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

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

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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3

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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5

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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6

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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8

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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9

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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10

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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Mugisha, R. X., and T. S. Mwamwenda. "Vocational training, in-service courses and higher education for graduates in Botswana." Studies in Higher Education 16, no. 3 (January 1991): 343–54. http://dx.doi.org/10.1080/03075079112331382895.

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Samokhvalova, Alexandra. "Branding Higher Education: The Case of Malaysian Higher Education Promotion on The Internet." Kajian Malaysia 35, no. 2 (2017): 87–104. http://dx.doi.org/10.21315/km2017.35.2.5.

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Moswela, Emmanuel, and Sourav Mukhopadhyay. "Double Jeopardy: Plight of Female Students with Disabilities in Botswana’s Higher Education." Indian Journal of Gender Studies 25, no. 3 (August 13, 2018): 384–409. http://dx.doi.org/10.1177/0971521518785721.

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Although substantial recent research addresses the importance of higher education (HE) for students with disabilities, this sector has remained under-researched in Botswana. The struggle of female students with disabilities to access and participate in HE remains an issue of great concern for disability activists and researchers. The purpose of this phenomenological study was to explore and describe the lived experiences of female students with disabilities in their struggle to access and participate in three HE institutions in Botswana. Seven female students with disabilities participated in this research. Multiple methods, such as focus group discussions, photovoice and solicited journals, were used to collect data. The data were analysed using Atlas.ti 7.5 qualitative data analysis software. Three themes emerged, and they are (a) socio-cultural issues and disability identity, (b) access and participation in HE and (c) empowerment of female students. These findings served to inform Botwana’s HE institutions that include female students with disabilities, to help them to promote participation as well as quality of experiences.

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Mulinge, Munyae Masai, and Margaret M. Munyae. "Managing Organizational Change in Higher Education: Lessons From the University of Botswana." Journal of African Business 9, no. 1 (June 6, 2008): 167–90. http://dx.doi.org/10.1080/15228910802052955.

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15

Harkusha, Olena. "Applying of internet-technology “blog” in higher education." Engineering and Educational Technologies 2, no. 22 (June 5, 2018): 67–72. http://dx.doi.org/10.30929/2307-9770-2018-22-67-72.

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Schreiber, Mae N., Donald R. Juedes, Elaina Norlin, Gloria Rhodes, and Ethelene Whitmire. "INTERNET RESOURCES: Diversity Web sources in higher education." College & Research Libraries News 61, no. 8 (September 1, 2000): 681–86. http://dx.doi.org/10.5860/crln.61.8.681.

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17

Alam, Tanweer, and Mohamed Benaida. "Blockchain and Internet of Things in Higher Education." Universal Journal of Educational Research 8, no. 5 (May 2020): 2164–74. http://dx.doi.org/10.13189/ujer.2020.080556.

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18

Eynon, Rebecca. "The use of the internet in higher education." Aslib Proceedings 57, no. 2 (April 2005): 168–80. http://dx.doi.org/10.1108/00012530510589137.

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Beuzova, Angelina, Natalya Tovma, Irina Maslova, Marina Vasileva, Inna Mishchenko, and Nazym Tulebayeva. "Internet marketing in the field of higher education." SHS Web of Conferences 106 (2021): 03003. http://dx.doi.org/10.1051/shsconf/202110603003.

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Competition in the education sector is growing every year. Students have the opportunity to embark in both domestic and foreign universities. In prior years, universities did not put a large budget in the promotion, as the demand exceeded the supply. Kazakhstan’s accession to the international market of educational services has increased the need to use effective promotion tools. Marketing is an important element in attracting students. With the development of technology, the role of the Internet increases, which becomes an integral part of marketing. Internet marketing in the field of higher education has great prospects. The key features of this direction are low cost and high efficiency. At the same time, the promotion takes place not only on the regional but also on the global market. Today, promotion and advertising using the Internet is replacing traditional marketing. The article analyzes various Internet marketing tools that apply to the field of higher education. The creation and development of corporate websites of the university is an important stage of promotion. The corporate site must have certain characteristics to attract a potential student. A person spends most of the day on social networks, which are also an Internet marketing tool. Maintaining the image of the university requires the creation of official pages in social networks. These platforms create conditions for cooperation with students, applicants and graduates. Competent use of internet marketing will allow developing the sphere of higher education.

