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Research has shown that traditional Internet has not been successful in alleviating social exclusion in developing country. Since a significant number of the population in developing countries use mobile phones, others have suggested that mobile internet may be the solution to the problem. However, to date there has not been empirical studies in developing countries to explore that possibility. This study aims therefore to explore whether the mobile internet may be a viable option for addressing social exclusion in a developing country context. Data for the study was gathered using semi‐structured interviews with socially excluded individuals and the data was analysed using thematic analysis. The findings of the study show that usage of mobile internet amongst the socially excluded is low mainly because internet‐capable cell phones are still beyond the reach of the socially excluded and because of limited awareness of what mobile internet is and what it can achieve. The study also shows that while mobile internet has significant impact in addressing exclusion from social participation, its impact on economic as well political dimensions of exclusions is still limited.

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[The final form of this paper was published in the Journal of Information Technology Education: Research] This paper describes the flipped classroom approach followed in two second year Information Systems courses. The various techniques employed through this approach are described. These techniques were underpinned by a theory of coherent practice, which is a pedagogy that provides a framework for the design of highly structured interventions to guide students in their learning experiences. The paper also describes the students’ perceived benefits and limitations of the approach. The students’ performance was compared with that of the previous year where a traditional teaching method was followed. Overall, the flipped classroom approach had a positive impact on students’ attitude to learning, level of understanding, ability to apply concepts, engagement and performance. Limitations were mostly in line with a reluctance to take charge of their own learning (for some of them) and inability to engage in group discussions. A set of recommendations are proposed to address these gaps in line with what has been prescribed in literature.

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There appears to be a lack of knowledge on the phases South African (SA) organisations go through while adopting agile methods. As a means to address this gap, this study uncovered empirical evidence on the phases SA organisations go through whilst adopting agile methods as well as the disparities between agile prescriptions and the way SA organisations actually implement agile methods. The data collected using a case study approach was analysed through the lens of Actor-Network Theory (ANT). The results reveal that there is no structured process for adopting agile methods and organisations go through various phases in their attempts to adopt agile methods. During the various phases, organisations face challenges which are culture as well as people related. Through this study South African practitioners could now be aware that before adopting an agile methodology, there has to be a common understanding of the problems at hand and the envisioned solution. The findings also inform aspiring adopters in South Africa that adoption of the methods does not have to be as prescribed. They are free to adopt only those aspects the organisations need most.

This paper describes the flipped classroom approach followed in two second year Information Systems courses. The various techniques employed through this approach are described. These techniques were underpinned by a theory of coherent practice, which is a pedagogy that provides a framework for the design of highly structured interventions to guide students in their learning experiences. The paper also describes the students’ perceived benefits and limitations of the approach. The students’ performance was compared with that of the previous year where a traditional teaching method was followed. Overall, the flipped classroom approach had a positive impact on students’ attitude to learning, level of understanding, ability to apply concepts, engagement and performance. Limitations were mostly in line with a reluctance to take charge of their own learning (for some of them) and inability to engage in group discussions. A set of recommendations are proposed to address these gaps in line with what has been prescribed in literature.