scholarly journals How to Promote Learning in African Countries? Open d-learning System Based on an Open Content

2013 ◽  
Vol 8 (4) ◽  
pp. 40
Author(s):  
Najima Daoudi ◽  
Naila Amrous ◽  
Badia Ettaki
Keyword(s):  
Learning System ◽  
African Countries ◽  
Open Content

scholarly journals Protocol for establishing an Adaptive Diseases control Expert Programme in Tanzania (ADEPT) for integrating care of communicable and non-communicable diseases using tuberculosis and diabetes as a case study

BMJ Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. e041521
Author(s):  
Stellah G Mpagama ◽  
Kaushik Ramaiya ◽  
Troels Lillebæk ◽  
Blandina T Mmbaga ◽  
Marion Sumari-de Boer ◽  
...  
Keyword(s):  
Operational Research ◽  
Communicable Diseases ◽  
Health Facilities ◽  
Learning System ◽  
Management Approach ◽  
African Countries ◽  
Non Communicable Diseases ◽  
Research Outcomes ◽  
The Government

IntroductionMost sub-Saharan African countries endure a high burden of communicable infections but also face a rise of non-communicable diseases (NCDs). Interventions targeting particular epidemics are often executed within vertical programmes. We establish an Adaptive Diseases control Expert Programme in Tanzania (ADEPT) model with three domains; stepwise training approach, integration of communicable and NCDs and a learning system. The model aims to shift traditional vertical programmes to an adaptive diseases management approach through integrating communicable and NCDs using the tuberculosis (TB) and diabetes mellitus (DM) dual epidemic as a case study. We aim to describe the ADEPT protocol with underpinned implementation and operational research on TB/DM.Methods and analysisThe model implement a collaborative TB and DM services protocol as endorsed by WHO in Tanzania. Evaluation of the process and outcomes will follow the logic framework. A mixed research design with both qualitative and quantitative approaches will be used in applied research action. Anticipated implementation research outcomes include at the health facilities level for organising TB/DM services, pathways of patients with TB/DM seeking care in different health facilities, factors in service delivery that need deimplementation and the ADEPT model implementation feasibility, acceptability and fidelity. Expected operational research outcomes include additional identified patients with dual TB/DM, the prevalence of comorbidities like hypertension in patients with TB/DM and final treatment outcomes of TB/DM including treatment-related complications. Findings will inform the future policies and practices for integrating communicable and NCDs services.Ethics and disseminationEthical approval was granted by The National Research Health Ethical Committee (Ref-No. NIMR/HQ/R.8a/Vol.IX/2988) and the implementation endorsed by the government authorities. Findings will be proactively disseminated through multiple mechanisms including peer-reviewed journals, and engagement with various stakeholders’ example in conferences and social media.

Modern Technology and Mass Education

2008 ◽  
pp. 1806-1821 ◽  
Author(s):  
Ahmed Ali
Keyword(s):  
Interactive Video ◽  
Modern Technology ◽  
Learning System ◽  
The Internet ◽  
African Countries ◽  
Web Based ◽  
Face To Face ◽  
Positive Attitudes ◽  
Education Environment ◽  
Use Of The Internet

This case study examined the effectiveness and significance of the Internet and interactive video broadcasting as instructional and communication media in a global virtual learning system. The study explored how differences in students’ technology experiences, curriculum, cultures, and access to technology influence learning and student attitude in a technology-based distance education environment. The research also investigated whether the use of online references and materials is adequate and appropriate for successful distance learning. The setting was a virtual campus that linked universities in the U.S., Australia, and Canada with learning centers in different African countries. E-mail and face-to-face interviews, observations, and Web-based surveys were utilized to collect the data. The study reveals that students had mixed perceptions about the effectiveness of technology, with positive attitudes exhibited towards interactive video and some anxiety and dissatisfaction with the use of the Internet.

Modern Technology and Mass Education

2011 ◽  
pp. 194-204
Author(s):  
Ahmed Ali
Keyword(s):  
Interactive Video ◽  
Modern Technology ◽  
Learning System ◽  
The Internet ◽  
African Countries ◽  
Web Based ◽  
Positive Attitudes ◽  
Education Environment ◽  
Use Of The Internet

This case study examined the effectiveness and significance of the Internet and interactive video broadcasting as instructional and communication media in a global virtual learning system. The study explored how differences in students’ technology experiences, curriculum, cultures, and access to technology influence learning and student attitude in a technology-based distance education environment. The research also investigated whether the use of online references and materials is adequate and appropriate for successful distance learning. The setting was a virtual campus that linked universities in the U.S., Australia, and Canada with learning centers in different African countries. E-mail and face-toface interviews, observations, and Web-based surveys were utilized to collect the data. The study reveals that students had mixed perceptions about the effectiveness of technology, with positive attitudes exhibited towards interactive video and some anxiety and dissatisfaction with the use of the Internet.

