A Model for Introducing and Implementing E-Learning for Delivery of Educational Content Within the African Context

Abstract

In Africa, where we have enormous and varied challenges in accessing higher education, there is need for relevant and customized content that is specific to our needs and challenges. Most of the models that exist to address these challenges have their limitations in terms of flexibility, time and space constraints and hence the need to address the mitigating factors. A blend of different types of information and communication technologies can be used in innovative ways in order to resolve some of these limitations. However, the same technologies brings about other challenges such as the costs that are associated and change of attitude and training on the part of the e-content developers. These challenges must be addressed for successful introduction of the same in an educational setup. In this paper, electronic learning is proposed as one of the main ways of overcoming some of the key challenges in accessing education. We argue that electronic learning models should be sensitive to the level of availability of infrastructure, technical support, and clear policy on implementation, evaluation and curriculum reorientation. We propose an e-learning implementation model that can be used by educational institutions in introducing e-learning technologies to their staff and students. The model is a modification of Rogers'model of diffusion of innovation in organizations and has been developed from experiences and experiments conducted over a period of three years at the University of Nairobi. The steps involved in the proposed model are described and for each step factors that meliorate the situation are identified and put into perspective. System flowcharts have been developed and used to visualize the processes and the interrelatedness of the steps. We have contextualized the model to suit various parametric values that are dependent on cost, level of infrastructural support and staff motivation and commitment.

Optimization Technique for Implementation of Blended Learning in Constrained Low Bandwidth Environment

“…Although several techniques (e.g., [9], [10], [11], [12], [13]) have been proposed, the issue of implementing an effective and efficient blended learning process in constrained low bandwidth environment has not been adequately addressed. In relation to this research, the process may include optimizing the multimedia performance in an attempt to develop the content relevant to the challenges of developing countries [31] and optimizing the network efficiency. And as such there is a significant need for a new technique [16] that addresses the above issue.…”

The use of e Learning Systems for pedagogy What Zimbabwean Educators say

“…A similar study by [2] focussed on the perceptions of Turkey academics about elearning. [18] had surveyed the perceptions of the faculty at the Manchester Metropolitan University in the United Kingdom and findings conform to existing literature that educators have a positive attitude towards e-learning systems [3], [2] compared to inflexible traditional teaching and learning paradigms [20], The few studies relating to Africa include [20] who observed that institutions in this environment lag in the use of ICT in education. This has been attributed to such factors as lack of institutional support, resources, information, knowledge and expertise to embrace e-learning technologies [18].…”

“…Nevertheless, aaffordances from the e-learning strategy yet to be realized in Zimbabwean and other similar contexts [20]. For example [5] studied the adoption of e-learning in developing countries and found that use of such widespread systems was still at its infancy.…”

Influence of Institutional Support on Lecturers’ Preparedness for E-learning at the University of Nairobi, Kenya

“…Statistical projections indicate that enrolment for university education through e-learning was expected to grow consistently from about 900,000 in 2003 to about 15.2 million learners by the end of 2012 (MENON Network, 2007). The ability of new ICT facilities to support multimedia resource-based teaching and learning is fundamental to the growing interest in e-learning world over (Farahani, 2003;Omwenga, 2004).…”

“…Statistical projections indicate that enrolment for university education through e-learning was expected to grow consistently from about 900,000 in 2003 to about 15.2 million learners by the end of 2012 (MENON Network, 2007). The ability of new ICT facilities to support multimedia resource-based teaching and learning is fundamental to the growing interest in e-learning world over (Farahani, 2003;Omwenga, 2004).Various terminologies are often used in place of e-learning, for instance, online learning, virtual learning, distributed learning, network, or web-based learning. Whatever the terminology used, the primary connotation is the application of ICT tools, including the internet to mediate asynchronous as well as synchronous teaching and learning activities (Naidu, 2006).…”