<i>WhatsApp</i>use among African international distance education (IDE) students: transferring, translating and transforming educational experiences

Madge, Clare; Breines, Markus Roos; Dalu, Mwazvita T.B.; Gunter, Ashley; Mittelmeier, Jenna; Prinsloo, Paul; Raghuram, Parvati

doi:10.1080/17439884.2019.1628048

Cited by 65 publications

(71 citation statements)

References 46 publications

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“…We therefore argue that the location of access to ICT other than home access barely supports effective technology-enhanced learning. Even though we agree with De Haan ( ), van Dijk (2006 and Warschauer & Matuchniak (2010) that literal access alone does not translate into effective use of ICT, we stress that home access is critical for DE students to translate, transfer and transform their educational journey (Madge et al, 2019). This is consistent with Oyelaran-Oyeyinka & Lal (2005) who observed that increased ownership of digital technology often leads to increased usage of internet.…”

Section: The Digital Dividesupporting

confidence: 74%

“…Even though DE students describe internet access as essential for pursuing their studies (Madge et al, 2019), we found that more than twice as many students living in urban areas had home access to a computer and internet than those who were not living in urban areas (Tables 1, 2).…”

Section: The Digital Dividementioning

confidence: 68%

“…The research employed a mixed method approach which firstly involved collecting demographic data from a total of 230 (a subset from the IDEAS project dataset) local undergraduate UNISA students through an online questionnaire survey, which was developed and implemented as part of the project funded by the Economic and Social Research Council (ESRC) and National Research Foundation (NRF) of South Africa (Mittelmeier et al, Submitted). This was followed by in-depth individual online interviews, where questions on student adaptation to college questionnaire (SACQ; Mittelmeier et al, 2019), social media usage (Madge et al, 2019), migration plans (Breines et al, 2019) and other cross-cutting themes such as location of access to a computer and internet, and the university education level of parents were asked. The interviews were recorded, transcribed, coded and organised into themes and sub-themes using the NVivo software.…”

Section: Methodsmentioning

confidence: 99%

“…Even though there is an increased body of studies and evidence from empirical findings (Oyedemi, 2009;2012;Pashapa & Rivett, 2017), the majority of literature has focused on developed countries with some highlighting the digital gap between developed/ developing countries 2 or urban/ rural areas largely in the former (Hindman, 2000;Pick & Nishida, 2015;Penard et al, 2015;Mykhnenko, 2016). Only a few studies have focused on DE and African students, especially in technology-enhanced learning (Ajadi et al, 2008;Kaliisa & Picard, 2017;Hill & Lawton, 2018;Madge et al, 2019).…”

Section: ____________________mentioning

confidence: 99%

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The same course, different access: the digital divide between urban and rural distance education students in South Africa

Lembani

Gunter

Breines

et al. 2019

Journal of Geography in Higher Education

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134

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Access to education is a significant determinant in future success, not only for a country but equally for individuals. Higher Education (HE) thus is an integral part of the Sustainable Development Goals and vital in supporting African development. Despite this, there is often a lack of access to HE in many parts of Africa, distance education can subsequently play an important role in increasing access to education by providing materials online. Even though institutions such as the University of South Africa, a provider of Open Distance Learning (ODL), can open access to HE for many marginalised and peripheral communities, we cannot separate access to ODL education from the debate of access to ICTs. Students in urban areas have a significantly different educational experience to students with poor ICT access in peri-urban and rural areas. This paper explores the nature of access to ICT and how this affects students' ability to access HE.

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Section: The Digital Dividesupporting

confidence: 74%

Section: The Digital Dividementioning

confidence: 68%

Section: Methodsmentioning

confidence: 99%

Section: ____________________mentioning

confidence: 99%

See 2 more Smart Citations

The same course, different access: the digital divide between urban and rural distance education students in South Africa

Lembani

Gunter

Breines

et al. 2019

Journal of Geography in Higher Education

Self Cite

134

View full text Add to dashboard Cite

show abstract

“…As a result, IaD students often join an existing network of students who work together to coordinate their interaction with the university. Social media plays a key role in interacting with other IaD students from their home country, but equally with South African students who can form a link across distance as they visit university centers on IaD students' behalf (Madge et al, 2019). Other issues are unique to the IaD student cohort at UNISA, such as international money transfers for tuition payments or receiving physical copies of assigned texts (Mittelmeier et al, 2019b).…”

Section: Example At Scale: Unisamentioning

confidence: 99%

Conceptualizing Internationalization at a Distance: A “Third Category” of University Internationalization

Mittelmeier

Rienties

Gunter

et al. 2020

Journal of Studies in International Education

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Internationalization efforts in higher education have often been categorized according to Jane Knight’s binary of “Internationalization at Home” (IaH) and “Internationalization Abroad” (IA). However, a rising number of technology-supported activities have created new opportunities for university internationalization. For example, students can now remain “at home” while using technology to study with an institution or program that is simultaneously located “abroad.” We have conceptualized these activities as a new third category called Internationalization at a Distance (IaD). In this article, we introduce the concept of IaD and outline an in-depth case study of an international distance education provider at scale, the University of South Africa.

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Reviewing Mixed Methods Approaches Using Social Network Analysis for Learning and Education

Froehlich

Rehm

Rienties

2019

Lecture Notes in Social Networks

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Across the globe researchers are using social network analysis (SNA) to better understand the visible and invisible relations between people. While substantial progress has been made in the last 20 years in terms of quantitative modelling and processing techniques of SNA, there is an increased call for SNA researchers to embrace and mix methods developed in qualitative research to understand the what, how, and why questions of social network relations. In this chapter, we will reflect on our experiences with our latest edited book called "Mixed Methods Approaches to Social Network Analysis for Learning and Education", which contained contributions from 20+ authors. We will first review the empirical literature of Mixed Methods Social Network Analysis (MMSNA) by conducting a systematic literature review. Secondly, by using two case-studies from our own practice we will critically reflect on how we have used MMSNA approaches. Finally, we will discuss the potential limitations of MMSNA approaches, in particular given the complexities of mastering two ontologically different methods.

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WhatsAppuse among African international distance education (IDE) students: transferring, translating and transforming educational experiences

Cited by 65 publications

References 46 publications

The same course, different access: the digital divide between urban and rural distance education students in South Africa

The same course, different access: the digital divide between urban and rural distance education students in South Africa

Conceptualizing Internationalization at a Distance: A “Third Category” of University Internationalization

Reviewing Mixed Methods Approaches Using Social Network Analysis for Learning and Education

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