A social networked learning adoption model for higher education institutions in developing countries

Abstract

PurposeThe purpose of this paper is to establish a model for adopting social networked learning in higher institutions of learning in developing countries of Africa.Design/methodology/approachMixed methods research methodology involving survey and interviews was adopted in the collection of data for building the model. The model was theoretically underpinned by the Technology Acceptance Model and the social constructivist learning theory, and was built and validated using structural equation modelling and Delphi techniques respectively.FindingsAdoption of social networked learning in developing countries of Africa requires self efficacy, reliable technical and administrative support, infrastructure, system interactivity, adequate budgeting and accountability, and a flexible organisational culture.Practical implicationsThe model provides a framework for integrating social software tools with the traditional learning systems of developing countries of Africa. This has a positive outcome of providing social constructivist information and communication technology (ICT) supported learning at low or no cost.Social implicationsThe model has the potential to encourage formation of communities of practice to encourage development of social learning and a student‐centered pedagogy.Originality/valueThe novelty of this research lies in the extension of the traditional technology acceptance models with constructs for proper budgeting and accountability and organisational culture. Time and other resources need to be devoted to developing social networked learning and the model takes this into account.