The Global Development Learning Network (GDLN) and Tertiary Education in Africa: Opportunities and Predicaments of Centralized Knowledge Broadcasting Programs on the World Scale

Assié-Lumumba, N’Dri Thérèse

doi:10.1163/156914908x383139

Cited by 5 publications

(4 citation statements)

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“…Universities throughout Africa are using this model to deliver educational services to distant learners. One important feature of the international distance learning program is the North-South dynamics: the programs' conception in the North and delivery in the South (Assie-Lumumba, 2008). Farleigh-Dickenson University has created the Global Virtual Faculty, which brings scholars, professionals and experts from around the globe into courses taught by FDU faculty (see appendix A for details).…”

Section: Examples From the Academymentioning

confidence: 99%

Academic Internationalization: The Impact of Mobility and Technology

Broaden¹

2012

JEVR

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The education industry has been transformed, in part, due to the impact of globalization. Globalization has created shifting paradigms in the way educational services are designed, how they are delivered and where they are located. For academic institutions to deal with these shifts; they will need to develop strategies, policies, and procedures that address issues related to globalization, the movement of resources (human, financial and physical) and the application of technology. Faculty, and how they perceive their role in shaping an internationalized academy, will be crucial in this process. In this paper, we examine academic roles, opportunities, and challenges, in an era of global change, while proposing a model of institutional internationalization that addresses the impact of mobility and technology on the academy.

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Section: Examples From the Academymentioning

confidence: 99%

Academic Internationalization: The Impact of Mobility and Technology

Broaden¹

2012

JEVR

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“…Among factors that adversely affect the potential of information and communication technologies to address poverty is affordability of the solutions and the fact that most content is of questionable local relevance (Ryan, 2003). The topics for the courses to be offered through GDLN are selected predominantly on the basis of their perceived importance from the standpoint of the World Bank and other donor institutions, and such top-down approach was one of the major issues that many participants of GDLN events unequivocally and passionately criticize (Assié-Lumumba, 2008).…”

Section: Content Relevancementioning

confidence: 99%

“…A few anecdotal evidences of GDLN network usage were found in the process of literature review: an assessment of the chances for success of the francophone videoconferencing centres (Yao, 2003); a multi-case study on distance learning policies and practices in five countries where one of sites was the Jordan DLC (Middlehurst & Woodfield, 2006); an experimental observation of IP/multicastbased real time instructional system in western China (Gao, Lui, & Mahanti, 2006) and a case study on the example of Cote D'Ivoire DLC (Assié-Lumumba, 2008). A study that explores the potentials for offering wider access to tertiary education mentions that by joining the GDLN, the University of Southern…”

Section: In Development Communicationmentioning

confidence: 99%

“…The World Bank's approach to knowledge and knowledge transfer assumed that knowledge is universally applicable and it must originate in the 'North ' (McFarlane, 2006). For the GDLN, the topics for the courses offered were selected on the basis of their perceived importance from the standpoint of the World Bank staff (Assié-Lumumba, 2008).…”

Section: 2 Content Of Communication and Its Relevancementioning

confidence: 99%

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Understanding the Effectiveness of Cross-Cultural Video-Mediated Communication

Nergui¹

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<p>People are increasingly using advanced communication technologies such as videoconferencing to collaborate across geographical boundaries and time zones. This presents problems because cultural values, attitudes, and behaviours influence how a given group of people perceives, understands, communicates and interprets information and knowledge. This study explores how various factors including technology and cultural differences of participants affect their perceptions of the effectiveness of cross-cultural communication in videoconferences. The study identifies factors that most influence the effectiveness of cross-cultural video-mediated communication. It will help practitioners to: 1) make efficient use of resources while designing and facilitating videoconferences; and 2) incorporate cultural factors in assessing the effectiveness of cross-cultural distance learning events. The study is situated in the Global Development Learning Network (GDLN) which spans the world with more than 120 distance learning centres and facilitates communication for development through videoconferencing technology. A multiple-case cross-cultural study has been carried out in GDLN affiliates located in four countries: Australia, Mongolia, New Zealand and Russia. Evidence for this case study comes from observations during videoconferences, semi-structured interviews with participants, documents and video recordings. This exploratory study contributes to the body of knowledge in three research domains: development communication through the videoconferencing channel; cross-cultural factors in video-mediated communication; and perceived effectiveness of videoconferencing.</p>

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Profiling e-health projects in Africa: trends and funding patterns

Jahangirian

Taylor

2013

Information Development

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There is a severe shortage of healthcare provision in Africa. e-Health, the use of Information and Communication Technologies (ICT) to support healthcare, may help to ease this problem. e-Health projects support a wide range of applications ranging from telemedicine to global research collaborations made possible via e-Infrastructures, worldwide systems of integrated advanced high performance networking and computing ICT. To try to understand the state of e-Health in Africa, this paper aims to create a picture and to present an analytical review of some of these initiatives in Africa. A review framework composed of multiple search methods is developed and applied to yield a broad coverage of e-Health projects over the African continent. Seven quantitative analyses on the projects are presented. Major observations include that there is a tendency for e-Health projects to grow in number in some African countries over time; that African countries with larger Gross National Incomes tend to attract more e-Health projects; that e-Health projects in Africa focus on telemedicine, health education and health-related research; that there is a wide range of funding bodies, some of which have a geographical focus, and that the number of m-Health projects has been rising sharply.

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The Global Development Learning Network (GDLN) and Tertiary Education in Africa: Opportunities and Predicaments of Centralized Knowledge Broadcasting Programs on the World Scale

Cited by 5 publications

References 1 publication

Academic Internationalization: The Impact of Mobility and Technology

Academic Internationalization: The Impact of Mobility and Technology

Understanding the Effectiveness of Cross-Cultural Video-Mediated Communication

Profiling e-health projects in Africa: trends and funding patterns

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