Institutions Of Learning In Africa Research Articles

ONLINE LEARNING DURING COVID-19 PANDEMIC IN AFRICA: A WAKE-UP CALL ON THE EDUCATIONAL SECTOR

The novel coronavirus disease 2019 (COVID-19) pandemic which emanated from Wuhan city, China and its successive spread across the globe has made a tremendous impact on virtually all spheres of human endeavors; ranging from economy, health, livelihood, and education amongst others. The widespread restrictions currently placed on movement and mass gatherings have made educational and academic activities to be grounded globally. In recent times, the concept of learning has gradually transitioned from traditional classroom methods to online learning where students acquire knowledge through “invisible classrooms”. Most institutions of learning in Africa may encounter difficulties in migrating to this new form of learning due to the lack of information and communications technology (ICT) facilities of international standards. As of today, many students possess internet-enabled devices, yet cannot access the internet as a result of unaffordable data subscription, which has made most learners result in using their devices for non-educational purposes. As the COVID-19 pandemic continues to ravage the African continent, the possibility to re-open our schools remain bleak. Thus, government, authorities, and regulatory bodies in individual countries must improve on their existing ICT infrastructures for a better online learning experience. This paper serves as a wake-up call on Africa and its educational sector to transit to online learning.

Digitilization of academic libraries, a response to the blended mode of teaching in private higher learning institutions in Africa

ABSTRACT Academic libraries are being encouraged to digitalize their services. This idea has been supported with the advent of COVID-19 where health measures are encouraging social distancing and avoiding hand to hand distribution of documents and the limit of face to face contacts. Encouragement is being made to have a full online lectures or blended mode of teaching where there is a mixture of face to face with online courses. The main challenge in this process is that most of core books related to academic courses in libraries are in printed format and accessible only by visiting the library. It is to note that private higher learning institutions in Africa are still facing challenges related to inadequate resources as they do not get governmental finance support. This study aims to review literature on the role of digitalization of academic libraries as a response to the blended mode of teaching. The objective of the study is to investigate challenges faced by academic libraries in private higher learning institutions in Africa that limit them to satisfy their users’ needs through digitization of the library and to propose strategies that can be adopted in order to overcome those challenges. Literature reviewed found out that: The digitalization of library has a great role to play on library users’ needs satisfaction; That academic libraries are facing challenges during the digitalization process, challenges that limit fully adoption the use of internet and the digitalization of libraries in order to satisfy library users’ needs.The study recommends: the management to avail adequate resources to libraries; hiring new personnel and deploying/retraining existing staff in ICT related to library digitalization; Training of library users on the access and use of digitalized library resources; To embrace new technology and move from printed documents accessed physically to digitalized documents accessed through internet in order to meet the users’ needs satisfaction in the age of digitalization of education.

Digitilization of academic libraries, a response to the blended mode of teaching in private higher learning institutions in Africa

Academic libraries are being encouraged to digitalize their services. This idea has been supported with the advent of COVID-19 where health measures are encouraging social distancing and avoiding hand to hand distribution of documents and the limit of face to face contacts. Encouragement is being made to have a full online lectures or blended mode of teaching where there is a mixture of face to face with online courses. The main challenge in this process is that most of core books related to academic courses in libraries are in printed format and accessible only by visiting the library.It is to note that private higher learning institutions in Africa are still facing challenges related to inadequate resources as they do not get governmental finance support. This study aims to review literature on the role of digitalization of academic libraries as a response to the blended mode of teaching. The objective of the study is to investigate challenges faced by academic libraries in private higher learning institutions in Africa that limit them to satisfy their users’ needs through digitization of the library and to propose strategies that can be adopted in order to overcome those challenges. Literature reviewed found out that: The digitalization of library has a great role to play on library users’ needs satisfaction; That academic libraries are facing challenges during the digitalization process, challenges that limit fully adoption the use of internet and the digitalization of libraries in order to satisfy library users’ needs.The study recommends: the managementto avail adequate resources to libraries; hiring new personnel and deploying/retraining existing staff in ICT related to library digitalization; Training of library users on the access and use of digitalized library resources; To embrace new technology and move from printed documents accessed physically to digitalized documents accessed through internet in order to meet the users’ needs satisfaction in the age of digitalization of education.

