Octennial Review (2010-2018) of Literature on M-Learning for Promoting Distributed-Based Medical Education in Sub-Saharan Africa

Yunusa, Abdullahi Abubakar; Umar, Irfan Naufal; Bervell, Brandford

doi:10.19173/irrodl.v20i2.4121

Cited by 8 publications

(4 citation statements)

References 24 publications

(31 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Twenty-first century education has been inundated with seismic pedagogical shifts due in part to the rapid advances in technology witnessed in the last three decennia, especially as a result of the boom in information and communications technologies (ICTs) such as the Internet (Ditimi and Ayanda, 2013; Musaka, 2015; Yunusa et al , 2019). Such shifts are the result of the use of the Internet and other digital technologies to enhance human learning.…”

Section: Introductionmentioning

confidence: 99%

Individual innovativeness, self-efficacy and e-learning readiness of students of Yenagoa study centre, National Open University of Nigeria

Bubou

Job

2020

JRIT

View full text Add to dashboard Cite

PurposeThe purpose of this study is to explore the role individual innovativeness along with e-learning self-efficacy play in predicting the e-learning readiness of first- and second-year students of an open and distance education institutions in an African context.Design/methodology/approachTherefore, building on previous related research in this area, a quantitative approach was adopted to address the research questions and to establish whether a statistically significant relationship existed between individual innovativeness, e-learning self-efficacy, the independent variables; and e-learning readiness, the dependent variable. In total, 476 first- and second-years students of the university participated in the four-Likert-type scale survey. The research instrument which comprises 74 survey items was completed by 217 of the students. Statistical tools used for analysing data included both Pearson Product Moment Correlation coefficients and t-tests.FindingsIt was discovered that a strong positive and significant relationship was observed between individual innovativeness and e-learning readiness of first- and second-year students of the Yenagoa Study Centre of the National Open University of Nigeria (NOUN); a statistically significant relationship was also found between e-learning self-efficacy scores and the e-learning readiness of the first- and second-year students of the Yenagoa Study Centre of NOUN; there was a statistically significant joint relationship between the three variables under investigation; findings equally revealed that male respondents had higher e-learning readiness than their female counterparts.Research limitations/implicationsLike every other study of this nature, this one also suffers some limitations. First, NOUN is a very large university with over half a million students spread across almost 78 study centres. This means that observation from just one study centre amounts to a very small sample size. This according to Schweighofer, Weitlaner, Ebner and Rothe (2019) jeopardises the generalisability and validity of study results. The authors also maintain that empirical data generated from surveys that usually rely participants' abilities to read and select responses without further interpretation by the researchers suffer from cognitive biases like social desirability. To address the above limitations, detailed studies involving all studies centres of NOUN be undertaken and other qualitative and or mixed research methodologies be adopted in the future.Practical implicationsThe implications for this study are that people who are innately innovative will willingly accept technology and by extension, learning in technology-rich environments like those found in like NOUN whose mode of study is blended learning inherently found in open and distance learning (ODL) institution. Therefore, this study is significant as it will provide relevant information to the management and administrators of NOUN, policymakers and regulatory institutions for the development, deployment and implementation of e-learning strategies. Findings will also benefit e-learning initiatives undertaken by similar institutions that adopt the ODL mode of education in Nigeria and other developing countries.Originality/valueEven though, studies on the antecedents of e-learning readiness have been widely conducted across diverse contexts, studies exploring the associations between individual innovativeness, e-learning self-efficacy and e-learning readiness are relatively hard to come by. The above two variables as predicting the e-learning readiness in the study context are comparatively new. This study thus focuses on the relationships between the individual innovativeness levels, e-learning self-efficacy beliefs of students and their e-learning readiness which ultimately determines their ability to sustain studies in an ODL institution.

show abstract

Section: Introductionmentioning

confidence: 99%

Individual innovativeness, self-efficacy and e-learning readiness of students of Yenagoa study centre, National Open University of Nigeria