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Ene, Andreea Bianca. "Distance Education in Romanian Higher Education." HOLISTICA – Journal of Business and Public Administration 9, no. 1 (May 1, 2018): 65–70. http://dx.doi.org/10.1515/hjbpa-2018-0005.

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Abstract The global diffusion of Internet involves economic, political and demographic factors that can predict in real time. In this article, we demonstrate that according to data provided by EUROSTAT, the number of people looking for a job in Romania it is correlated with specific query terms using Google Trends. Search engine data is used to “predict the present” values of different economic indicators. The obtained results are compared with the classical method of developing the economic indicators, with official EUROSTAT employment data. In this paper, we demonstrate that the new methods to extract the economic indicators from web technologies are accurate.

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Jacobson, Trudi E., and Laura B. Cohen. "ACRL: PARTNERS IN HIGHER EDUCATION: Teaching about the Internet." College & Research Libraries News 61, no. 4 (April 1, 2000): 302–5. http://dx.doi.org/10.5860/crln.61.4.302.

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22

Zhou, Renjie, Dongchen Xia, Yuyu Yin, Jilin Zhang, Wei Zhang, and Jin Feng. "Analyzing the Impact of the Internet on Higher Education." International Journal of Security and Its Applications 10, no. 6 (June 30, 2016): 341–50. http://dx.doi.org/10.14257/ijsia.2016.10.6.32.

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23

Truzoli, Roberto, Caterina Viganò, Paolo Gabriele Galmozzi, and Phil Reed. "Problematic internet use and study motivation in higher education." Journal of Computer Assisted Learning 36, no. 4 (December 12, 2019): 480–86. http://dx.doi.org/10.1111/jcal.12414.

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24

Tennant, Roy. "Internet Basic Training: Teaching Networking Skills in Higher Education." Internet Research 1, no. 2 (February 1991): 37–46. http://dx.doi.org/10.1108/eb047247.

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25

Solomon, Malebogo, Luis Furuya-Kanamori, and Kinley Wangdi. "Spatial Analysis of HIV Infection and Associated Risk Factors in Botswana." International Journal of Environmental Research and Public Health 18, no. 7 (March 25, 2021): 3424. http://dx.doi.org/10.3390/ijerph18073424.

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Botswana has the third highest human immunodeficiency virus (HIV) prevalence globally, and the severity of the epidemic within the country varies considerably between the districts. This study aimed to identify clusters of HIV and associated factors among adults in Botswana. Data from the Botswana Acquired Immunodeficiency Syndrome (AIDS) Impact Survey IV (BIAS IV), a nationally representative household-based survey, were used for this study. Multivariable logistic regression and Kulldorf’s scan statistics were used to identify the risk factors and HIV clusters. Socio-demographic characteristics were compared within and outside the clusters. HIV prevalence among the study participants was 25.1% (95% CI 23.3–26.4). HIV infection was significantly higher among the female gender, those older than 24 years and those reporting the use of condoms, while tertiary education had a protective effect. Two significant HIV clusters were identified, one located between Selibe-Phikwe and Francistown and another in the Central Mahalapye district. Clusters had higher levels of unemployment, less people with tertiary education and more people residing in rural areas compared to regions outside the clusters. Our study identified high-risk populations and regions with a high burden of HIV infection in Botswana. This calls for focused innovative and cost-effective HIV interventions on these vulnerable populations and regions to curb the HIV epidemic in Botswana.

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Sokwane, Lentswe, and Gbolagade Adekanmbi. "Exploring the Teaching and Learning Quality Question in Technical Education in Botswana." International Journal of Adult Vocational Education and Technology 10, no. 2 (April 2019): 25–39. http://dx.doi.org/10.4018/ijavet.2019040103.

