scholarly journals Teaching and Learning Against all Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Jean-Marie Muhirwa
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Social Dynamics ◽  
Cost Effective ◽  
Sub Saharan Africa ◽  
Poor Countries ◽  
Information And Communication ◽  
Sub Saharan ◽  
Educational Potential

Distance education and information and communication technologies (ICTs) have been marketed as cost-effective ways to rescue struggling educational institutions in developing countries, particularly in sub-Saharan Africa (SSA). This study uses classroom video analysis and follow-up interviews with teachers, students, and local tutors to analyse the interaction at a distance between learners in Mali and Burkina Faso and their French and Canadian instructors. Findings reveal multiple obstacles to quality interaction: frequent Internet disconnections, limited student access to computers, lack of instructor presence, ill-prepared local tutors, student unfamiliarity with typing and computer technology, ineffective technical support, poor social dynamics, learner-learner conflict, learner-instructor conflict, and student withdrawal and resignation. In light of the near death of the costly World Bank-initiated African Virtual University (AVU), this paper concludes by re-visiting the educational potential of traditional technologies, such as radio and video, to foster development in poor countries.

Listening and Learning through ICT with Digital Kids

2016 ◽  
pp. 1016-1037
Author(s):  
Dianne Forbes
Keyword(s):  
Student Teachers ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Social Dynamics ◽  
Case Reports ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Listening Skills ◽  
Theoretical Perspectives ◽  
Information And Communication

The following case reports on the involvement of children in online discussion with student teachers within initial teacher education in New Zealand. The focus is on listening to children, with wider implications for listening as a professional capability extending beyond the teaching profession. In this case, student teachers and pupils communicated online, exchanging ideas, debating, and engaging in co-construction of understandings around the place of Information and Communication Technologies in teaching and learning. The case explores the interaction and social dynamics observed and mutual learning experienced, with links to theoretical perspectives including constructivist and democratic pedagogies. Implications for improved practice are considered. It is argued that there is a need to explicitly teach listening skills and to encourage professionals in training to listen to clients. It is argued that the online environment is an excellent training ground for developing effective listening skills as it lends itself to reflective practice and to meta-listening awareness.

Improving Electronic Information Literacy in West African Higher Education

2011 ◽  
pp. 2121-2129
Author(s):  
Ibrahima Poda ◽  
William F. Brescia
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Information Literacy ◽  
Information Society ◽  
Sub Saharan Africa ◽  
Electronic Information ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Information And Communication ◽  
Sub Saharan

Electronic information literacy has gained increased importance with the advent of the new information and communication technologies which, driven by the convergence of computers and telecommunications media, are crucial for facilitating, supporting, and enhancing learning and for the knowledge-based economy of the future. In “Africa’s Information Society Initiative (AISI): An Action Framework to Build Africa’s Information and Communication Infrastructure,” African ICT experts appointed by the Economic Commission for Africa (ECA), have described the potential of the Internet to improve learning in higher education and established the foundation for this to become a reality in Sub-Saharan Africa. The AISI document that the group of experts produced was adopted by the ECA Conference of Ministers as the African Information Society Initiative (AISI) in 1996.

Women in Technology in Sub-Saharan Africa

2011 ◽  
pp. 1279-1285
Author(s):  
Vashti Galpin
Keyword(s):  
Information And Communication Technologies ◽  
Information Society ◽  
Communication Technologies ◽  
The United States ◽  
Sub Saharan Africa ◽  
African Women ◽  
Women's Participation ◽  
Women In Technology ◽  
Information And Communication ◽  
Sub Saharan

International research has shown that in most countries, there are few women studying towards information technology (IT) careers (Galpin, 2002), and there is much research, particularly in the United States (U.S.), United Kingdom (UK) and Australia into why this is the case (Gürer & Camp, 2002). This article considers the situation in sub-Saharan Africa and focuses on women’s involvement in the generation and creation of information and communication technologies (ICTs) in sub-Saharan Africa, as opposed to ICT use in sub-Saharan Africa, which is considered elsewhere in this volume. There are a number of aspects to the generation and creation of ICTs: how women are involved in this process as IT professionals and how they are educated for these careers, as well how technology can be used appropriately within the specific conditions of sub-Saharan Africa. ICTs will be considered in the broadest sense of the word, covering all electronic technologies, from computers and networking to radio and television. Women’s participation is important: The World Summit on the Information Society (WSIS) Gender Caucus (www.genderwsis.org) has identified women’s involvement in the design and development of technology as well as technology management policy, as key principles for the information society. Marcelle (2001) emphasizes the necessity for African women to become involved in technological and scientific areas, including “computer science, software engineering, network design, network management and related disciplines” (Marcelle, 2001, para. 15) to create an information society appropriate for African women. The diversity of those involved in design leads to higher-quality and more appropriate technological solutions (Borg, 2002; Lazowska, 2002). Background Sub-Saharan Africa has a population of 641 million, young (almost half under 15) and rural (35% urban). Significant problems are undernourishment, poverty and HIV/AIDS (United Nations Development Programme (UNDP), 2004). All the countries in sub-Saharan Africa are classified as developing countries. Some countries are relatively wealthy, such as Mauritius, South Africa, and Nigeria, but have large wealth disparities within their populations. Women in sub-Saharan Africa are expected to focus on the home, they have less access to education and health, and their contribution to family and community is not valued (Huyer, 1997).

