Inscribed Themes Aligning Actors' Interests to Influence M-Learning Readiness in Higher Education

Paledi, Victor N; Alexander, Patricia M

doi:10.1109/oi.2018.8535961

Cited by 2 publications

(1 citation statement)

References 32 publications

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“…In Namibia, there have been concerted efforts by policymakers to make ICTs an integral teaching tool at all levels of education. The Namibian government's education ICT policy is aimed at capacitating learners, teachers and the community for the modern economy (Gunga & Ricketts, 2007;Paledi & Alexander, 2018). Woyo et al (2020) noted that whilst the Namibian government developed its ICT for education policy in 2005, research on the perceptions of higher education students regarding e-learning remains limited.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the E-Learning Challenges Faced by Students during Covid-19 in Namibia

Kaisara

Bwalya²

2020

IJHE

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Over the past two decades, e-learning has become an increasingly important field of study that has attracted scholarly and policy makers’ attention. Many developing nations have embraced e-learning as a tool to enhance accessilibility and affordability of higher education. During the COVID-19 lockdown period, many universities across the world were forced to embrace online teachning and learning to circumvent lockdowns, social distancing and other public health interventions put in place to contain the spread of the novel coronavirus. Consequently, this study sought to establish students’ experiences with the e-learning mode during the COVID-19 lockdown in Namibia. The paper discusses the results of an online survey of 137 undergraduate students about their experiences using e-learning technologies during the COVID-19-induced university closures. An online survey instrument was created on Google forms and a link distributed to students through WhatsApp class groups. Quantitative data were presented through frequency tables and figures, whilst we adopted thematic content analysis to analyse qualitative data. The results of the survey indicate that mobile devices remained the primary computing device used to access academic information. An analysis of the study results led to the emergence of five themes, viz, e-learning system accessibility, e-learning platform layout, resources to access Internet and network, isolation and home environment that captured student challenges with online classes. This paper argues that e-learning is still faced by a myriad of challenges that need to be addressed if it has to be a success. Furthermore, we advance the argument for mobile learning as a viable option for Africa due to the ubuiquity of mobile devices.

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Section: Literature Reviewmentioning

confidence: 99%

Investigating the E-Learning Challenges Faced by Students during Covid-19 in Namibia

Kaisara

Bwalya²

2020

IJHE

View full text Add to dashboard Cite

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Perceived Actors and Factors for Sustaining M-learning in Higher Education: A South African Students Perspective

Paledi

2019

2019 Open Innovations (OI)

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Inscribed Themes Aligning Actors' Interests to Influence M-Learning Readiness in Higher Education

Cited by 2 publications

References 32 publications

Investigating the E-Learning Challenges Faced by Students during Covid-19 in Namibia

Investigating the E-Learning Challenges Faced by Students during Covid-19 in Namibia

Perceived Actors and Factors for Sustaining M-learning in Higher Education: A South African Students Perspective

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