ICT4D 2.0 studies in virtual environment: Context and user needs to foster learning process

Mavengere, Nicholas B.; Ruohonen, Mikko

doi:10.1109/istafrica.2016.7530608

Cited by 6 publications

(12 citation statements)

References 3 publications

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“…As the participants were geographically apart, it was not feasible that every time a meeting had to be done, people should meet. This concur with [24] who argued that online face-to-face discussions are invaluable in collaborative tasks and decisionmaking processes schedule where there are time, space and distance constraints. The respondents below agreed that Google applications provided them with the opportunity to work in a real-time environment as you can be able to simultaneously work on a document.…”

Section: Real Time Collaborationsupporting

confidence: 74%

“…"Action research aims to contribute both to the practical concerns of people in an immediate problematic situation and to the goals of social science by joint collaboration within a mutually acceptable ethical framework" [33]. According to [24], the strength of action research is in its focus on generating solutions to practical problems. It has the ability to empower practitioners through enabling engagement with research aspect and the subsequent development or implementation activities.…”

Section: Methodsmentioning

confidence: 99%

“…The responses below led to the conclusion that skype is a convenient mode of communication where distance appears to be a barrier and time constraints. Besides being used for conferencing, [24] identified that Skype can be used to conduct interviews or focus groups in real time via the instant messaging feature, which allows multiple users to participate simultaneously by typing their comments in a common virtual room. Thus, it is a useful data collection tool for textual, audio and visual data.…”

Section: Video Conferencingmentioning

confidence: 99%

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Collaborative Postgraduate Studies in Higher Education: A Case Study of South Africa

Manzira¹,

Munyoka²

2017

IFIP Advances in Information and Communication Technology

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This research aimed to investigate the delivery of postgraduate study through incorporation of Google Applications and Skype technologies as collaborative tools. Participants were a cohort of full time working employees from a South African cohort of collaborating universities enrolled in the PostGraduate Diploma in Higher Education course, located in Limpopo and Western Cape provinces. The data was collected through interviews from participants on Skype and Google technologies that include Google drive, Gmail, Google docs, Google spreadsheet, and Google chat. Data was analysed through ethnographic content analysis and conversational analysis. Based on the findings, it was evident that Google applications and Skype technologies support collaborative learning. The study results show that these technologies have an important role in future delivery of academic post graduate programmes in institutions of Higher Learning amongst working employees. This study recommends use of these technologies in scenarios involving multiple institutions across the world. Cloud computing has a pivotal role in enabling online collaborative learning activities and it enhances effective skills development in cases where students cannot afford to attend courses on full time basis due to work commitments or geographical location

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Section: Real Time Collaborationsupporting

confidence: 74%

Section: Methodsmentioning

confidence: 99%

Section: Video Conferencingmentioning

confidence: 99%

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Collaborative Postgraduate Studies in Higher Education: A Case Study of South Africa

Manzira¹,

Munyoka²

2017

IFIP Advances in Information and Communication Technology

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“…The University of Tampere offered a virtual course, entitled Development 2.0, that is, Information and Communications Technologies for Development 2.0. The course was done with three groups of students, referred to as class 1 (Autumn semester 2015), class 2 (Spring semester 2016) and class 3 (Autumn semester 2016) [5].…”

Section: The Virtual Learning Coursementioning

confidence: 99%

Enhancing Learning in a Virtual Environment: Qualities of Learning in Different Learning Modes

Mavengere

Ruohonen

Vartiainen

2017

IFIP Advances in Information and Communication Technology

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“…In addition, problem solving, for example in industries, is usually multidisciplinary and thus making collaboration a necessity. There are efforts which need to be done, such as understanding students as users of the learning management systems [7], [8]. Recent studies show that online collaborative learning enhances knowledge construction and promotes learner centered learning pedagogy [9], [10].…”

Section: Collaborative: Learners Work Together In Building New Knowlementioning

confidence: 99%

Learners’ Experiences in a Multicultural Remote Collaborative Learning Environment: A Case of ICT4D Course

Maina

Mavengere

Manzira

et al. 2017

IFIP Advances in Information and Communication Technology

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Collaborative learning is advocated because of its pedagogical advantage, which allows knowledge construction through group discussions among learners. In a collaborative learning environment, there will be many learners with diverse cultures. The pedagogical advantages of collaborative learning include learners from different cultural orientation sharing unique learning experiences. The purpose of this study is to investigate learners' experiences in a multicultural remote collaborative learning environment among three countries, South Africa, Kenya and Finland. An Informational and Communication Technology for Development (ICT4D) course was offered to 51 online students from three Universities in the countries mentioned. The course was group-work focused and groups were comprised of students from different Universities. A questionnaire was designed and distributed online to these students. The objective of the questionnaire was to assess students' experiences in a remote collaborative, tools used and knowledge sharing in the course. Research findings indicated that students utilized well synchronous and asynchronous communication technologies but also faced challenges like time differences and unequal contribution and participation in groups. However, team work of the students was excellent owing to the fact that 17 students managed to achieve the goal of the virtual learning for ICT4D course through remote collaborative learning.

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ICT4D 2.0 studies in virtual environment: Context and user needs to foster learning process

Cited by 6 publications

References 3 publications

Collaborative Postgraduate Studies in Higher Education: A Case Study of South Africa

Collaborative Postgraduate Studies in Higher Education: A Case Study of South Africa

Enhancing Learning in a Virtual Environment: Qualities of Learning in Different Learning Modes

Learners’ Experiences in a Multicultural Remote Collaborative Learning Environment: A Case of ICT4D Course

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