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Due to a perception that the quality of their certificates was in question, students of the Gaborone Technical College (GTC), along with their counterparts in similar institutions, went on a strike in 2016. Based on a subsequent case study of the college, completed in 2018, this article examines the quality question in technical education in Botswana. The study set out to assess the implementation of policies guiding teaching and learning; examines the quality of resources for teaching and learning; appraises the nature and use of support systems for teaching and learning; investigates the views of lecturers and students on the quality of teaching and learning and identifies the factors which inhibit the quality of teaching and learning. Using a mixed method approach, the study collected data from students, lecturers and college managers through questionnaires and semi-structured interviews. The results show the absence of a specific teaching and learning policy, thus questioning the quality of the implementation of the policy itself. The study shows that the availability of resources for enhancing quality teaching is questionable, and the general perception by staff and students is that the overall quality of teaching and learning is average. However, most staff have the required qualifications for quality teaching, adequate support services exist, but a low utilization of the support services is observed. Factors inhibiting the quality of teaching and learning include inadequate library reference materials, the slow pace of internet connectivity, the absence of technical support for staff and inadequate resources in laboratories. In line with the literature, the article recommends a prioritization of quality teaching as a strategic objective, the establishment of a teaching and learning framework and the continuing professional development of staff, among others.

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Mokopakgosi, Brian T. "Self-reliance and the History of Higher Education: The Botswana University Campus Appeal (BUCA)*." Journal of Southern African Studies 34, no. 2 (May 22, 2008): 293–304. http://dx.doi.org/10.1080/03057070802037977.

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Mubdik, M. Ahsanul, Delliana Eka W, and Fachrul Kurniawan. "Development of E-Business towards Labor Market for Higher Education." Letters in Information Technology Education (LITE) 1, no. 2 (November 9, 2019): 34. http://dx.doi.org/10.17977/um010v1i22018p034.

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The internet business is used for information exchange, product catalogs, promotional media, e-mails, bulletin boards, electronic questionnaires, and mailing lists. The internet can also be used to dialogue, discuss, and consult with consumers online, so that consumers can be involved proactively and interactively in the design, development, marketing, and sale of products. By using the internet, we can run an electronic business or commonly called e-business as a means of expanding employment opportunities. Given the smaller quota to find employment, that ebusiness is the right solution for college graduates.

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Zaman, M. A., and S. M. Iqbal Hossain. "Status of Internet use for Higher Education and Research in Agricultural Sciences." Agriculturists 10, no. 1 (July 1, 2012): 38–45. http://dx.doi.org/10.3329/agric.v10i1.11063.

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A study was conducted to explore the role of internet on higher education and research at two selected public universities in Bangladesh, which offer courses on Agricultural Sciences. One hundred and fifty eight teachers and 79 post-graduate students were interviewed based on questionnaires. It was found that 90.8% teachers had internet connectivity and they used internet on regular basis to search relevant websites and download the selected course contents. All the teachers agreed that adequate and reliable information on different topics of Agricultural Sciences can be obtained through internet, which can be used for academic and research purposes. Use of internet by the students is being gradually increased in public universities. The universities are expanding the internet facilities to increase services to the teaching and learning communities. Digitization of libraries and internet links between the public universities libraries are in progress. It is expected that the use of internet would bring significant changes in higher education and research systems of developing nations and the institutions of higher education would attain a global standard. Development of education in these countries are badly influenced by limited resource and poor finance.DOI: http://dx.doi.org/10.3329/agric.v10i1.11063The Agriculturists 2012; 10(1): 38-45

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Nnyepi, Maria, Maurice R. Bennink, Jose Jackson-Malete, Sumathi Venkatesh, Leapetswe Malete, Lucky Mokgatlhe, Philemon Lyoka, Gabriel M. Anabwani, Jerry Makhanda, and Lorraine J. Weatherspoon. "Nutrition status of HIV+ children in Botswana." Health Education 115, no. 5 (August 3, 2015): 495–514. http://dx.doi.org/10.1108/he-04-2014-0052.

