Relevant bibliographies by topics / Internet in higher education – Botswana

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Internet in higher education – Botswana'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Internet in higher education – Botswana"

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Ntshwarang, Poloko N., Tumani Malinga, and Nonofo Losike-Sedimo. "eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis." Higher Education for the Future 8, no. 1 (January 2021): 142–54. http://dx.doi.org/10.1177/2347631120986281.

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Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.
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Mokgwathi, G. M. G. "Financing higher education in Botswana." Higher Education 23, no. 4 (June 1992): 425–31. http://dx.doi.org/10.1007/bf00138628.

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West, J. C. "Higher education in Botswana for 2010." Computing & Control Engineering Journal 3, no. 2 (1992): 95. http://dx.doi.org/10.1049/cce:19920027.

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Wilmshurst, T. J. "Letter to the Editor: Higher education in Botswana." Computing & Control Engineering Journal 3, no. 4 (1992): 151. http://dx.doi.org/10.1049/cce:19920041.

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Tabulawa, Richard, Mino Polelo, and Onalenna Silas. "The state, markets and higher education reform in Botswana." Globalisation, Societies and Education 11, no. 1 (March 2013): 108–35. http://dx.doi.org/10.1080/14767724.2012.750469.

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Constantinides, Efthymios, and Marc C. Zinck Stagno. "Higher Education Marketing." International Journal of Technology and Educational Marketing 2, no. 1 (January 2012): 41–58. http://dx.doi.org/10.4018/ijtem.2012010104.

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The importance of the Internet as commercial platform is by now universally recognized, and businesses increasingly adopt online marketing channels at the cost of traditional ones. The social media, being second generation (Web 2.0) internet applications, allow interaction, one-to-one communication, customer engagement, and user generated content. The interest of higher education institutions in social media as part of the marketing toolkit is increasing, but little is known about the potential of these channels in higher education marketing strategies. Even less is known about the role of social media as influencers of future students in the choice of study and university. This article presents the results of a study identifying the role and importance of social media on the choice of future students for a study and university in comparison with the traditional university marketing channels in the Netherlands. The study identifies and describes three market segments among future students based on their use of the social media.
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Rudhumbu, Norman, and Cosmas Maphosa. "Implementation of Talent Management Strategies in Higher Education: Evidence from Botswana." Journal of Human Ecology 49, no. 1-2 (January 2015): 21–32. http://dx.doi.org/10.1080/09709274.2015.11906820.

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Coombs, Steven J., and Jillian Rodd. "Using the Internet to Deliver Higher Education." Computers in the Schools 17, no. 3-4 (July 2001): 67–90. http://dx.doi.org/10.1300/j025v17n03_05.

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Matthews, Jermey N. A. "Internet startups look to reinvent higher education." Physics Today 66, no. 3 (March 2013): 26–28. http://dx.doi.org/10.1063/pt.3.1911.

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Baliyan, Som Pal, and Fazlur Rehman Moorad. "Teaching Effectiveness in Private Higher Education Institutions in Botswana: Analysis of Students’ Perceptions." International Journal of Higher Education 7, no. 3 (June 10, 2018): 143. http://dx.doi.org/10.5430/ijhe.v7n3p143.

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This quantitative study analyzed the perceptions of students on teaching effectiveness in private higher education institutions in Botswana. An exploratory and descriptive survey research design was adopted in this study. A valid and reliable questionnaire was used to collect data through a survey of 560 stratified randomly sampled students in private higher education institutions in Botswana. A One sample t-test and an Independent t-test were used for data analysis. A significant high level of teaching effectiveness was determined. Several items measuring teaching effectiveness contributed significantly negative to teaching effectiveness and therefore, it was recommended that lecturers should use strategies to improve on those areas of teaching to enhance their teaching. No difference in teaching effectiveness was determined with respect to age, gender and nationality of the students. However, there was a significant difference in the students’ perceptions on teaching effectiveness between the university and the non- university institutions and, lecturers were found to be more effective in their teaching at the universities as compared to the lecturers in the non -university institutions. Therefore, a further study exploring the factors contributing to such differences is recommended to improve the quality of teaching in the non- university type of private higher education institutions in Botswana.
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Dissertations / Theses on the topic "Internet in higher education – Botswana"

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Pule, Gomotsegang J. P. "Perceptions of stakeholders about quality assurance in higher education in Botswana." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/46167.

