Electronic learning benefits and challenges in Malawi’s higher education: A literature review

Gama, Limbani Chrispin; Chipeta, George Theodore; Chawinga, Winner Dominic

doi:10.1007/s10639-022-11060-1

Cited by 21 publications

(9 citation statements)

References 60 publications

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“…Along with these results, the study by Gama, Chipeta and Chawinga [25] states that e-learning in HEIs in Malawi is not fully practised due to underdeveloped ICTs and power infrastructure are the most common impediments (i.e., technological barriers) followed by the lack of an elearning policy and lack of knowledge to use ICTs among students which fall and organisational factors. Although technological factors have been identified as key determinants of the use of technology (i.e., LMS), human capital resources such as staff, students, faculties and experts are a key influential factor [76].…”

Section: Discussionmentioning

confidence: 92%

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities

Chasubuta,

Ndibalema,

Loisulie

2024

Educ. Technol. Q.

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This paper aims to test the predictive power of facilitative conditions and technological literacy skills in using the Learning Management System (LMS) for learning in a Tanzanian university setting. The paper adopts a qualitative approach in which data were analysed using the linear regression model after securitising for multicollinearity, linearity, normality of data, homoscedasticity, and measurement reliability. The study’s findings indicate that the environmental context had more predictive power for technological literacy among students than the technological and organisational context. The paper provides insights to educational practitioners in HLIs to strengthen their systems so that the technological learning environment aligns with the student's technological literacy development needs. The findings also highlight the need for university authorities to adopt new technological innovations that could be used to enhance students’ digital literacy skills development and be able to cope with 21st-century skills. By examining the level of technological literacy, the research can shed light on the potential barriers students face in using LMS and point out some areas where interventions are needed. This, in turn, can enhance educational outcomes by improving students’ digital skills and their ability to engage with online learning resources.

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Section: Discussionmentioning

confidence: 92%

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities

Chasubuta,

Ndibalema,

Loisulie

2024

Educ. Technol. Q.

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“…[75], [76], [143], [80], [83], [85], [88], [9], [144], [145], [146], [164], [162], [106], [13], [133], [110], [112], [114], [115], [116], [117], [119], [121], [123], [153], [154], [155], [156] Opinion paper 27 17%…”

Section: E-learning Effectmentioning

confidence: 99%

E-Learning-Based Cloud Computing Environment: A Systematic Review, Challenges, and Opportunities

Eljak,

Ibrahim,

Saeed

et al. 2024

IEEE Access

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New technologies drive educational shifts, transforming offline to online learning. This study investigates e-learning and cloud computing integration to understand synergies and their potential impact. The study addresses two primary research questions: the influence of elearning on factors like architecture, software, performance, security, hardware, network, and virtual aspects, and the examination of cloud computing services and models such as SaaS, PaaS, IaaS, and S.O.A. The research aims to provide insights into how e-learning is incorporated in a cloud computing environment. The motivation behind this study is to investigate the intricate relationship between e-learning and cloud computing. By analyzing 154 scientific papers, the study delves into the specifics of this integration, highlighting trends and areas that have received more attention. The study examines e-learning in a cloud computing environment, focusing on architecture (27%), general topics (21%), software (19%), and performance (18%). Virtual environments have fewer security issues, while storage and network focus are more prevalent. Cloud computing services are mainly all services, with software as a service (18%), infrastructure as a service (17%), and platforms as a service (10%). Most studies are based on public clouds (74%), all other models (11%), and hybrid clouds (3%). The study examines elearning integration in cloud computing, highlighting limitations in hybrid and private clouds, specialized infrastructure, and a gap in platforms and infrastructure offerings.

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“…The review considered in Ref. [9] makes a useful contribution to the HEI debate on sustainable e-learning and also presents the findings of empirical research. But the SLR is limited as the study also focuses on private and not just public HEI contexts in relation to sustainable e-learning approaches that, as suggested here, skews the findings given that each type of HEI has a very different funding model.…”

Section: Contributions and Shortcoming Of Previous Systematic Literat...mentioning

confidence: 99%

“…Ref. [9] Higher Education Country-Specific Academic Business Discipline Private/Public HE Change Management…”

Section: Previous Slrs Key Themes Shortcomingsmentioning

confidence: 99%

An Interdisciplinary Scoping Review of Sustainable E-Learning within Human Resources Higher Education Provision

McCotter

2023

Sustainability

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Background: This paper has identified a gap in the extant Human Resource higher education literature in relation to the use of sustainable e-learning pedagogy. As such, a scoping review has been undertaken to draw conclusions to help narrow this gap. This review is timely, given the rise in e-Human Resource practices in organisations. Introduction: For Human Resource e-learning to be truly sustainable, consideration also needs to be given to the broader driving forces impacting its long-term viability in university provision. The objectives of this paper are focused on exploring the interdisciplinary nature of the context, challenges, benefits, and future directions of sustainable e-learning in tertiary education. Design: the methodological design is based upon the PRISMA extension for scoping reviews. Discussion: this scoping review also considers the emerging e-learning sustainability issues at the university level to determine if a full systematic literature review would be beneficial in the long term. Conclusions: this paper offers conclusions to support Human Resource researchers and educators who wish to push the boundaries of sustainable e-learning research. Future Direction: this paper also points to the speed of advances in AI and the need to move from a uni-generational to a multi-generational sustainable e-learning focus.

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Electronic learning benefits and challenges in Malawi’s higher education: A literature review

Cited by 21 publications

References 60 publications

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities

Technological literacy in using Learning Management System among students in higher education institutions Tanzania: the case of two selected universities

E-Learning-Based Cloud Computing Environment: A Systematic Review, Challenges, and Opportunities

An Interdisciplinary Scoping Review of Sustainable E-Learning within Human Resources Higher Education Provision

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