Abstract
This paper investigates factors that influence Zambian higher education lecturer’s attitude towards integrating ICTs in research and teaching. To determine these factors, we used online administered survey with a total of 163 respondents from public and private higher education institutions in Zambia. Quantitative data analysis based on descriptive and inferential statistics was used in this study. Inferential analysis was employed to investigate the relationships among variables using Pearson correlation analysis and completely randomized design. The results revealed that lack of adequate Internet bandwidth is among the major barrier or obstacle for assimilating ICTs in research and teaching for Zambian higher education lecturers. Additionally, training lecturers on the use of ICTs e.g. email, PowerPoint presentations, electronic boards and its advantages is the most important incentive to motivate lecturers to incorporate ICTs in research and teaching. Therefore, this study contributes to literature on factors that influence higher education lecturers’ attitude towards integrating ICTs in research and teaching. This study also demonstrates a positive correlation between the important factors that influence lecturers in integrating ICTs in research and teaching.
Highlights
There have been efforts made to encourage students and lecturers in Universities in Africa to utilize Information Communication Technologies (ICTs) tools for research and teaching, results usage is lacking (Danner & Pessu, 2013; Eze, Awa, Okoye, Emecheta & Anazodo, 2013; Ng’ambi, Brown, Bozalek, Gachago & Wood, 2016)
The results indicate that lack of adequate Internet bandwidth (Mean = 4.04) had the highest mean score and this is despite Zambian Educational and Research Network (ZAMREN) providing increased Internet bandwidth to higher education institution
This suggests that the Internet bandwidth provided by ZAMREN is not adequate to meet the needs of lecturers and students
Summary
There have been efforts made to encourage students and lecturers in Universities in Africa to utilize Information Communication Technologies (ICTs) tools for research and teaching, results usage is lacking (Danner & Pessu, 2013; Eze, Awa, Okoye, Emecheta & Anazodo, 2013; Ng’ambi, Brown, Bozalek, Gachago & Wood, 2016). National Research and Education Networks (NRENs) have been introduced to provide various opportunities for researchers including increased Internet bandwidth, availability of resources through e-libraries and research collaboration. The NRENs provide federated identity service to member institutions through Education Roaming (Eduroam) as well as high performance computing coupled with cloud computing (Mkandawire, 2013). Some learning institutions have not taken advantage of these opportunities instead many learners and staff are using the Internet for personal business such as chatting on social media like Facebook, Tweeter and watching YOUTUBE videos
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