| 1. |
- Al-Adwan, Amer, 2013-, et al.
(författare)
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Exploring Students Acceptance of Technology in Jordanian Universities
- 2013
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - Bridgetown : University of the West Indies Press. - 1814-0556. ; 9:2, s. 4-18
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Tidskriftsartikel (refereegranskat)abstract
- Today’s rapid changing world highlights the influence and impact of technology in all aspects of learning life. Higher Education institutions in developed Western countries believe that these developments offer rich opportunities to embed technological innovations within the learning environment. This places developing countries, striving to be equally competitive in international markets, under tremendous pressure to similarly embed appropriate blends of technologies within their learning and curriculum approaches, and consequently enhance and innovate their learning experiences. Although many universities across the world have incorporated internet-based learning systems, the success of their implementation requires an extensive understanding of the end user acceptance process. Learning using technology has become a popular approach within higher education institutions due to the continuous growth of Internet innovations and technologies. Therefore, this paper focuses on the investigation of students, who attempt to successfully adopt e-learning systems at universities in Jordan. The conceptual research framework of e-learning adoption, which is used in the analysis, is based on the technology acceptance model. The study also provides an indicator of students’ acceptance of e-learning as well as identifying the important factors that would contribute to its successful use. The outcomes will enrich the understanding of students’ acceptance of e-learning and will assist in its continuing implementation at Jordanian Universities.
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| 2. |
- Al-adwan, Ahmad, et al.
(författare)
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Implementing e-learning in the Jordanian Higher Education Systems : Factors affecting impact
- 2012
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - Bridgetown : University of the West Indies Press. - 1814-0556. ; 8:1, s. 121-135
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Tidskriftsartikel (refereegranskat)abstract
- The increased involvement of technology in all aspects of our lives places educational institutions under pressure to include these aspects at the heart of their learning. This ensures that they continue to be competitive in a constantly changing market with international and cultural links. This study explores the factors that influenced the development of learning through technology at two Jordanian universities, focusing on full-time staff and students. It considers the general attitude towards engaging in learning through technology with outcomes demonstrating that training and development is required prior to implementation to adequately support the learning transition. The organisational infrastructure often presents the greatest barrier to such developments. Informed by the outcomes of the study, a training and development programme has been designed, developed and implemented to support the cultural change and increase its impact.
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| 3. |
- Andersson, Annika, 1968-
(författare)
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Seven major challenges for e-learning in developing countries : Case study eBIT, Sri Lanka
- 2008
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - 1814-0556. ; 4:3
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Tidskriftsartikel (refereegranskat)abstract
- By using an extensive framework for e-learning enablers and disablers (including 37 factors) this paper sets out to identify which of these challenges are most salient for an e-learning course in Sri Lanka. The study includes 1887 informants and data has been collected from year 2004 to 2007, covering opinions of students and staff. A quantitative approach is taken to identify the most important factors followed by a qualitative analysis to explain why and how they are important. The study identified seven major challenges in the following areas: Student support, Flexibility, Teaching and Learning Activities, Access, Academic confidence, Localization and Attitudes. In this paper these challenges will be discussed and solutions suggested.
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| 4. |
- Asiimwe, Edgar Napoleon, 1984-, et al.
(författare)
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MLCMS actual use, perceived use, and experiences of use
- 2015
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - 1814-0556. ; 11:1, s. 101-121
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Tidskriftsartikel (refereegranskat)abstract
- Mobile learning involves use of mobile devices to participate in learning activities. Most elearning activities are available to participants through learning systems such as learning content management systems (LCMS). Due to certain challenges, LCMS are not equally accessible on all mobile devices. This study investigates actual use, perceived usefulness and user experiences of LCMS use on mobile phones at Makerere University in Uganda. The study identifies challenges pertaining to use and discusses how to improve LCMS use on mobile phones. Such solutions are a cornerstone in enabling and improving mobile learning. Data was collected by means of focus group discussions, an online survey designed based on the Technology Acceptance Model (TAM), and LCMS log files of user activities. Data was collected from two courses where Moodle was used as a learning platform. The results indicate positive attitudes towards use of LCMS on phones but also huge challenges whichare content related and technical in nature.
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| 5. |
- Asiimwe, Edgar Napoleon, 1984-, et al.
(författare)
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Practices and challenges in an emerging m-learning environment
- 2017
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - Bridgetown, Barbados : University of the West Indies Press. - 1814-0556. ; 13:1, s. 103-122
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Tidskriftsartikel (refereegranskat)abstract
- This study reports an interpretative case study investigating practices and challenges in an emerging m-learning environment at Makerere University in Uganda. The research was part of the MobiClass pilot project. Data was collected by means of observations and interviews with teachers and various m-learning support staff, including teacher trainers, systems administrators and a software developer. The Framework for Rational Analysis of Mobile Education (FRAME) is used as an analytic framework. The research focuses on how learning content management systems (LCMS) are implemented and used for m-learning purposes. We observed teacher training and m-learning content development practices and found that teacher skills for developing educational content, institutional m-learning policies and training programs are crucial success factors. The main finding is the importance of the support staff; it takes a long time to implement new technology and change teaching practices, support staff is needed to manage, inspire and support student and teachers.
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| 6. |
- Byungura, Jean Claude, 1979-, et al.