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Quality and its assurance are now important aspects of higher education in both developed and developing nations. Accordingly, this study seeks to explore the perceptions of stakeholders with regards to quality assurance in higher education institutions in Botswana. The study employed mixed methods research, which is a combination of qualitative and quantitative methods of data collection and analysis,Ivankoka,Creswell and Sticks (2006). Interviews were conducted with heads of quality units at Limkokwing and BIUST, Deans, Deputy Deans, Heads of Departments, DVC AA at UB and other academic staff members as well as questionnaires to also include officials in the ministry of education who are in charge of tertiary education. Quantitative data was analysed statistically using SAS V9.3 running under windows XP on a desktop computer. Interviews were conducted with 34 staff members from the participating institutions, while 61 lecturers from UB, Limkokwing and BIUST and 3 officers from the ministry of education responded to the questionnaires. The respondents in this study emphasised the need for proper implementation of the institutions quality assurance policy. The academic staff members also raised concern over high teaching loads and understaffing that impact negatively on the achievement of quality academic programmes. Chief among the recommendations in this study is the call for team work between the institutions and other important stakeholders like TEC and the ministry and to put in place a research plan for the institution in order to improve research output by the academic staff members. In terms of future research, the respondents suggested that there should be more research conducted to establish a quality assurance model that can be relevant to the institution.
Thesis (PhD)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
PhD
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Tobedza, Asalepele. "Quality management strategies for technical and vocational education and training institutions in Botswana." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2223.

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Thesis (MTech (Quality))--Cape Peninsula University of Technology, 2011.
Education is undoubtedly of great significance to everyone, and as a consequence countries are working hard to ensure that their educational systems are responsive to their socio-economic needs. In search for competitive advantage, institutes of higher learning throughout the world are focussing their attention in ensuring the provision of quality academic programmes. Botswana's public technical colleges are no exception. In recent years, the government of Botswana through Department of Technical and Vocational Education and Training (DTVET) has stepped up its efforts to expand and transform technical and vocational education in that country. In spite of these investments, studies show that the quality of training is still a serious concern. This study aims to explore the extent to which the Botswana institutions implement quality management systems. Critical areas and attributes where institutions should focus their efforts in relation to quality are explored. To achieve the objective of the study, both qualitative and quantitative research methodologies were used. The case study research method was employed to investigate issues which have affected the capacity of the institutions to implement quality management systems. Data was gathered from students, teachers and the college management team members by means of a self-administered questionnaire. This study hopes to contribute to the existing body of knowledge by providing insights into the implementation of quality management systems in the training institutions in Botswana.
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Simelane, Salebona Sicelo. "Perceptions of funding higher education : a comparative study of Botswana, Lesotho and Swaziland." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/14563/.

