Some higher education institutions create online communities to achieve engagement between teachers and learners. Unfortunately, some members seem to prefer sharing feedback via offline means instead of doing so in the online community. From qualitative data collected via flashcards, this article has found that this preference is largely due to their need for anonymity, and convenience that such offline means afford, but is largely absent in most online communities for education, e.g. Google Classroom. In addition, others preferred the offline means because they did not require an online connection – a resource whose absence could be a constraint in a resource-poor area such as the setting of this paper. The findings are discussed in terms of the implications for research and practice, and recommendations proffered.

The purpose of this study is to explore the factors that inform a consumer's behavioural intention to adopt disruptive information technologies. This study uses an inductive reasoning approach to collect qualitative data which is analysed using interpretive analysis guidelines. The outcome of the analysis is the discovery of three new variables, namely, understanding of technology, meta-price value, and perceived need. The knowledge of technology refers to what a consumer knows about disruptive information technology. The meta-price value refers to a consumer's perception of the benefits to be gained from disruptive information technology as compared to those of the disrupted technology. The perceived need refers to a consumer's realisation of the extent to which disruptive information technology is the sole provider for a fundamental requirement. This study is, arguably, the first to propose a different model to explain the adoption of disruptive information technologies.

This article describes how the traditional teaching and learning activities over the years have been challenged to be agile - easily adaptable to changing classroom conditions. Despite this new phenomenon, there is a perceived paucity of agile-in-teaching research. Available studies neither focus on the use of agile principles beyond delivering software developmental courses. Research in this area has not provided longitudinal insights into the evolution of agile implementation in teaching and learning. Further, they lack a comprehensive evaluation of teaching and learning activities using agile principles. This article responds using an account of how agile principles guided the delivery of an IT Project Management course to three different student cohorts over three academic years. An evaluation of these activities demonstrates skillful adaptation of the principles to achieve learning outcomes. Implications of agile-in-the-classroom research are discussed.

No abstract

Information and communication technology has ushered in an era where business organisations are striving to create value for their customers to ensure retention. Ubiquitous nature of mobile devices provides opportunity to run retail banking apps where many people can use at anytime and anywhere to engage in banking transactions. Using these apps, we investigate, comparatively, the effect of gratification, utilitarian and trust elements towards the use of retail mobile banking app. This study was grounded on Gratification and the Unified theory of acceptance and use of technology theories. Data was collected from participants from Ghana, Nigeria and South Africa. By analysing the data with SmartPLS, the results show a minor variation in the effect of Gratification, Utilitarian, and Trust elements on the use of retail mobile banking app in the selected countries in Africa. These findings suggest that technology innovation inclusive should be encouraged in the development of retail mobile banking app in order to improve on customer experience.