Challenges of educational digital infrastructure in Africa: A tale of hope and disillusionment

Mukuni, Joseph

doi:10.5897/jasd2019.0539

Cited by 10 publications

(6 citation statements)

References 14 publications

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“…Fourthly, the myriad of infrastructural e-learning challenges faced by universities in LMICs requires contextually sound standards and comprehensive evaluation, although progress in this regard is evident [79]. Policy issues surrounding e-learning infrastructure were an area of contention as most of the experts agreed that operationalising policies in e-learning is challenging in LMICs.…”

Section: Discussionmentioning

confidence: 99%

“…Despite the promising internet penetration in LMICs, especially in Africa, the concentration is mostly in urban areas. In addition, the cost of internet access is prohibitive [79]. The learning management systems (LMS) in most developed countries are customised to suit their speci c needs, but in LMICs, reliance on open source LMS limits the ability to customisable options [82,83].…”

Section: Discussionmentioning

confidence: 99%

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Standards for Evaluating the Quality of Undergraduate Nursing Elearning Programme in Low- and Middle-Income Countries: A Modified Delphi Study

Mutua

Nyoni

2022

Preprint

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Background The lack of standards hampers the evaluation of e-learning programmes in low- and middle-income countries. Fragmented approaches to evaluation coupled with a lack of uniform criteria have been a major deterrent to the growth of e-learning. Adopting standards from high-income countries has contextual challenges in low- and middle-income countries. Holistic approaches coupled with uniform standards provide holistic information to stakeholders hence the quality of the programmes is measurable. The e-learning situation in low-and middle-income countries provided an impetus to develop and validate these standards. Design A modified Delphi technique. Review methods Fourteen experts with experience and expertise in e-learning and regulation of undergraduate nursing from fourteen countries in low-and middle-income countries participated in three rounds of the modified Delphi process. A pre-described set of standards was shared electronically for independent and blinded ratings. An 80% agreement influenced consensus decisions. The standards were modified based on experts’ comments, and two subsequent rounds were used to refine the standards and criteria. Results At the end of round one, the expert consensus was to keep 67, modify 29 and remove three criteria. At the end of the second round, the consensus was to modify 28 and remove four criteria. In the third round, experts agreed that the standards were feasible, usable, and practical in LMICs. A total of six broad standards with 105 criteria were developed. Conclusion The Technological bloom permeating all spheres of society, including education is an essential component in the development of e-learning programmes. The standards are quintessential to evaluating the quality of undergraduate nursing programmes. E-learning in nursing education requires critical evaluation to ensure quality in undergraduate nursing programmes. The intricacies of the Low and middle-income context were taken into consideration in developing the standards to offer sustainable evaluation of the quality of e-learning in LMICs, and local solutions to local problems.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Standards for Evaluating the Quality of Undergraduate Nursing Elearning Programme in Low- and Middle-Income Countries: A Modified Delphi Study

Mutua

Nyoni

2022

Preprint

View full text Add to dashboard Cite

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“…The use of technology-based distance education has become popular among universities (Joseph, 2019). It has been seen as a promising cost-effective and an answer to the African problem of high demand of education with limited resources.…”

Section: Challenges Of Online Pedagogical Infrastructuresmentioning

confidence: 99%

“…For the African situation, these hopes have turned to be disillusionment because of the challenges that are related to IT digital infrastructure and economic situation for developing countries. Joseph (2019) further explains that even though developing countries in Africa still face challenges regarding online learning implementation, this dream has come true elsewhere in the developed nations.…”

Section: Challenges Of Online Pedagogical Infrastructuresmentioning

confidence: 99%

Assessing the Prospects and Challenges of Online Learning in Kenyan Public Universities: A Case Study of Masinde Muliro University of Science and Technology

Owidi,

Wangila,

Shiundu

et al. 2023

AJERNET

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The increase in the number of internet users, the demand for education, and the widespread use of electronic devices among scholars have created a potential in online learning as an alternative to traditional education. This can be linked proper planning, clear online learning policies and trained personnel to facilitate the online learning process. Recent studies point to the possibility of African public universities adopting online learning more aggressively in the future than ever before. This study therefore outlines the opinions of lecturers, students and the management of Masinde Mulari University of Science and Technology regarding the prospects and challenges of online pedagogical infrastructure and how it affects learning in public universities. The study used a descriptive survey. Data was collected from a sample size of 682 which included students, members of faculty, and technical staff. The sample was selected using a stratified sampling technique. Data was collected using questionnaires and interview schedules. Analysis was done using frequencies, means, standard deviations, and regression analysis. The findings showed that mobile learning is the solution to online learning problems given its accessibility and availability amongst most learners. It also shows that online learning provides customized learning experiences in which learning is student-centered. The results from ordered logistic regression, (Wald = 0.673,) showed that indeed challenges of use of online pedagogical infrastructure affects learning in public universities. This was confirmed by the analysis of interval data using simple linear regression in which the outcome for both faculty and students also were in line with the findings of logistic ordered regression,

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“…Most online learning initiatives tend to fail entirely or partially due to various barriers to online learning in developing countries. The use of technology-based distance education has become popular among universities (Joseph, 2019). It has been seen as a promising cost-effective and an answer to the African problem of high demand of education with limited resources.…”

Section: Introductionmentioning

confidence: 99%

Post COVID-19 Analysis of the Status of online Infrastructure use by Public Universities in Kenya: The Case of Masinde Muliro University of Science and Technology

Owidi,

Wekesa Wangila,

Shiundu

et al. 2023

AJERNET

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The Covid-19 pandemic brought about a lot of interference in learning institutions. Universities were not spared by this pandemic, and this brought about a need to reconsider modes of learning which had all along been face-to-face. Online learning has proved itself as a promising instructional medium as well as a prime area for researchers to investigate its effectiveness on learning and pedagogy. Covid-19 provided an avenue to explore the use of technology in learning given that learning institutions were closed indefinitely. Online infrastructure refers to the hardware, software and internet availability in learning institutions that promote distance education or e-learning. This study sought to establish the status of online pedagogical infrastructure in public universities with a focus on Masinde Muliro University of Science and Technology (MMUST). The study adopted a descriptive survey design. The study population comprised of staff and students of MMUST. Stratified sampling was used to get a sample size of 682 respondents. Data was collected using questionnaires, interviews, Learning Management System content analysis, and observations. The study found that the available online pedagogical infrastructure in MMUST was not sufficient to facilitate online learning. Additionally, the findings indicate that majority of the students and lecturers did not have access to necessary online infrastructure. There lacks a clear policy guidelines for online learning. These findings show that MMUST has inadequate requisite ICT infrastructure and skills to enhance successful implementation of online learning. The study therefore recommends a need for public universities to create partnership with the private sector to improve ICT infrastructure to build the necessary capacity and standardize online learning programs. It further recommends that Institution Policymakers need to formulate policies that promote effective online learning across universities.

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Challenges of educational digital infrastructure in Africa: A tale of hope and disillusionment

Cited by 10 publications

References 14 publications

Standards for Evaluating the Quality of Undergraduate Nursing Elearning Programme in Low- and Middle-Income Countries: A Modified Delphi Study

Standards for Evaluating the Quality of Undergraduate Nursing Elearning Programme in Low- and Middle-Income Countries: A Modified Delphi Study

Assessing the Prospects and Challenges of Online Learning in Kenyan Public Universities: A Case Study of Masinde Muliro University of Science and Technology

Post COVID-19 Analysis of the Status of online Infrastructure use by Public Universities in Kenya: The Case of Masinde Muliro University of Science and Technology

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