(författare)
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An exploratory study on the practices of IT-institutional alignment for effective ICT integration in university services
- 2019
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - 1814-0556. ; 15:1, s. 76-98
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Tidskriftsartikel (refereegranskat)abstract
- The misalignment between information technology (IT) and institutions continues to be a major problem, more particularly in higher education institutions. This state leads to a lack of technology value addition and poor institutional performance. Prior studies proposed models and frameworks with various organizational practices of IT-Business alignment. However, similar research, considering higher education institutions, is scarce. Therefore, this study explores and identifies the dimensions and practices of IT-institutional alignment from a higher education context. An exploratory embedded multiple-case study strategy was used on the two largest universities in Rwanda and Mozambique. Document survey and interviews were used for data collection. The literature and 14 interviews were analyzed using a thematic analysis approach to identify patterns related to the alignment practices. This study identified 45 IT-alignment practices reflected from both institutions, and they were classified into six metrics as presented in the framework. Of these alignment practices, 27 reflect exceptionally the higher education context of teaching, learning, and research. The identified alignment practices can serve as a frame of reference for creating and assessing the alignment between technology and university activities in the case study of institutions or similar contexts. A statistical test and validation of these alignment practices are recommended.
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| 7. |
- Byungura, Jean Claude, 1979-, et al.
(författare)
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Integrated computer-based management information systems : The complexity and diffusion in Rwandan higher education institutions
- 2019
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - 1814-0556. ; 15:1, s. 55-75
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Tidskriftsartikel (refereegranskat)abstract
- The current trend in universities is marked by integrating information technologies into their service delivery. Particularly in administration and management, processes are being modernized, although not successfully in some institutions. This study aims first to understand the complexity of an integrated educational management information system (UR-IEMIS) at the University of Rwanda and then to evaluate the degree of its diffusion in university services. Complex Adaptive System and Innovation Diffusion theories were used as a conceptual framework for this study. Document survey, observations, and interviews were used for data collection. Findings indicate that complexity features characterize the UR-IEMIS, as it is composed of several different subsystems (Organism, Roles, Objects, Method, and Concept) which emerge, interact, co-evolve, and re-organize to adapt to the disruptive institutional structures. It was also revealed that the UR-IEMIS integration is still at the abstraction level for all subsystems while for only few university functions, the system is diffused at knowledge, persuasion, and decision stages. Concerns related to the current unsatisfactory state of UR-IEMIS integration and proposals for improvement are discussed. Further studies should explore the complexity and diffusion levels for E-learning systems that support pedagogical activities in a similar case study context.
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| 8. |
- Garrote Jurado, Ramon, et al.
(författare)
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LiveUSB Mediated Education (LUME)
- 2011
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - : International Journal of Education and Development using Information and Communication Technology. - 1814-0556. ; 7:1
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- In this article the authors propose LiveUSB Mediated Education (LUME) as a term to describe the packaging of a complete set of course material together with the software necessary to access the material on a portable memory device. It is argued that the method offers a convenient tool to utilize Open Educational Resources (OER) and can significantly improve the availability of education worldwide. The article gives a description of the design and implementation of a course within the project USo+I: Universidad, Sociedad e Innovación financed by the European Union, within the ALFA III program. The course uses only OER and all material is available from USB-memory sticks to meet any problems of limited access to computers or internet.
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| 9. |
- Grönlund, Åke, 1954-, et al.
(författare)
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Effective use of assistive technologies for inclusive education in developing countries : issues and challenges from two case studies
- 2010
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - 1814-0556. ; 6:4, s. 5-26
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Tidskriftsartikel (refereegranskat)abstract
- Developing countries face many obstacles in the process of implementing inclusive education (IE). Effective use of assistive technologies (AT) can help governments in developing countries achieve inclusive education by helping children with disabilities in schools. Despite the importance and positive impact of AT, prior research on the use of AT in inclusive education especially in developing countries is limited. To fill the research gap in this area, this paper investigates the research question of, How can AT be effectively used for IE in developing countries? To address this question, we conducted an in-depth case study of two developing countries, Bangladesh and Tanzania, and thoroughly reviewed existing IE projects around the world and other relevant literature. Three experts in the field and 18 informants of the two selected countries were interviewed in person, by phone or by email. The analysis of findings from interviews and literature review shows that obstacles to effective use of AT for IE come from three different levels – school, national, and network. Because AT is only part of the equation for a country to achieve IE, a high level national perspective is required and other related factors also need to be considered. We recommend governments in developing countries adopt a systematic approach in tackling obstacles at each level and pay attention to five management challenges: establishment and maintenance of professional networks: identification and maintenance of knowle ge and expertise; funding management; coordination among ministries, and implementation, maintenance, and monitoring of a national program. Overall, governments are suggested to adopt a “network” approach that includes a constructive view of development drawing on incentives-based cooperation from all stakeholders. The results of this research shed light on the status quo of the use of AT for inclusive education in developing countries and provide useful guidance to parties who are interested in using assistive technologies to achieve inclusive education.
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| 10. |
- Hansson, Henrik, et al.
(författare)
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The Teachers’ Portal as a tool for teachers’ professional development in Bangladesh: : Facilitating nationwide networking and digital multimedia content for 40,000 schools
- 2018
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Ingår i: ijEDict - International Journal of Education and Development using Information and Communication Technology. - 1814-0556. ; 14:3, s. 113-130
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Tidskriftsartikel (refereegranskat)abstract
- The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and by so doing preparing the young generation with quality education.
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