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Inadequate funding of higher education in sub-Saharan Africa is a perennial problem. The inadequacy of financial resources is undermining the efforts of universities to produce educated citizens to engage in productive careers. Public universities' reliance on their governments for funding when there are many competing needs for public resources calls for attention. This thesis is an exploration of perceptions of university academics and administrators and government officials of current and future strategies for funding higher education in the small Commonwealth countries: Botswana, Lesotho and Swaziland. A combination of human capital and social capital theories was used as a guide for the development of this study. It is a qualitative study whose data were collected through semi-structured interviews and document analysis between March and June 2005. The data were analysed using a thematic comparative method. The findings reveal that government funding, student tuition fees, residence and meal fees and bank interest are the main sources of funding for each of the universities. The governments allocate funds to the universities in simple block grants for manpower development and for providing access to higher education. This is in a range of 54 to 68% which is significantly different from trends in sub-Saharan Africa. Each institution centrally allocates funds to its faculties and departments in accordance with prepared budgets. Budget holders in the offices of Deans of Faculty and Heads of Department control the resource spending at their levels. The universities prepare annual audited financial statements as a means of being accountable to stakeholders. The study also found that there are some innovations that are either in place or due to be implemented as future funding strategies. In each case government funding will continue, with governments planning to introduce cost-sharing with parents/students. Each university has ventured into revenue diversification or income generating activities in order to meet the shortfall in government funding. Notably, the University of Botswana and the University of Swaziland have each established a foundation to fundraise with the private sector, international organisations and alumni. Thus, social capital is built onto the universities' fundraising activities. There are challenges facing the three universities. University strategic plans are not being implemented in all three universities. All three universities cannot increase student fees at will. Government requires all parastatal organisations to declare unused funds at the end of the year in Botswana. This has implications on funding for the following year. The establishment of a second university in Botswana poses some funding uncertainties at the University of Botswana. Similarly, future funding may be negatively affected at the University of Swaziland and the National University of Lesotho because the former sometimes approaches the Chancellor for extra funding, a thing that could sour relations between the Government of Swaziland and the University. The National University of Lesotho's delay in producing and submitting audited financial statements to Government is cause for concern in Lesotho.
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Wang, Liang. "Internet-mediated intercultural English language education in China's higher education institutions." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530497.

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Rudhumbu, Norman. "The role of academic middle managers in the planning and implementation of curriculum change in private higher education institutions in Botswana." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/2979.

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The purpose of the study was to examine the role of academic middle managers (AMMs) in the planning and implementation of curriculum change in private higher education institutions in Botswana. This study employed a mixed methods research approach which utilised a structured questionnaire and a semi-structured interview guide to gather data on AMMs‟ role in the planning and implementation of curriculum change in PHEIs in Botswana. SPSS version 21 was used for analysing quantitative data while thematic analysis was used for analysing qualitative data on the role of AMMs in the planning and implementation of curriculum change in PHEIs. The study showed that the role of AMMs in the planning and implementation of curriculum change in PHEIs was too complex and demanding because they spent most of their time on daily administrative routines instead of on core academic activities such as planning and implementing curriculum change in their departments. The AMMs in the PHEIs under study operated more like managers in academic departments than academics in management. As a result the study showed that AMMs faced more challenges than opportunities in their planning and implementation of curriculum change in PHEIs. The major challenges AMMs faced in the planning and implementation of curriculum change were a highly controlled and strict work environment, role conflict, lack of autonomy, role strain and heavy workloads which limited the time AMMs spent on the core business of managing curriculum change in their departments. The study also highlighted some of the strategies albeit a few, which, despite the numerous challenges AMMs faced, are used to try and make the planning and implementation of curriculum change by AMMs was to some extent successful. The study provided insight on the influence of AMMs biographical characteristics as well as the influence of AMM job requirements (such as having a detailed job description and having authority over curriculum matters) on how AMMs enacted their role in curriculum change. Based on the results of the study, a model to assist AMMs in the effective planning and implementation of curriculum change was proposed.
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Lebotse, Keitumetse G. "Buffer for universities or agent of government? Examining the roles and functions of the Tertiary Education Council in higher education in Botswana." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4275.