Modern Technology and Mass Education

2011 ◽  
pp. 327-340 ◽  
Author(s):  
Ahmed Ali
Keyword(s):  
Interactive Video ◽  
Modern Technology ◽  
Learning System ◽  
The Internet ◽  
African Countries ◽  
Web Based ◽  
Face To Face ◽  
Positive Attitudes ◽  
Education Environment ◽  
Use Of The Internet

This case study examined the effectiveness and significance of the Internet and interactive video broadcasting as instructional and communication media in a global virtual learning system. The study explored how differences in students’ technology experiences, curriculum, cultures, and access to technology influence learning and student attitude in a technology-based distance education environment. The research also investigated whether the use of online references and materials is adequate and appropriate for successful distance learning. The setting was a virtual campus that linked universities in the U.S., Australia, and Canada with learning centers in different African countries. E-mail and face-to-face interviews, observations, and Web-based surveys were utilized to collect the data. The study reveals that students had mixed perceptions about the effectiveness of technology, with positive attitudes exhibited towards interactive video and some anxiety and dissatisfaction with the use of the Internet.

scholarly journals An open learning system for special needs education

2016 ◽  
pp. 68-85
Keyword(s):  
Language Learning ◽  
Special Needs ◽  
Learning Algorithm ◽  
Learning System ◽  
Great Success ◽  
Open Learning ◽  
Special Needs Education ◽  
Long Time ◽  
Open Content ◽  
System Benefit

The field of special needs education in case of speech and language deficiencies has seen great success, utilizing a number of paper-based systems, to help young children experiencing difficulty in language acquisition and the understanding of languages. These systems employ card and paper-based illustrations, which are combined to create scenarios for children in order to expose them to new vocabulary in context. While this success has encouraged the use of such systems for a long time, problems have been identified that need addressing. This paper presents research toward the application of an Open Learning system for special needs education that aims to provide an evolution in language learning in the context of understanding spoken instruction. Users of this Open Learning system benefit from open content with novel presentation of keywords and associated context. The learning algorithm is derived from the field of applied computing in human biology using the concept of spaced repetition and providing a novel augmentation of the memorization process for special needs education in a global Open Education setting.

scholarly journals Constructivist Approach for E-Learning Effectiveness in African Higher Education Contexts

2021 ◽  
pp. 29-41
Author(s):  
Mohamed Elfateeh Alobeed A Ismail ◽  
T. Gnana Sambanthan
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Survey Methods ◽  
Self Regulation ◽  
Learning System ◽  
Learner Characteristics ◽  
African Countries ◽  
African Higher Education ◽  
E Learning ◽  
Three Phases

There is a spurt in online learning worldwide, particularly in Asian and African countries, after the COVID-19 pandemic. Outcomes Based Education (OBE), the new paradigm in Africa, India and elsewhere in the world promotes e-Learning as part of its Lifelong learning attribute. Design of such e-Learning system should incorporate features of autonomous learner’s characteristics (like African higher education students) for their preparedness and progression phases of e-Learning. This is due to the fact that the learning environment and learner characteristics, may differ from place to place and cultures. As per literature, principles of constructivist theory have been successfully adapted for e-Learning. Meta-cognition is a new addition to the OBE paradigm besides cognitive, affective and psychomotor domains, that plays important role in e-Learning. This paper attempts to construct metrics for meta-cognition using constructivist’s learning parameters, for analyzing three phases of e-Learning. Literatures are limited on meta-cognitive studies of e-Learner characteristics. The novelty of the paper is the adaptation of certain principles of ecological system on meta-cognition with literature support. Inductive research with appropriate methodology is applied for studying the effectiveness of e-Learning. Ecological factors in the meta-cognition aspects of the constructivist’s theory have been considered. Two parts are treated by the paper: i. Comparative study between Indian and African scenario; ii. Detailed study of selective African countries on the preparedness and progression phases of e-Learning. Survey methods have been chosen for obtaining feedbacks on scientifically designed questionnaire. Three hypotheses on the meta-cognitive aspects of self-regulation and a null hypothesis for the comparative study, have been constructed. Observations on the three phases of e-Learning have been documented and inferences drawn. Conclusions made out our research study along with the results presented will be of immense use to e-Learning system designers, particularly for the African scenario.

