 Abstract-The development of educational software cannot be improved without a full understanding of methodologies, techniques, and cultural factors that inform the system development process. In education, technology has become a crucial tool. Computer-based technology brings a positive change, increasing knowledge and information sharing. The software crisis remains an issue in the software development industry. Although several articles have been published to address this problem, no solution has been found. Incorporation of culture into e-learning system cannot be neglected because it can enhance the use of e-learning content and services effectively. This study explores how culture can be captured during e-learning system design in South Africa (SA). SA is a country with eleven (11) official languages and different cultural practices spreading across nine (9) provinces. The study proposes that choice, use and effectiveness of e-learning systems is influenced by these languages and the associated cultures. The current e-learning environment provides a one size fits all type of framework where differences in the cultural background of learners are not considered. To consider difference in culture, a new e-learning framework that will capture these differences is needed. This paper provides a conceptual e-Learning System Development Framework (e-LSDF) which can be used by e-learning system developers in capturing cultural differences in society during the development of e-learning systems.Nehemiah Mavetera was born in Gutu, Zimbabwe in 1969. He is an associate professor in information systems, a master and PhD internal and external examiner, an editor, reviewer of journal and conference papers in this field. Currently he is also a director of the School of Economic and Decision Sciences. He is a holder of a PhD in information technology from the University of Pretoria, a master in geoinformation science and earth observation specializing in cadastre and land administration from ITC, University of Twente in the Netherlands and a BSc (honors) engineering degree in surveying from University of Zimbabwe.Ernest Mnkandla held an honors degree in the field of electrical engineering from the University of Zimbabwe, Harare, Zimbabwe in 1992, an MSc degree in computer science from the National University of Science and Technology, Bulawayo, Zimbabwe in 1997, and a PhD in electrical and information engineering from the University of the Witwatersrand, Johannesburg, South Africa, 2008. His research interests are software engineering, software project management with specific focus on software quality management. He is currently an associate professor at

An emerging countries banking service providers are eager to implement new technologies and services in order to grasp, penetrate the market and gain competitive advantage. The banks made use of technology by introducing new products such as mobile banking, but customers are not really adopting this new banking model provided as a result some challenges. Then, the overall objective of this study is to explore the risks and benefits on acceptance and usage of mobile banking by users in emerging countries. Also, to identify whether the independent variables are statistically significant factors in the adoption of mobile banking. The research established the effect of independent variables, which include perceived usefulness, and perceived ease use on dependent variables, i.e. the adoption of mobile banking. In the findings it was found that participants would use mobile banking if it is easy to use because then it will be useful to them. Conclusions were made that perceived ease of use of mobile banking positively affect perceived usefulness of mobile banking, perceived ease of use of mobile banking positively affect the behavioral intention to use mobile banking while perceived usefulness of mobile banking has a positive impact on the behavioral intention to use mobile banking.

Stress resulting from academic work among lecturers and students in Ghanaian higher institutions greatly affects their health and academic output. The study aimed at identifying the sources and causes of academic stress in the higher institutions in Ghana while suggesting effective stress coping mechanisms. The study was driven in the convergent parallel mixed method research with questionnaire administration, private interviews and focus group discussion as data collection tools. A total of 478 sampled respondents in three higher institutions in Ghana were involved in the study. This included 74 lecturers and 404 students in three higher institutions in Ghana. The findings of the study revealed that lack of planning of work schedule, unnecessary delays of work while striving to meet deadlines or procrastination, poor eating, sleeping and exercise habits as well as unrealistic academic goals were the main causes of academic stress. The study contends that the setting of healthy academic goals, good planning and schedule of academic work, giving room for exercise and relaxation at regularly planned intervals, meticulously following healthy eating and sleeping habits as well as Africultural coping mechanisms were the effective management strategies of academic stress. The study tasks the Ministry of Education and the regulatory bodies of higher institutions in Ghana to ensure the setting of guidance and counseling units as well as task welfare committees to periodically organize workshops and seminars to sensitize the members of the higher institutions on the dangers of academic stress and effective approaches in curtailing them.

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Information and communication technologies (ICTs) are important for improving healthcare services worldwide. Using tools related to ICTs such as smartphones (cell phones), video conferencing, computers enhances the delivery of health services as well as electronic health (e-health). Therefore, this study's main objective is to investigate the e-health readiness for higher education institution students in an emerging country (Botswana). The study achieved this by identifying the readiness factors that affect the adoption of e-health using the conceptual framework (technology readiness and acceptance model for e-health). The study established that students' optimism, innovativeness, discomfort, and insecurity influence e-health perceived ease of use. However, only optimism and discomfort influence e-health perceived usefulness whereas innovativeness and insecurity did not influence e-health perceived usefulness. Additionally, the study found out that e-health perceived usefulness and e-health perceived ease of use have an influence on e-health adoption.