Technological Innovations in Agriculture in Sub-Saharan Africa

2021 ◽  
pp. 254-275
Author(s):  
Amadou Tandjigora
Keyword(s):  
Public Policy ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Sub Saharan Africa ◽  
The Internet ◽  
Technological Innovations ◽  
Policy Recommendations ◽  
Information And Communication ◽  
Sub Saharan ◽  
Scientific Arguments

The purpose of this chapter is to review the literature on technological innovations in general and more specifically on the use of information and communication technologies in agriculture. Emphasis was placed on two main tools, namely the telephone and the internet. The opportunities created by these two tools have been highlighted on the basis of previous studies supported by scientific arguments. Some stylized facts have also made it possible to highlight the level of these ICTs in 20 countries of sub-Saharan Africa. Some countries like Kenya, Nigeria, South Africa, and Rwanda, and, to a lesser extent, Senegal are more advanced in this process of using ICT because they are relatively more economically stable. Finally, the constraints linked to the adoption of these ICTs as well as certain public policy recommendations were formulated.

Distance Education and ICT-Supported Learning in Lesotho

2010 ◽  
pp. 181-195
Author(s):  
Angelina Khoro
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Education Programme ◽  
Mediated Learning ◽  
Policy Makers ◽  
Human Resource Capacity ◽  
Computer Mediated ◽  
Information And Communication

Information and Communication Technologies (ICT) are regarded as a major contributor to the transforming of distance learning. The researcher assumed that education practitioners in developing countries like Lesotho, have limited, or no access at all to ICT for supporting instruction, since they still rely heavily on print and tutor/learner meetings as their distance mode of course delivery. The study assessed the feasibility of introducing ICT-mediated education for tutors and learners on a Distance Education Programme in Lesotho. The paper specifically focused on issues relating to the place of ICT in teaching and learning at a distance, ICT policy initiatives and challenges of infrastructure, human resource capacity, and cost as they affect provision of, and access to computer-mediated learning. Interventions critical to alleviating the situation are also discussed. Policy-makers and distance education practitioners require this type of feedback to be able to effect meaningful improvements in ODL programmes.

scholarly journals eHealth adoption and use among healthcare professionals in a tertiary hospital in Sub-Saharan Africa: a Qmethodology study

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e6326 ◽  
Author(s):  
Muhammad Awwal Ladan ◽  
Heather Wharrad ◽  
Richard Windle
Keyword(s):  
Clinical Practice ◽  
Information And Communication Technologies ◽  
Healthcare Professionals ◽  
Tertiary Hospital ◽  
Sub Saharan Africa ◽  
Clinical Practices ◽  
Quality Healthcare ◽  
Information And Communication ◽  
Sub Saharan ◽  
Study Participants

Background The aim of the study was to explore the viewpoints of healthcare professionals (HCPs) on the adoption and use of eHealth in clinical practice in sub-Saharan Africa (SSA). Information and communication technologies (ICTs) including eHealth provide HCPs the opportunity to provide quality healthcare to their patients while also improving their own clinical practices. Despite this, previous research has identified these technologies have their associated challenges when adopting them for clinical practice. But more research is needed to identify how these eHealth resources influence clinical practice. In addition, there is still little information about adoption and use of these technologies by HCPs inclinical practice in Sub-Saharan Africa. Method An exploratory descriptive design was adopted for this study. Thirty-six (36) HCPs (18 nurses and 18 physicians) working in the clinical area in a tertiary health institution in SSA participated in this study. Using Qmethodology, study participants rank-ordered forty-six statementsin relation to their adoption and use of eHealth within their clinical practice.This was analysed using by-person factor analysis and complemented with audio-taped interviews. Results The analysis yielded four factors i.e., distinct viewpoints the HCPs hold about adoption and use of eHealth within their clinical practice. These factors include: “Patient-focused eHealth advocates” who use the eHealth because they are motivated by patients and their families preferences; “Task-focused eHealth advocates” use eHealth because it helps them complete clinical tasks; “Traditionalistic-pragmatists” recognise contributions eHealth makes in clinical practice but separate from their routine clinical activities; and the “Tech-focused eHealth advocates” who use the eHealth because they are motivated by the technology itself. Conclusion The study shows the equivocal viewpoints that HCPs have about eHealth within their clinical practice. This, in addition to adding to existing literature, will help policymakers/decision makers to consider HCPs views about these technologies prior to implementing an eHealth resource.