The nature of E-learning adoption by stakeholders of a university in Africa

2017 ◽  
Vol 14 (4) ◽  
pp. 226-243 ◽  
Author(s):  
Eric Ansong ◽  
Richard Boateng ◽  
Sheena L Boateng ◽  
Augustus B Anderson
Keyword(s):  
Learning System ◽  
Future Research ◽  
African Countries ◽  
Learning Platform ◽  
E Learning ◽  
Future Research Directions ◽  
Multi Stakeholder ◽  
The University ◽  
University Of Ghana ◽  
To Receive

Studies looking at the nature of technology adoption from a multi-dimensional perspective have remained below expectation especially in African countries. This study, therefore, sought to explore the nature of e-learning adoption in the University of Ghana using a multi-stakeholder approach. A quantitative survey approach was adopted for this study. The three major categories of stakeholders (students, instructors and e-learning administrators) responded to a questionnaire on the nature of their engagement with the Sakai Learning Management System of the University of Ghana. The data were analysed using the descriptive statistics. The analysis revealed that e-learning was yet to receive a university-wide adoption and again it was discovered that, the prevalent activity on the e-learning platform was “viewing marks and grades.” And some of the activities were less popular with the users of the e-learning system. For instance, “Detecting and fishing out cheating and plagiarism in students’ or researchers’ work” was the least popular activity on the e-learning platform. The originality of the study lies in the multi-faceted (student, lecturers/instructors and e-learning administrators) approach to the study of e-learning adoption in an African country. The study concludes with a discussion of implications and future research directions.

scholarly journals Use It Sustainably or Lose It! The Land Stakes in SDGs for Sub-Saharan Africa

Land ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 63 ◽  
Author(s):  
Cheikh Mbow
Keyword(s):  
Learning System ◽  
Sub Saharan Africa ◽  
African Countries ◽  
Policy Makers ◽  
The Sustainable Development ◽  
Transformative Action ◽  
Development Goals ◽  
Internal Policy ◽  
Sub Saharan ◽  
Knowledge Intensive

Sub-Saharan Africa (SSA) failed to meet most Millennium Development Goals (MDGs). The Sustainable Development Goals (SDGs) require knowledge-intensive actions that weigh development goals against sustainability options with several possibilities in various contexts. Land resources are the mainstay for most African communities and the basis of achievement of most SDGs. The “transformation imperative” in Africa will only take place in a differentiated set of resource management and use. The baselines in African countries are rather low in terms of internal policy and economic functions. The objective of this paper is to instate ideas on ways to achieve the SDGs through a new transformative design based on a collective capacity of diverse actors to access a range of land-based practices. We should selectively adapt, adopt, or consolidate various land innovations by targeting place and time where various practices have worked or can work in a range of ecologies; what seems to work over the short-term but reduces risks for the long-term; and what the implications are for wealth, food production, livelihoods, climate change, resilience, and development. This requires a greater capacity to apply what is known about transformative action but also set a collaborative learning system to influence policy-makers and action-takers to support sustainable transformation.

An Application of the HFACS Method to Aviation Accidents in Africa

2016 ◽  
Vol 6 (1) ◽  
pp. 33-38 ◽  
Author(s):  
Isaac Munene
Keyword(s):  
Human Factors ◽  
Physical Environment ◽  
Human Factor ◽  
Flight Training ◽  
African Countries ◽  
Causal Factors ◽  
Aviation Accidents ◽  
Factors Analysis ◽  
Adverse Weather ◽  
Decision Errors

Abstract. The Human Factors Analysis and Classification System (HFACS) methodology was applied to accident reports from three African countries: Kenya, Nigeria, and South Africa. In all, 55 of 72 finalized reports for accidents occurring between 2000 and 2014 were analyzed. In most of the accidents, one or more human factors contributed to the accident. Skill-based errors (56.4%), the physical environment (36.4%), and violations (20%) were the most common causal factors in the accidents. Decision errors comprised 18.2%, while perceptual errors and crew resource management accounted for 10.9%. The results were consistent with previous industry observations: Over 70% of aviation accidents have human factor causes. Adverse weather was seen to be a common secondary casual factor. Changes in flight training and risk management methods may alleviate the high number of accidents in Africa.

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