Towards a Conceptual Understanding of an Effective Rural-Based Entrepreneurial University in South Africa

There is a considerable discussion about the entrepreneurial university concept in academia, likewise, debates on its different facets and overarching socio-economic benefits globally. However, the transformation pathways from traditional to entrepreneurial higher learning institutions in Africa are still under-researched. Similarly, while the concept contributes significantly to innovation and growth of developed countries, it is less clear how this can create meaningful value to stimulate local economy in developing economies on the African continent. This exploratory qualitative case study seeks to identify conditions that can serve as pathways for determining an effective rural-based entrepreneurial university with the potential to meet societal needs, as well as impact positively on local economy. A sample of 33, specifically, individuals with deep knowledge of entrepreneurial university, was drawn from diverse groups using snowball and purposive sampling techniques to co-interact the phenomenon. The data collection was performed following hybrid (physical and digital) methods. Excerpts drawn primarily from stakeholders based on semi-structured questions were fitted and modelled on Atlas-ti v8 software open coding system, for thematic data analysis. Five conditions emerged as key findings. These include (1) entrepreneurial knowledge and skills building; (2) integration of indigenous entrepreneurship systems; (3) engaged scholarship; (4) value creation and venturing, and (5) embedding resourceful stakeholders in the university value chain network. These conditions set a foundation for the systemic institutional design that follows. Future research may consider examining the conditions on a broader scale to develop an index for measuring a rural-based entrepreneurial university with the potential to foster local economic development agenda in South Africa.

Teaching methods applied in higher education during C0VID-19 pandemic in Africa

The outbreak of COVID has imposed a lot of challenges globally to effective teaching since the first COVID 19 pandemic in Africa. In 2020, different African countries have witnessed a drastic change in economic, social and political sphere of life. In order to avoid further spread of COVID-19 and with strict preventive measures, physical contact teaching was cancelled until further notice. The suspension of physical classes at the universities has brought unique challenges to students and educators in the process of delivering contents of the curriculum and achieving value in the education sector across Africa. Our empirical research aimed at finding out the effective teaching methods adopted by higher educational institutions during COVID-19 Pandemic in Africa. The study employed qualitative study design rooted in a descriptive case study, semi structured interview was used to collect data from ten lecturers from seven countries in Africa. The study found greater satisfaction with teaching and learning methods used in African universities. However, both adaptation and application of new teaching methods in higher learning institutions in Africa are still facing various challenges. Throughout this study, we recommend that each university should invest in technologies and research, consistent internet availability, training and skill acquisition in computer operation.

Using E-Portfolios for Active Student Engagement in the ODeL Environment

Aim/Purpose: This study explored the use of e-portfolios in fostering student engagement with their lecturers, content, and other students during the COVID-19 pandemic. Background: Although e-portfolios are still a relatively new trend in developing countries, they are becoming an alternative teaching and learning tool in distance education and online environments. Research has placed e-portfolios as channels through which important skills such as self-directed learning, critical thinking, and lifelong learning can be infused. Most research has focused on students’ perceptions of e-portfolios and/or implementation and adoption thereof, and not on how lecturers can design learning objects that foster active student engagement with the e-portfolios. Methodology: Within an interpretive paradigm, the research followed a qualitative approach. Semi-structured interviews were held with nine purposefully selected lecturers in the College of Education (CEDU) and College of Human Sciences (CHS) in a South African ODeL university and document analysis reviewed undergraduate and postgraduate e-portfolio modules. A thematic approach was employed to analyze data. Contribution: This study adds to the existing knowledge on how lecturers can design learning objects that foster active student engagement with the e-portfolios taking into consideration the three presences of community of enquiry in designing learning activities and this study suggests a definition of portfolio for better understanding in a different context. Findings: The findings revealed that e-portfolios can promote active student engagement in Open Distance eLearning (ODeL) spaces. Recommendations for Practitioners: The study recommends that lecturers should design learning objects in e-portfolios that require a high level of level student engagement. The study also recommends that higher education institutions (HEIs) provide lecturers with appropriate technical support and relevant continuous training on the design and development of learning objects in e-portfolios. Recommendation for Researchers: Researchers can expand the study to other ODeL institutions of learning in Africa to validate the findings and find more options. Impact on Society: E-portfolios by their nature are designed to promote personal reflection, collaboration, and digital literacy among students, and thus are appropriate vehicles through which active student engagement can be fostered. Future Research: A broader study can be conducted on how lecturers can design learning objects that foster active student engagement with e-portfolios for educational purposes.

