Uses and gratifications of mobile Internet among South African students

Chigona, Wallace; Manjoo, S.

doi:10.4102/sajim.v10i3.329

Cited by 19 publications

(6 citation statements)

References 22 publications

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“…54.55 Table 3 shows that over 60% of respondents regularly use their mobile devices for internet access, while less than 40% regularly use e-learning platforms. Taken together both items suggest that education/learning is a strong reason why learners in developing countries visit the internet, which is an improvement compared to earlier reports [5]. The results in Table 3 suggest the efficacy of the augmentation techniques as over 70% agreed that the augmented e-learning platform improved their understanding of both classroom lessons as well as new topics they had not learnt.…”

Section: Experiments 2 Creation Of Off-line Archive Of Lcmsmentioning

confidence: 66%

Augmenting E-learning Tools for STE Disciplines and Resource Constrained Environments

Onime

Uhomoibhi

2017

Interactive Collaborative Learning

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E-learning includes elements of both on-line and off-line learning (and/or distance learning). Various Learning and Course Management Systems (LCMS) are used for blended or hybrid learning in Science, Technology and Engineering (STE) disciplines, where they provide a defined (guided) path of study intended for collaborative groups of learners (such as a typical classroom) within the confines of a closed webbased (online) environment. In the blended learning approach, e-learning platforms augment or enhance the face-to-face (traditional) approach to teaching, focusing on the adaptation and delivery of pedagogical material. Key challenges affecting the wider use of e-learning platforms in STE disciplines include lack of adequate support for practical/laboratory work, the need to reformat/transform existing pedagogical content for on-line use, the added demands of on-line interactivity on the part of instructors/providers of content and the accessing them from resource constraint environments. This paper presents two techniques that could be used to reduce the overhead of reformatting or adapting pedagogical material for use as learning objects, as well as, addressing the fundamental challenge of accessing/using online educational resources from resource constrained environments. The results obtained from experimental study are also presented and discussed as potential enhancements for self/personal and group learning.

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Section: Experiments 2 Creation Of Off-line Archive Of Lcmsmentioning

confidence: 66%

Augmenting E-learning Tools for STE Disciplines and Resource Constrained Environments

Onime

Uhomoibhi

2017

Interactive Collaborative Learning

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“…Thus, during the last several decades, the theory of uses and gratifications has been adopted and developed in several perspectives, study the use of various media ranging from the more conventional mass media into the new media and concern the mobile technology (Stafford et al, 2004;Chigona et al, 2008;Roy, 2009;Shin, 2009;Liu et al, 2010). Although some researchers have demonstrated that U&G"s utility in studying the digital media, Ruggiero, (2009) as cited in Quan-Haase, (2012) posits there is a need to "seriously include" the U&G approach in any attempt to speculate on the future direction of mass communication theory.…”

Section: Uses and Gratifications Theorymentioning

confidence: 99%

The Influence of User Generated Content on Purchase Intention of Automobiles in Sri Lanka

Karunanayake¹,

Madubashini²

2019

ASS

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The purpose of this study to identify the influence of user generated content on purchase intention of automobiles in Sri Lanka. The said study is based on the theory of Uses and Gratification and supportive findings. This study has been addressed the survey type research method and structured questionnaire was used to collect data and utilize sample frame of automobile followers on Facebook. Measuring the influence of user generated content on purchase intention through developed hypotheses. Researchers have used analysis technique of descriptive analysis, regression, and frequency test where statistical package for social science (SPSS) was used as the main analytical software. The results of the study discuss the main eight element affect the purchase intention of automobiles, but the two elements not strongly affect the purchase intention which were namely, homophily and trust. These two elements have weak relationship with the purchase intention. Mainly consumer resonance mediating the user generated characteristics to purchase intention of automobiles. Hence this study has been significantly contributing to the existing knowledge explaining the need, motivation (users and gratification) - consumer resonance-intention linkage in customer behaviour.

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“…These concerns are also gender based with women considered to be more vulnerable. Apart from vulnerability, virtual mobility can promote undesirable behaviour such as promiscuity, and in Chigona, Kamkwenda, and Manjoo (), respondents—youths navigating in the digital space—were skeptical of meeting online with parents. Some platforms are extremely inappropriate, but the “privacy” provided by the DTs enable youths to navigate into such spaces without being noticed.…”

Section: Youth Mobility In Rural Areasmentioning

confidence: 99%

“…In addition, virtual mobilities have also been associated with psychological disorders among intense users. In Chigona et al (), the issue of “addiction” to the mobile internet is raised. There are digital platforms that have been reported to be “addictive” and often result in youth becoming antisocial.…”

Section: Youth Mobility In Rural Areasmentioning

confidence: 99%

Digital technologies and youth mobility in ruralZimbabwe

Gwaka

2018

E J Info Sys Dev Countries

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The adoption and use of digital technologies (DTs) in rural communities have an impact on several aspects of the society. Using empirical evidence from selected villages of Beitbridge district in Zimbabwe, this study examines the relationship between DTs and youth mobility. The different types, causes, and motifs associated with youth mobilities are explored using qualitative research methods including focus group discussions and community visioning workshops. Study findings reveal challenges facing youths in trying to be mobile including social (mainly gender) inequalities. Thus, women were found to be less mobile. Lack of infrastructure was found to be another key challenge impacting youth mobility. The study however found that DTs are being adopted and this has led to virtual mobilities, which is redefining youth mobility. The opportunities and challenges of integrating virtual mobilities and physical mobilities were explored. The study findings are critical to various actors including ICT, education, and other sectors in that they show opportunities that need to be expropriated to enhance youth mobility, which is key to socio‐economic well‐being of youths, as well as the challenges that can be faced through the ubiquity of DTs.

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Uses and gratifications of mobile Internet among South African students

Cited by 19 publications

References 22 publications

Augmenting E-learning Tools for STE Disciplines and Resource Constrained Environments

Augmenting E-learning Tools for STE Disciplines and Resource Constrained Environments

The Influence of User Generated Content on Purchase Intention of Automobiles in Sri Lanka

Digital technologies and youth mobility in ruralZimbabwe

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