scholarly journals A pedagogic approach by contextual immersion

2020 ◽  
Author(s):  
Samuel Ismael Billong IV ◽  
Bernabé Batchakui ◽  
René Simo Nono ◽  
Georges Kouamou
Keyword(s):  
Information And Communication Technologies ◽  
Real Life ◽  
Communication Technologies ◽  
Sub Saharan Africa ◽  
School Level ◽  
Secondary School Level ◽  
Real Life Situation ◽  
Information And Communication ◽  
Competency Based ◽  
Sub Saharan

In several training institutions in sub-Saharan Africa today, the competency-based approach to teaching (CBA) has been adopted at the secondary school level. In Cameroon, based on our experience in teaching, we have found that this approach does not suit all categories of learners, generally the youngest. With the advent of Information and Communication Technologies (ICT), learners spend most of their time on ICT’s gadgets (mobile phone, tablet, etc ...). In this paper, we propose a complement to the CBA approach through pedagogic differentiation.  This differentiation takes into account the learner's environment and adds a playful and captivating aspect to the techno-pedagogic tools to be made available to them through the gadgets they use. We call this approach contextual immersion. It starts from real life situation familiar to the learner. The tool made available to the learner, which integrates this approach, guides him/her progressively towards the solution to the problem posed and a generalization that summarizes the course that will be transmitted.

Information and communication technologies (ICTs): The potential for enhancing the dissemination of agricultural information and services to smallholder farmers in sub-Saharan Africa

2021 ◽  
pp. 026666692110648
Author(s):  
Obvious Mapiye ◽  
Godswill Makombe ◽  
Annelin Molotsi ◽  
Kennedy Dzama ◽  
Cletos Mapiye
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Applications ◽  
Poverty Reduction ◽  
Smallholder Farmers ◽  
Communication Technologies ◽  
Sub Saharan Africa ◽  
Smallholder Farming ◽  
Timely Access ◽  
Information And Communication ◽  
Sub Saharan

The transformation of smallholder farming is poised to be one of the key drivers of achieving the dual objectives of food security and poverty reduction in Sub-Saharan Africa (SSA). Smallholder farmers account for between 60–80% of the food produced in the region but face many challenges that impede their productivity. Such challenges include a lack of timely access to appropriate agricultural information and services, which results in poor decision-making, particularly in addressing challenges and responding effectively to opportunities. In that context, the effective use of Information and Communication Technologies (ICTs) in improving accessibility to appropriate agricultural information and services presents substantial prospects for transforming the productivity and livelihoods of the farmers. Currently, the region experiences massive penetration and propagation of mobile and web-based applications. However, there is a dearth of compelling, comprehensive reviews evaluating their importance in enhancing agricultural information and services dissemination to smallholder farmers. Therefore, the current review explores the potential of enhancing agricultural information and services dissemination to smallholder farmers through ICTs and highlights gaps in their development and deployment in SSA. Five existing mobile applications used to disseminate agricultural information and services to smallholder farmers were identified, and their advantages, limitations, and opportunities were discussed. These were Esoko, iCow, Community Knowledge Workers, WeFarm and DigiFarm. The development and deployment of user-driven mobile applications that provide curated skill-sharing platforms, encourage farmers to give feedback to extension systems in real-time and promote the participation of women and youth in agriculture are recommended.

Research Data Management Among Researchers in Higher Learning Institutions of Sub-Saharan Africa

2020 ◽  
pp. 479-488 ◽  
Author(s):  
Neema Florence Mosha ◽  
Edith Talina Luhanga ◽  
Mary Vincent Mosha ◽  
Janeth Jonathan Marwa
Keyword(s):  
Data Management ◽  
Information And Communication Technologies ◽  
Management Plan ◽  
Research Data ◽  
Sub Saharan Africa ◽  
Quality Data ◽  
Research Data Management ◽  
Information And Communication ◽  
Sub Saharan ◽  
Learning Institutions

Advancement in information and communication technologies has made it easier for researchers to capture and store myriad data at a higher level of granularity. Higher education institutions (HEIs) worldwide are incorporating research data management (RDM) services to enable researchers to work with their data properly. This chapter focuses on creating awareness amongst researchers on how researchers and HEIs can form strategies, design and restrict data management plan (DMP), integrate research data life cycle, and ensure quality data sharing, as well as integrate with developed RDM policies and guidelines to curb challenges prohibiting the practice of RDM in HEIs.

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