Bubou

Job

2020

JRIT

View full text Add to dashboard Cite

show abstract

“…Given that, there are conflicting positions regarding the low patronage of MOOCs in SSA. Some authors argued that "MOOCs offered on Cousera platforms were more successful among the young, male, well-educated and employed students in developed contexts [17,18].Whereas, Ngimwa and Wilson, [11] reported that low technological level in Africa do not impede the adoption of educational technology, contrary to previous research studies [19][20][21]. Therefore, it is important to dig further to shed more light on the evolution of a disruptive technology such as MOOCs.…”

Section: Introductionmentioning

confidence: 98%

Massive Open Online Courses (MOOCs) in Sub-Saharan African Higher Education Landscape: A Bibliometric Review

Yunusa¹,

Umar²,

Bervell³

2022

MOOC (Massive Open Online Courses)

Self Cite

View full text Add to dashboard Cite

In this study, we examined articles focused on Massive Open Online Courses (MOOCs) implemented in the sub-Saharan African (SSA) Higher Education context that describes the different models of MOOCs enacted as an initiative to provide access and opportunity to acquire quality higher education across different disciplines within the sub-region. In addition, the review aims to identify those factors that facilitate or inhibit the success and growth of MOOCs in the SSA context to understand how MOOCs has fared between the time 2012 to 2021. Based on this premise, 30 articles were included in the review in accordance with the authors’ set criteria. Results revealed that there are very few collaborations, linkages, and relations between MOOCs researchers in SSA, similarly there is a slow growth of MOOCs production, Narrative, Conceptual and Discourse analysis are the dominant analytical methods, while the perennial challenges of poor internet connectivity, lack of policy framework, poor bandwidth and electricity and lack of personnel with the requisite competences were the major hinderances to MOOCs growth in SSA. The inferences, implications and future directions were discussed.

show abstract

“…However, while most of the countries in the developed contexts have the required infrastructure, workforce, competence and the technology to seamlessly migrate to the alternate, flexible learning medium, not much can be said of countries in the low-middle income bracket of the world particularly in sub-Saharan Africa which are challenged by poor Internet connectivity, inadequate power to drive technology devices and competing budgetary issues [6]. Also, UNICEF and the Microsoft Corporation and the University of Cambridge recently launched "The Learning Passport" a platform for ensuring that students learn even while at home.…”

Section: Introductionmentioning

confidence: 99%

Disruptions of Academic Activities in Nigeria: University Lecturers’ Perceptions and Responses to the COVID-19

Yunusa

Sanusi

Dada

et al. 2020

2020 XV Conferencia Latinoamericana De Tecnologias De Aprendizaje (LACLO)

View full text Add to dashboard Cite

The outbreak of the COVID-19 pandemic has exposed the different layers of vulnerabilities within systems across different political, socio-economic, educational and cultural contexts, so much that even the most advanced economies are struggling to check the impact of the ravaging Corona virus. However, not much is known about the impact of the disruptions in higher educational systems in developing contexts particularly in Nigeria. This study adopted a qualitative research design using a validated semi-structured interview to provide evidence-based data on the impact of the pandemic on the university system from the university lecturers' perspectives. Using purposive and snowballing techniques, seven lecturers in five universities located in three geographical zones of Nigeria were interviewed using the Zoom and Skype platforms. The results of this study show that COVID-19 had a huge negative impact on the university system in Nigeria. Nonetheless, there are a few exceptions as a few universities within the study switched to alternative teaching medium to mitigate the disruptions thus, underscoring the potentials for a more responsive higher education system. The paper discussed the limitations, and future directions that may be drawn from the study.

show abstract

Octennial Review (2010-2018) of Literature on M-Learning for Promoting Distributed-Based Medical Education in Sub-Saharan Africa

Cited by 8 publications

References 24 publications

Individual innovativeness, self-efficacy and e-learning readiness of students of Yenagoa study centre, National Open University of Nigeria

Individual innovativeness, self-efficacy and e-learning readiness of students of Yenagoa study centre, National Open University of Nigeria

Massive Open Online Courses (MOOCs) in Sub-Saharan African Higher Education Landscape: A Bibliometric Review

Disruptions of Academic Activities in Nigeria: University Lecturers’ Perceptions and Responses to the COVID-19

Contact Info

Product

Resources

About