This article describes the results of a follow-up study of 14 paraplegic individuals who were ®tted with the ARGO (Advanced Reciprocating Gait Orthosis ± STEEPER*) at least 1 year previously. It was found that 85% were still using the apparatus on a regular basis. The general satisfaction of the users was high, although the functional use was limited. Therapeutic reasons appeared to be the main reason for wearing the ARGO. The points that were most appreciated were the psychological and physiological bene®ts of standing and walking. Discussion with the users who were paraplegic provided valuable information concerning possible technical improvements to the ARGO.

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ICT can address concerns about access and quality of higher education in developing countries like Ethiopia. The crucial role of ICT in education has become more evident than ever during the COVID 19 crisis. Despite its role in addressing educational quality and access issues, evidence about the educational use of ICT in developing countries is scarce. Many previous studies on determinants of educational ICT focus on higher education in developed countries, while it remains unclear whether existing models explain ICT use by instructors in developing countries. This study reports the findings of a qualitative study conducted in three public universities of Ethiopia in order to elaborate determinants of instructors' educational use of ICT. First, it presents a conceptual framework of factors that explain instructors' ICT use based on literature. Second, based on empirical evidence collected from instructors, it assesses their experiences and opinions in relation to the proposed framework components. In-depth data were collected through focus group discussions from twenty-one instructors. The data were analyzed thematically with ATLAS.ti software. The results confirmed that the institutional, individual and infrastructurerelated determinants of the framework are perceived to be relevant in determining instructors' ICT use. Moreover, the study revealed the necessity of extending the proposed framework through aspects of management support, course-related factors, students' ICT competence and access to ICT infrastructure as new determinants of instructors' educational ICT use. Implications for theory-building are discussed and follow-up research is proposed.

The Open University's repository of research publications and other research outputs Learning relations of knowledge transfer (KT) and knowledge integration (KI) of doctoral students during online interdisciplinary training: an exploratory study

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