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Magister Educationis - MEd
The purpose of the study is to understand the roles, functions and perceived performance of the Tertiary Education Council (TEC) in higher education governance in Botswana. The study describes the relationship between the government, the TEC and higher education institutions in Botswana. The main objectives of the study are to: a) Examine the roles and functions of the TEC in Botswana’s higher education regarding policy formulation, quality assurance and coordination in the planning and development of tertiary education. b) Explore potential tensions between the roles and functions of the TEC and those of some of its stakeholders. c) Establish the performance of the TEC in relation to the three functions of policy formulation, quality assurance and coordination in the planning and development of tertiary education. The study is located within the broader framework of higher education governance. It examines the different models of higher education governance (such as state control, state interference and state supervision models) and the relationship involved between different stakeholders in governance of higher education. Furthermore, the framework focuses on the implications of the dynamics of higher education governance on the roles and functions of buffer bodies. The study adopted a single case study approach and it was designed to allow for the use of multiple sources of evidence. Data was collected through a review of both institutional and policy documents, semi-structured interviews with eight informants from the TEC and the Ministry of Education and Skills Development, as well as a survey targeting institutional heads of higher education institutions in Botswana. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The findings of the study reveal that there are differing conceptions of the TEC’s role in higher education in Botswana. Whereas the TEC sees itself as ‘middleman’ between the government and higher education institutions, the higher education institutions conceptualise the role of the TEC as an extension of government. The differing views on the TEC’s role, as either buffer or agent, result in different expectations of the roles and functions of the TEC. In addition, the study revealed that Botswana’s higher education system is characterised by fragmentation and duplication of roles, which limit the mandate of the TEC, thereby creating tensions between the TEC and other constituencies in the Botswana higher education system. The study thus contributes to the understanding of the roles and functions of the TEC in the governance of higher education in Botswana. It also contributes to the understanding of the relationship between the different stakeholders involved in the governance of higher education and the implications of this relationship on the roles and functions of buffer bodies. Overall, the study shows the complexities involved in the governance of higher education in a young and evolving system of higher education, and in a context in which the roles and functions of the key players are contested and inconsistently understood.
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Wong, Yuet-yau Raymond. "Use of internet facilities for higher education in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872100.

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Gatward, Andrew James. "An internet-attached robot system supporting teaching in higher education." Thesis, University of Reading, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.577780.

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This research addresses three questions in the area of networked robotics: I. A model-driven review of the requirements for an Internet-attached robot system for use as a teaching resource for undergraduate and taught postgraduate level degree courses. 3. Creation of a baseline model of electronics and mechanical manufacturing capabilities across UK Higher Education establishments. 4. Establish whether manufacturing an Internet-attached robot from a bespoke design which meets all these requirements demonstrates advantages over the use of commercial off-the-shelf products. 5. A discussion of the cost and benefits of three common approaches to student assignments in robotics and related fields; hands-on laboratory experiments, simulators, and remote access laboratories. A pedagogical model for an Internet-attached online robot system for use in higher education is presented, which has been built on both a survey of Universities within the United Kingdom, and published work from authors around the world. Complementing the pedagogical model is a summary of the manufacturing capabilities typically available in a University workshop. A custom designed and purpose built mobile robot platform is presented, which together with its supporting arena environment provides an implementation of the pedagogical model. The mobile robot platform is fully bespoke, and careful design ensured that the mechanical components did not exceed the manufacturing capabilities of a typical University. Features of the robot include four-wheel drive and steering, a number of different sensors, and stereo vision support. The on-board sensors include ultrasonic rangefinders, surface colour sensors, a low-cost laser object sensor, and three stereo vision heads. Connectivity to the robot is via standards-based 802.llg wireless Ethernet and TCP/IP. A decentralised processing approach was used, so as to enable robustness and resilience of the system, and attempting to ensure that a failure of one part of a subsystem does not affect the operation of the system as a whole.
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Wong, Yuet-yau Raymond, and 黃月有. "Use of internet facilities for higher education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3126945X.

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Capshaw, Norman Clark. "How the internet affects higher education a multi-country analysis." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/991507789/04.

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Books on the topic "Internet in higher education – Botswana"

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Setidisho, N. O. H. Higher education and employment in Botswana. Paris: International Institute for Educational Planning, 1988.

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Baumgardner, Gerald D. Implementing the Internet into higher education. East Rockaway, NY: Cummings & Hathaway Publishers, 1997.

