibility and usability; and weak positive relationship between affordability and usability of money transfer information systems. This study conclude thatÂ in order to increase usability of money transfer particularly SWIFT and TISS, financial institutions need to improveÂ accessibility and affordability of the money transfers information systems.
E-learning, which encompasses the use of technology and other computer enhanced learning methods, has been identified one way of delivering low cost and efficient education service in both developed and developing countries. These technologies have been adapted to support other methods of teaching in Higher Education Institutions (HEIs). However, despite efforts by many HEIs to integrate e-learning in their teaching processes, many of them have not succeeded or they have not obtained benefits from the e-learning due to barriers that limit the integration process.
This study was conducted to investigate the factors affecting the integration of e-learning with other teaching methods. To achieve this, five Higher Education Institutions in Uganda were purposively identified to participate in the study. A self-administered questionnaire was administered to a sample of 341 students and staff from the selected HEIs. Quantitative statistics including means, frequencies and percentages were used to analyze the data. The main barriers to integration of e-learning were identified as lack of knowledge, lack of resources and staff failure to adapt to new teaching technologies.