A review of the literature confirms that Open Educational Resources (OER) initiatives have created free, openly licenced and high quality educational resources for anyone to use. However, these free, openly licensed and high quality educational resources appear to remain largely unused by Africa University academics in the educationally resource-impoverished Zimbabwe. The objectives of this research study are to explore the challenges and enablers experienced by Africa University educators who may potentially adopt OER, and ascertain barriers preventing them from adopting OER in mainstream teaching. The sample consists of 45 full time educators from Africa University. Data was gathered by means of a survey questionnaire administered by the researcher. A modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT) model developed by Venkatesh et al. (2003) was used. The UTAUT model was created from a fusion of eight diffusion of innovation models, and this gave it conceptual superiority over other candidate models. Key findings indicate that the extent to which educators believe that using OER will help them to enhance their teaching performance (Performance Expectancy),the extent of perceived easiness associated with finding, customising, and using OER (Effort Expectancy) and the extent to which educators perceive how important the opinion of their peer educators if they adopt OER or not (Social Influence)have a statistically significant positive influence on the educators' Behavioural Intention to adopt and use OER. The extent to which an individual is satisfied with the institutional framework, policies and technical infrastructure to support the use of the innovation (Facilitating Conditions) did not yield a statistically significant influence on the Behavioural Intention and this was interpreted to mean Africa University educators are satisfied with the current resources and infrastructure in place. However educators felt Institutional Support in the form of institutional OER supportive policies, official OER project enactment, and OER related incentives needed attention. Also, significant differences were found in the barriers which potential users of OER identified as either limiting to potential use of OER, or negatively affecting their intention to use OER. These barriers include open licensing knowledge; institutional support; follow up training sessions; relevance, reliability and adaptability of OER. Addressing these factors could lead to a more widespread adoption of OER, at Africa University and help address the prevalent educational resource challenge.

It is difficult to learn professional courses such as Computer Science without hands-on activities with appropriate technical support. Computer Science programming courses are the core of a Computer Science qualification and some of the learning outcomes of a Computer Science programming course are writing program code, program testing and debugging. Inadequate computers in the computer laboratory and policies that restrict the concept of 'Bring Your Own Technology' (BYOT) inside the computer laboratory posed a challenge to hands-on programming activities. However, students in the Computer Science department at the University of Jos learn computer-coding theory, but unable to have hands-on experience due to several reasons. This research investigates how use of virtual lab on Moodle Learning Management System (LMS) could enhance students' acquisition of Java programming skills. The virtual lab provides a lab environment for students to practice programming and experiment concepts learned. Activity Theory was used as a theoretical framework to analyse the activity of Java programming on the virtual lab. Seven participants including the lecturer were enrolled on the Java Programming Language virtual lab practical sessions for this research work. The research activity system focuses on Java hands-on programming tasks for a period of three weeks and after that data was collected using interview and content generated from the virtual lab activities' chats and forum. Interview questions were developed and administered to students, while a semistructured interview with the lecturer was conducted. The data collected from the interviews and the contents collated from chats and forum activities were coded using ICT data analysis tool Nvivo, based on thematic analysis. The data was thoroughly reviewed, explained, interpreted, and analysed using the theoretical framework, activity theory. The results show that the virtual lab helped students perform practical programming activities, where students accessed and used the virtual lab concurrently at any time and place. The participants used their private computers, mobile devices in the hostels, at home, or at hotspots to access the virtual lab. However, accessing the virtual lab required adequate Internet connection. The virtual lab programming activity system promoted student-centred learning, self-paced practice, and enabled students to repeat or revisit incorrect assignments multiple times. The activity system's subject (lecturer, students) interacts with the mediating tools (mobile devices, virtual lab) to perform the object (Java programming), which enhanced the achievement of the outcome (programming skills). Therefore, it can be said that the virtual lab mediated hands-on programming activities.

Includes bibliographical references. / South African higher education is plagued by student articulation gap, which is often attributed to insufficient knowledge production processes and surface approaches to learning. Unfortunately, supervisor-student model of supervision, one of the direct, personal interventions to address this challenge, is plagued by multiple flaws. The traditional supervisor-student model of knowledge generation may not be adequate in externalizing research processes to students. Yet, a social learning model potentially extends the traditional model by providing a social environment where students collectively generate knowledge through peer-based interactions. Mindful of supervision dilemmas namely, this study explores technology-enhanced social learning environments as complements to traditional supervision models.

Includes bibliographical references. / E-learning is the use of electronic devices and networks to engage in synchronous and asynchronous learning activities. E-learning is being increasingly adopted in higher educational institutions. Research in this area has tended to focus on innovations and implementations and little has been done on adoption of this highly pervasive technology at an institutional level, particularly within Africa. The motivation for this study was to examine how an African University, in this case Makerere University, can enhance the adoption of e-learning in teaching and learning. The research used Rogers’ diffusion of innovations (DoI) theory to explore the initial adoption of e-learning. It was felt that the enormous amount of experiences that early adopters and innovators could share regarding e-learning could assist as e-learning becomes more of a mainstream activity within the university.

Building design is a complex process that involves multi-disciplinary professionals working together throughout the multi-processes of a project. The success of this process is highly dependent on effective communication and adequate information flow; any incorrect or inadequate information flow will result in a failure in project management Information and communication technologies (ICT) have been implemented and integrated into many of the individual processes of building design, but little is known of the extent and intensity of ICT implementation. Not is there any clear indication about where future development might occur. The purpose of this study is to develop and validate an ICT implementation map, focusing on the usage level, the impact, barriers and other issues of ICT implementation during the building design process for current practice, and to predict future trends over the following five years (2005 to 2009). Five

The application of information and communication technology (ICT) has become a reality in selling in the South African pharmaceutical industry. Low awareness levels exist in the pharmaceutical industry about how the effective use of ICT can contribute to client services and productivity. The effectiveness of ICT in selling depends on the way it is managed and implemented by management and accepted by the salespeople and clients, on how effectively it is applied, and on the influence, it has on the salesperson. A descriptive research design was used to determine whether the introduction of ICT into the selling process has influenced the professional sales representatives' activities in a positive way. The results of this study clearly indicate that pharmaceutical sales representatives, both those appointed before the introduction of ICT and those appointed there after, are not positive about the introduction of ICT into the selling process.

This thesis research examined the implementation of the Ktunaxa Nation network and explored its ongoing use and development. The Ktunaxa Nation is comprised of four Aboriginal communities in south-eastern British Columbia, Canada. The Nation established internet infrastructure throughout the communities primarily to enable the dissemination of the Ktunaxa language of which there are only 24 speakers remaining. The purpose of this research was to examine the various uses of the Ktunaxa internet network related to land and language, at both a community and organizational level. Methods included Nvivo-based content analysis and restorying which enables a number of individual experiences to be refashioned into one comprehensive set of events. Final recommendations are provided.

This thesis research examined the implementation of the Ktunaxa Nation network and explored its ongoing use and development. The Ktunaxa Nation is comprised of four Aboriginal communities in south-eastern British Columbia, Canada. The Nation established internet infrastructure throughout the communities primarily to enable the dissemination of the Ktunaxa language of which there are only 24 speakers remaining. The purpose of this research was to examine the various uses of the Ktunaxa internet network related to land and language, at both a community and organizational level. Methods included Nvivo-based content analysis and restorying which enables a number of individual experiences to be refashioned into one comprehensive set of events. Final recommendations are provided.

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Thesis (Ph.D.)--Ohio University, August, 2007. / Title from PDF t.p. Includes bibliographical references.