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Mokgwathi, G. M. G. Financing university education in Botswana: The balance between quality and access. [Gaborone]: University of Botswana, National Institute of Development Research and Documentation, 1997.

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Henderson, Byron. The components of online education: Higher education on the Internet. Saskatoon: Centre for the Study of Co-operatives, University of Saskatchewan, 1999.

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The wired tower: Perspectives on the impact of the Internet on higher education. Upper Saddle River, NJ: Financial Times/Prentice Hall, 2003.

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Stefan, V. Alexander. The Open World University: Higher education in the information age. La Jolla, CA: Stefan University Press, 2008.

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Lau, Sau. Online distance learning in higher education, 1998-2002. Framingham, MA (5 Speen St., Framingham 01701): International Data Corp., 1999.

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Lewis, Dina. Virtual Learning Communities. Maidenhead: McGraw-Hill International (UK) Ltd., 2007.

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Kagakushō, Japan Monbu. Gakushūsha no shiten ni tatta tekisetsu na e-learning no arikata ni kansuru chōsa kenkyū: Chūkan hōkokusho : Monbu Kagakushō sendōteki daigaku kaikaku suishin itaku. [Nagaoka-shi]: Nagaoka Gijutsu Kagaku Daigaku, 2006.

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Sentā, Kyōto Daigaku Kōtō Kyōiku Kenkyū Kaihatsu Suishin. Kōtō kyōiku kikan tō ni okeru ICT no ri-katsuyō ni kansuru chōsa kenkyū: Itaku gyōmu seika hōkokusho : Heisei 25-nendo Monbu Kagakushō sendōteki daigaku kaikaku suishin itaku jigyō. Kyōto-shi: Kyōto Daigaku Kōtō Kyōiku Kenkyū Kaihatsu Suishin Sentā, 2014.

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Book chapters on the topic "Internet in higher education – Botswana"

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Ziyadin, S., and A. Serikbek. "Internet-Marketing in the Sphere of Higher Education." In Lecture Notes in Networks and Systems, 290–97. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27015-5_35.

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von Schoultz, Dean John, Kerry-Lynn Thomson, and Johan Van Niekerk. "Internet Self-regulation in Higher Education: A Metacognitive Approach to Internet Addiction." In Human Aspects of Information Security and Assurance, 186–207. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57404-8_15.

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DeCusatis, C., P. Liengtiraphan, and A. Sager. "Advanced Intrusion Prevention for Geographically Dispersed Higher Education Cloud Networks." In Online Engineering & Internet of Things, 132–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64352-6_13.

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Liu, Lang. "Development of Higher Education Model Innovation Under the Internet." In Application of Intelligent Systems in Multi-modal Information Analytics, 367–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74811-1_53.

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Dziabenko, Olga, Valentyna Yakubiv, and Lyubov Zinyuk. "How Game Design Can Enhance Engineering Higher Education: Focused IT Study." In Online Engineering & Internet of Things, 619–27. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64352-6_58.

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Molosiwa, Annah A., and Keene Boikhutso. "Learning and Teaching Practices Promoting Education for Sustainable Development: Case Studies from Social Studies and Language Education, University of Botswana." In Sustainable Development Goals and Institutions of Higher Education, 141–53. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26157-3_12.

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Clipa, Otilia, Nuri Balta, and Liliana Mâță. "Investigating the Relationship Between Internet Ethics and Motivational Orientations in Higher Education." In Ethical Use of Information Technology in Higher Education, 65–81. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1951-9_5.

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Wadi, Rami Mohammad Abu, and Lubna Sameer Khalf. "Knowledge Management in Higher Education Institutions: Facts and Challenges." In Artificial Intelligence Systems and the Internet of Things in the Digital Era, 241–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77246-8_24.

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Yuan, Meijuan. "Integration of Artificial Intelligence and Higher Education in the Internet Era." In Lecture Notes on Data Engineering and Communications Technologies, 604–11. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5857-0_77.