Examining eLearning system self-efficacy amongst instructors at the University of Dodoma, Tanzania

Higher learning institutions in Africa have been investing in various eLearning systems (also referred to as learning management systems) aiming at improving the quality of teaching and learning. However, non-use or low usage of these systems amongst users is a significant setback for their success. Studies indicate that first-order barriers such as unreliable electricity power, shortage of computers, and Internet connectivity inhibit users from using these systems. This study examined system self-efficacy amongst instructors using mixed sequential explanatory design with data collected from 357 instructors at the University of Dodoma through questionnaires followed by focus group discussions. The adapted independent factors: performance accomplishments and vicarious experience from Bandura (1977), and organizational support from Higgins and Compeau (1995) were subjected to linear regression analysis to determine the causal relationship with system self-efficacy. The study found that vicarious experience and organizational support had a significant effect on system self-efficacy amongst instructors. These findings show that examining system self-efficacy amongst instructors is critical to help those who are implementing eLearning systems in finding strategies that will increase system usage.

Online Classes during COVID-19 Pandemic in Higher Learning Institutions in Africa

During COVID-19 period students usually had to go to a physical place for learning. Nonetheless, the outbreak of the COVID-19 has birthed an array of highly creative innovations that have cut across several industries but has exposed the lack of technology in these sectors including the already fragmented education sector of African countries which needs restructuring and transforming. Many public and private Universities have had to be reactive but face steep contextual challenges in the conventional methods of creating, delivering, and capturing value in the education sector. This paper aimed to investigate online classes during the COVID-19 pandemic in different universities in Africa with a focus on five universities. The study adopted the Constructivist Theory. The research was guided by three main objectives including (1) To explore the effectiveness of online education in African Universities; (2) To assess the challenges facing online classes during COVID-19 in African universities; and (3) To determine possible strategies to curb challenges facing online education in higher learning institutions during COVID-19 and post-pandemic in Africa. The study employed a qualitative and quantitative method in data collection. The targeted population is lecture students from five Universities in African countries including Tanzania. The result of the study indicated that students learned more in less time and liked their classes more when ICT-based instruction was included. Notwithstanding, the majority of the participants demonstrated that learners in higher institutions in Africa have trouble accessing the E-learning technology system.

Lethargic Research Projects: Student-supervisor’s Dilemmas in Managing Research Projects

Starting an academic research project is an exciting journey which students approach with high zeal, excitement and passion. Eventually, the excitement reduces; very few complete on time, a sizable number abandon their studies and others drag on for long beyond the allowable academic time. In fact, most of the students end up applying for extension of time before they are deregistered. On estimate, only 10% of those who begin their PhD journey are able to complete in an average 4 years’ time. This paper analyzed the dilemmas students go through in their research process and the challenges supervisors meet in handling doctoral research projects. The study employed an exploratory design. Self-administered questionnaires were used on 42 respondents who included; PhD students on a research project, PhD student supervisors and PhD holders who had undertaken a research project. Data analysis was done concurrently with data gathering using content analysis method. The study findings indicated that supervisor challenges are mainly institutional constructed, while students recounted lack of clear guidance and orientation on the research process, attributed to both the institution and supervisor. Mutually, there is a tendency to assume that both parties have a clear familiarity with the study process. The study recommends the need for attention in; planning, design and orientation of both students and supervisors in managing academic research projects specifically, outlining expected milestones at each level. The study designed a triad supervisory model that can be adopted by institutions of higher learning in Africa to improve graduate rates, solve the student-supervisor challenges and improve PhD quality of research.

Review on the state of GIS application in secondary schools in the southern African region

ABSTRACTThe use of geographical information systems (GIS) is attracting growing global enthusiasm among scholars and in the scientific world. Due to the significance of GIS and the increased demand for its use, its application in secondary school education has also become very important at both national and international levels. This paper reviews the current state of GIS application in southern African secondary schools. Although GIS is included in the education curriculum in several African countries, some countries still trail behind. Furthermore, despite the fact that good progress has been made with GIS education, many learning institutions in Africa still face challenges regarding its development and application as a teaching and learning tool. The main problems identified in this review include the absence of GIS education in secondary school curricula; the shortage of experienced teachers; the lack of knowledge and technical expertise; the unwillingness of teachers to change their mode of teaching; a shortage of funds, and inadequate resources. This review is hoped to inform bodies of scholars about the state of GIS application in secondary school education in southern Africa and to infuse interest and collaboration across borders to exchange knowledge and support.

