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- Kivunike, Florence Nameere, 1975-
(författare)
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A Structured Approach for Evaluating ICT Contributions to Development
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- There is considerable on-going research aimed at devising means of evaluating the contribution information and communication technology (ICT) makes towards development, of which this thesis forms a part. It specifically seeks to investigate how a structured approach can support the evaluation of the ICT contribution to development. The need to demonstrate that ICT actually contributes to development is a concern for all those involved in policy and implementation of ICT for development (ICT4D). This research therefore adopted a broad perspective in developing the evaluation approach, particularly applying it to initiatives in Uganda as a test bed. The research further embraced an interdisciplinary approach to accommodate the complex ICT interactions. It merged concepts from information systems, development studies and applied decision theories to devise an evaluation approach. The design science research paradigm facilitated the understanding of what constitutes ICT-related development as basis for developing and testing the approach. Both case study and survey research strategies were applied to facilitate data collection at the different stages of the research.This thesis proposes a model and criteria for the evaluation of ICT-related development. Qualitative indicators are proposed, validated and tested for various dimensions including research and education, healthcare, economic opportunities, political freedoms and psychological wellbeing.Findings confirm the multidimensional and complex nature of the interactions of ICT in development. For instance, ICT benefits may not be restricted to specific goals, severally characterised by unintended benefits. This corroborates the essence of multidimensional evaluations to ensure a more meaningful understanding and establishing of ICT4D benefits. The majority of the proposed indicators could appropriately evaluate the ICT contribution to development. Notably, the quest by decision-makers for quantitative measures in evaluating development benefits is still apparent. Therefore, it is imperative that qualitative and quantitative approaches complement each other in the evaluation of the ICT contribution to development, a subject that can be addressed in subsequent studies. Furthermore, ICT4D benefits can be categorised in terms of significance to an initiative, for example primary and/or secondary contributors to development. For instance, while cost reductions and savings represent an important benefit, this research established that they were secondary to several others, such as providing a timely service in as far as improved access to healthcare is concerned. This is another aspect that would benefit from further investigation.
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| 2. |
- Andersson, Annika, 1968-
(författare)
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Learning to learn in e-Learning : constructive practices for development
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis concerns technology use in distance educations and learning practices related to this use. The research was carried out over the period 2005 to 2009 in Bangladesh and Sri Lanka and has been reported in 6 published papers. The research is situated within the field of Information and Communication Technologies for Development (ICT4D) and within this field e-learning. Education is important for development and for many students in developing countries distance education is often the only option to get educated. The research question is if the use of Information and Communication Technology (ICT) in distance education can contribute to development, and if so, how?This question is explored through two case studies in Sri Lanka and Bangladesh. A variety of data collection methods have been used: interviews, questionnaires, participant observations and document review. The research approach is interpretative and findings are analyzed using Structuration Theory.Initial findings showed that a major challenge for students was the change of learning practices that distance education required. Findings also showed that new constructive learning practices emerged through the use of ICT. For development to take place the learning practices of students are important. Students used to learning practices based on uncritical memorization of facts will not easily take initiatives for change, whereas students used to constructive learning practices will. Notwithstanding the fact that most students found this transition challenging, it was found that by introducing technology into long-established transmission structures, changes towards constructive learning practices occurred.A major contribution of this thesis is to increase the understanding of how ICT in distance education can facilitate constructive learning practices. By arguing that constructive learning practices are conducive to societal change this finding also has implications for development. The thesis also makes a theoretical contribution by extending Structuration Theory’s applicability in demonstrating its explanatory power in settings where researcher and informants are geographically and socially distant.
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