Information and Communication Technology for African Higher Education Institutions: Challenges and Opportunities

Hussein, Abdullahi

doi:10.1007/978-3-030-74088-7_12

“…1 Similarly, Holmner (2008) remarks on the absence of the pillars of information and knowledge societies in developing countries, resulting in a challenge for educators and students keeping abreast of the constant advances in ICTS (Mpungose, 2020). While others highlight that ICT infrastructure and educator development are key challenges facing HEIs in Africa (Hussein, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Educators from developing markets were therefore, challenged on all fronts during the pandemic and several factors impaired students' learning, including, inter alia, inadequate connectivity (in terms of internet access, data costs and the instability of power supply) (Prabawangi et al, 2021;Sturm & Pinsent-Johnson, 2021), the absence of devices (printers, WIFI routers, computers, laptops or tablets) 2 (Agormedah et al, 2020;Mpungose, 2020), the lack of inadequate learning resources, and shortage of ICT training (Hussein, 2021;Sangster et al, 2020). Students were also impeded by their capacity to use HEIs' Learning Management Systems (LMSs) (Mpungose, 2020) and other ICT learning platforms (Mhlanga & Moloi, 2020;Sturm & Pinsent-Johnson, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The latter is considered to have the "weakest safety nets" (Azevedo et al, 2021, p. 6), with the lack of state funding often being the largest contributing factor (UNESCO, 2021). Moreover, the sudden pivot online was particularly difficult for educators in developing countries due to the digital divide (Mpungose, 2020) as information communication technologies (ICTs) became the crux around which formal education evolved (Hussein, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Information Technology Factors Impacting Educators before and during COVID-19: A Study of Developing Countries

Keevy

¹

2023

sbsee

1

0

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Purpose: The purpose of the paper is to explore the negative impact of information technology (IT) factors prior to and during COVID-19 from the perspectives of developing country educators, to obtain context to the higher education environment to aid future teaching practices. Design/methodology/approach: The study employs a mixed method approach comprising a questionnaire and interviews with educators situated in two African developing countries from the South African Development Community (SADC). Findings: This paper found that the IT factors that most adversely impacted educators’ delivery of the academic programme, was the student element (students’ internet access, students’ access to IT equipment, students’ proficiency with technology and data costs for students). The IT factors negative impact was mostly also intensified amid the pandemic. Implications/Originality/Value: Far from being just a disruption, the pandemic is an indication of the urgent need to build sustainable higher education institutions to ensure that educators deliver quality academic programmes to all. The research obtained an understanding of IT factors (past and present) that may hinder educators’ orientations towards the future. Bringing to the fore the IT hindrances, educators can act by means of their environment, to enable teaching to continue under all conditions.

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“…Educators from developing markets were therefore, challenged on all fronts during the pandemic and several factors impaired students' learning, including, inter alia, inadequate connectivity (in terms of internet access, data costs and the instability of power supply) (Prabawangi et al, 2021;Sturm & Pinsent-Johnson, 2021), the absence of devices (printers, WIFI routers, computers, laptops or tablets) 2 (Agormedah et al, 2020;Mpungose, 2020), the lack of inadequate learning resources, and shortage of ICT training (Hussein, 2021;Sangster et al, 2020). Students were also impeded by their capacity to use HEIs' Learning Management Systems (LMSs) (Mpungose, 2020) and other ICT learning platforms (Mhlanga & Moloi, 2020;Sturm & Pinsent-Johnson, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

Information Technology Factors Impacting Educators before and During COVID-19: A Study of Developing Countries

Keevy

2023

JBSEE

0

View full text Add to dashboard Cite

Purpose: The purpose of the paper is to explore the negative impact of information technology (IT) factors prior to and during COVID-19 from the perspectives of developing country educators, to obtain context to the higher education environment to aid future teaching practices. Design/methodology/approach: The study employs a mixed method approach comprising a questionnaire and interviews with educators situated in two African developing countries from the South African Development Community (SADC). Findings: This paper found that the IT factors that most adversely impacted educators’ delivery of the academic programme, was the student element (students’ internet access, students’ access to IT equipment, students’ proficiency with technology and data costs for students). The IT factors negative impact was mostly also intensified amid the pandemic. Implications/Originality/Value: Far from being just a disruption, the pandemic is an indication of the urgent need to build sustainable higher education institutions to ensure that educators deliver quality academic programmes to all. The research obtained an understanding of IT factors (past and present) that may hinder educators’ orientations towards the future. Bringing to the fore the IT hindrances, educators can act by means of their environment, to enable teaching to continue under all conditions.

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Academic ICTs training in South Africa, Cameroon, and Nigeria. Strategies for ICT training course design

Cappelli,

Akkari

2024

Educ Inf Technol

0

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This study examines the effectiveness of ICT training programmes for academics at selected universities in Africa, specifically in Cameroon, Nigeria, and South Africa. Using a qualitative approach, we conducted semi-structured interviews with five ICT trainers and three trainees to better understand their experiences. The findings highlight both the challenges and the strengths that could be used to improve ICT training and make it more effective and relevant to the participants. Four key themes emerge from our analysis: course objectives and content, teaching strategies, implementation challenges, and expectations/impact of the courses. The objectives of the courses vary considerably—some focus on the practical application of ICT, while others aim to improve the participants’ understanding of ICT systems. Teaching methods also differ, ranging from more traditional teaching approaches to collaborative, project-oriented methods. However, we identify significant challenges, particularly poor internet connectivity and a lack of sufficient technological resources, which affect the learning process. In addition, there is often a divergence between trainer expectations and trainee perceptions of the impact of these courses on their professional development. This study aims to contribute to the definition of strategies to improve the effectiveness of ICT training, in the African context, including Cameroon, Nigeria and South Africa.

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Information and Communication Technology for African Higher Education Institutions: Challenges and Opportunities

Cited by 6 publications

References 34 publications

Information Technology Factors Impacting Educators before and during COVID-19: A Study of Developing Countries

Information Technology Factors Impacting Educators before and during COVID-19: A Study of Developing Countries

Information Technology Factors Impacting Educators before and During COVID-19: A Study of Developing Countries

Academic ICTs training in South Africa, Cameroon, and Nigeria. Strategies for ICT training course design

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