Disposal of obsolete computers framework to reduce environmental effect of disposed computer materials in higher institutions of learning in Africa

Disposal of obsolete computers (DOC) in higher institutions in Africa poses a major environmental problem to many African people. The question of how to dispose obsolete computers and computer technologies in a safe manner has become a cause of concern to many African people, especially when toxic emissions pollute the air, water, and soil posing a serious health and environmental hazard to the community. This study investigates the methods of disposing and recycling of obsolete computers, and its environmental effect on plants and animals in Africa. A case study approach is used. Participants were selected from three African countries Ghana, Nigeria and South Africa based on their historical background in Africa regarding e-waste. Semi-structured, open ended interview questions were used to gather evidence from the participants regarding how obsolete computers are disposed from their institutions and the possible effect of the disposed computers on the environment. The interviews were recorded, transcribed and coded. The findings revel that the most common method of disposing obsolete computers is through dumping, dismantling of parts for resale by children and open field burning of unwanted parts. This burning process produces toxic material which is associated with high health risks. Based on the findings, a proposed Disposal of Obsolete Computers Framework (DOCF) was developed to guide higher institutions in Africa to opt for appropriate methods of disposing computers. The framework will not only assist higher institution in selecting a better option of disposing obsolete computers, but also will improve the hazardous environmental conditions which animals and plants find themselves

SPIAS: Evolutionary approach for Space Science Education Development in Africa

Most students in learning institutions in Africa have little or no knowledge or education on space sciences and technology. On the other hand strong space science researches are hindered due to a lot of factors such as insufficient funding and lessened political will. Only few educational institutions in Africa are solely involved in projects related to satellite activity that will widen the horizon or ignite students' interest on space sciences from scratch. There are no strong facilities in these endeavours in most of the countriessecondary or tertiary institution. This is really a setback and a clear indication of backwardness in space education in the school system. Space Science Project Initiative for African Schools (SPIAS) is a good strategy for the development of space education from the scratch in countries that are lagging behind in space Education.

Making learning and Web 2.0 technologies work for higher learning institutions in Africa

PurposeThis paper seeks to assess the extent to which learning and Web 2.0 technologies are utilised to support learning and teaching in Africa's higher learning institutions, with a specific focus on Tanzania's public universities.Design/methodology/approachA combination of content analysis and semi‐structured interviews was used to collect data. Semi‐structured interviews were conducted with ICT personnel from six of the eight public universities in Tanzania in 2011.FindingsThe study found that the adoption of e‐learning and Web 2.0 technologies is still in its infancy in Tanzania's public universities. However, there was much enthusiasm amongst respondents for developing the potential of e‐learning and Web 2.0 tools in their universities.Practical implicationsThe study seeks to promote academic inquiry about the need for innovative Web 2.0 technologies in learning and teaching and the adoption of these emerging technologies in Africa's higher learning institutions.Originality/valueThe study provides empirical findings on the use of e‐learning and Web 2.0 for higher education, specifically in the Tanzanian context. The study provides a basis for further research on the use of Web 2.0 technologies in higher education.

The Role of Christian Educational Institutions in Improving Economic Self-Reliance

This article argues that Christian educational institutions in Africa can play a major role in improving economic self-reliance within the continent, if those who establish Christian universities there take time to plan the programs and activities in those institutions. Specifically, it argues that with proper planning of quality education–the curriculum, the choice of extra-curricular activities, the teaching methods, and proper assessment–Africa's situation, especially its economy will improve. The paper insists that God gave a mandate to Christians to lead out in the world when He called them the light of the world (Matthew 5:14-16) as well as promised that they would be the head and not the tail (Deuteronomy 28:13). Finally, it ends with several recommendations that will help leaders of Christian universities in Africa to plan education in such a way to improve the economy of the continent. While the paper addresses Christian institutions of higher learning in general, it focuses its attention on Seventh-day Adventist educational institutions of higher learning in Africa and draws its examples from Babcock University in Nigeria, West Africa.

The Adoption and Sustainability of Technology-Enhanced Education in Higher Institutions of Learning in Africa

This chapter explores factors that enhance and constrain the adoption and sustainability of Information and Communication Technologies in Universities and higher institutions of learning in South Africa. This study examines pedagogical, socio-economic and epistemological aspects of the paradigm shift in higher education delivery in Africa. Adopting and sustaining ICTs for educational improvement is a multifaceted process. As a dynamic process, all the vital elements of technology adoption need to be present in order to meet the goals of technology-enhanced higher education in Africa. It further argues that policy guidelines and strategic plans are essential for the successful adoption and sustainability of ICTs in higher education (HE) institutions in Africa. The chapter argues that the success of ICT-mediated higher education is not only technical but also political in nature.

A Selected Complementary Information List of Flexible and Distance Learning Institutions Worldwide

Summary This paper provides brief information on Internet, EUROSTEP, EUROPACE 2000, EADTU and the SOCRATES programme, the addresses of open universities and distance learning higher education institutions in Europe, as well as some chronological data concerning the foundation of other distance learning institutions in Africa, Asia, Australia, International, Israel, Latin America and the UK.