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Schefer-Wenzl, Sigrid, and Igor Miladinovic. "Learning Diaries—A Valuable Companion of Mobile Learning for Higher Education in Software Engineering." In Internet of Things, Infrastructures and Mobile Applications, 930–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49932-7_86.

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Conference papers on the topic "Internet in higher education – Botswana"

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Brajnik, Giorgio, and Sanela Graca. "On Accessibility Policies for Higher Education Institutions." In W4A '18: The Internet of Accessible Things. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3192714.3192833.

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Tianbo, Zhang. "The Internet of Things Promoting Higher Education Revolution." In 2012 4th International Conference on Multimedia Information Networking and Security (MINES). IEEE, 2012. http://dx.doi.org/10.1109/mines.2012.231.

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Miliou, Ourania, and Charoula Angeli. "Measuring the Internet Skills of Gen Z Students in Higher Education: Validation of the Internet Skills Scale in University Settings." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13070.

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Abstract Internet technologies have infiltrated higher education institutions around the world. At the same time, the latest generation of students, the so-called Generation Z (Gen Z), are entering higher education. Gen Z is the first generation born in an Internet-connected world, and digital devices are a seamless part of its life. As a result, Gen Z students have already been engaged with informal digital learning via internet-based technologies outside of formalized education settings. However, previous research has shown that their engagement with these technologies is limited and might not sufficiently cover the knowledge and skills needed to perform internet activities effectively in higher education. Additionally, their familiarity with digital devices and tools varies. Consequently, there is a need for higher education institutions to close the skills gap by applying assessment processes that will assist them in forming policies and training resources for undergraduate students. To achieve the above, research efforts need to focus on developing theoretically informed and valid instruments that measure internet skills. This study has contributed to the validation of a self-assessment questionnaire, the Internet Skills Scale, that can be used in university settings. The questionnaire measures five types of internet skills: operational, information-navigation, social, creative, and critical. The results presented herein provide directions for future research in the field. Keywords: Internet Skills; Internet Skills Scale; Validation; Generation Z; Higher Education
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"Consumer Behavior on Shopping for Cosmetics through Internet of Kasem Bundit University Chinese Students." In Higher Education and Innovation Group. Higher Education and Innovation Group in Education (HEAIG), 2017. http://dx.doi.org/10.15242/heaig.h0117513.

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Alves, Paulo, Carlos Morais, Paula Renes, and Luisa Miranda. "HIGHER EDUCATION STUDENTS’ PERCEPTIONS OF VALUES ON THE INTERNET." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1030.

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Charytanowicz, Małgorzata, Elzbieta Milosz, Waldemar Suszyński, Rafał Stęgierski, and Edyta Łukasik. "INTERNET OF THINGS AS A CHALLENGE FOR HIGHER EDUCATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1053.

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Jadrić, Ivana, Jasmina Dlačić, and Drago Ružić. "INTERNET MARKETING APPROACHES IN PROMOTION OF HIGHER EDUCATION INSTITUTIONS." In 3rd International Scientific Conference on Economics and Management. Association of Economists and Managers of the Balkans, Belgrade; Faculty of Management Koper; Doba Business School - Maribor; Integrated Business Faculty - Skopje; Faculty of Management - Zajecar, 2019. http://dx.doi.org/10.31410/eman.s.p.2019.181.

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Cao, Peng, and Wenqiu Luo. "The Influence of Internet on Higher Education and Countermeasure." In 2015 Conference on Education and Teaching in Colleges and Universities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/cetcu-15.2016.28.

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Schulz, Renee, Ghislain Maurice Isabwe, and Frank Reichert. "Investigating teachers motivation to use ICT tools in higher education." In 2015 Internet Technologies and Applications (ITA). IEEE, 2015. http://dx.doi.org/10.1109/itecha.2015.7317371.

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"The informationization teaching ability research of higher vocational teachers under "Internet + education" background." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.084.

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Reports on the topic "Internet in higher education – Botswana"

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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