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Purpose – Identifying and addressing poor nutritional status in school-aged children is often not prioritized relative to HIV/AIDS treatment. The purpose of this paper is to elucidate the benefits of integrating nutrition (assessment and culturally acceptable food supplement intervention) in the treatment strategy for this target group. Design/methodology/approach – The authors conducted a randomized, double blind pre-/post-intervention trial with 201 HIV-positive children (six to 15 years) in Botswana. Eligibility included CD4 cell counts < 700/mm3 (a marker for the severity of HIV infection), documented treatment with antiretroviral (ARV) drugs, and no reported evidence of taking supplemental food products with one or more added nutrients in the six-month period prior to the study. The intervention (12 months) consisted of two food supplements for ethical reason, one with a higher protein content, bean (bean-sorghum based) group (n=97) and a cereal (sorghum) group (n=104) both of which contained added energy- and micro- nutrients. Anthropometric and biochemical nutritional status indicators (stunting, wasting, underweight, skinfolds for fat and muscle protein reserves, and hemoglobin levels) were compared within and between the bean and the cereal groups pre- and post-intervention separately for children six to nine years and ten to 15 years. Findings – Older children (ten to 15 years) fared worse overall compared to those who were younger (six to nine years) children in anthropometric and protein status indicators both at baseline and post-intervention. Among children six to nine years, the mid arm circumference and blood hemoglobin levels improved significantly in both the bean and cereal groups (p < 0.01 and p < 0.05, respectively). Although the BMI for age z-score and the triceps skinfold decreased significantly in the bean group, the post-intervention subscapular skinfold (fat stores) was significantly higher for the bean group compared to the cereal group (p < 0.05). Among children ten to 15 years, both the bean and the cereal groups also showed improvement in mid arm circumference (p < 0.001), but only those in the bean group showed improvement in hemoglobin (p < 0.01) post-intervention. Originality/value – Similar significant nutritional status findings and trends were found for both food interventions and age within group pre- vs post-comparisons, except hemoglobin in the older children. Post-intervention hemoglobin levels for the type food supplement was higher for the “bean” vs the “cereal” food in the younger age group. The fact that all children, but especially those who were older were in poor nutritional status supports the need for nutrition intervention in conjunction with ARV treatment in children with HIV/AIDS, perhaps using a scaled up future approach to enhance desired outcomes.

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Batisani, Nnyaladzi, and Abijah Ndiane. "Advancing grassroots climate change awareness in Botswana." International Journal of Sustainability in Higher Education 15, no. 3 (July 7, 2014): 304–13. http://dx.doi.org/10.1108/ijshe-05-2012-0043.

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Purpose – This paper aims to report on the results of a case study in Botswana, aimed at raising awareness on climate issues. Higher-education institutions play a leading role in sustainability efforts, as their research role often lays the groundwork for social transformation. Design/methodology/approach – The Clean Air-Cool Planet (CACP) campus calculator was used to calculate emissions from various sections within the college. Findings – Total greenhouse gas (GHG) emissions from the college is 3,432.66 metric tons CO2e resulting in per capita GHG emissions of 3.20 metric tons CO2e, which is high compared to other universities. Options for reducing emissions are proposed. Practical implications – The procedure in carrying out the study provided learners with an opportunity to appreciate emissions from developing countries and also gain technical skills in conducting a GHG inventory. It also sensitized campus administrators about the scale of emissions and possible ways of reducing them. Originality/value – This paper is original in that it provides campus greenhouse inventory within a developing country, a unique undertaking. Furthermore, it highlights the fact that developing countries also produce significant emissions, hence the need for mitigation measures.

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Bakerson, Michelle Ann, and Liliana Rodríguez-Campos. "The Evaluation of Internet Usage Within the Higher Education Classroom." International Journal of Learning: Annual Review 13, no. 10 (2007): 23–32. http://dx.doi.org/10.18848/1447-9494/cgp/v13i10/45062.

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33

Cookson, Peter S. "Implications of Internet Technologies for Higher Education: North American perspectives." Open Learning: The Journal of Open, Distance and e-Learning 15, no. 1 (February 2000): 71–80. http://dx.doi.org/10.1080/026805100115489.

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34

Yadav, Rajan, Anurag Tiruwa, and Pradeep Kumar Suri. "Internet based learning (IBL) in higher education: a literature review." Journal of International Education in Business 10, no. 2 (November 6, 2017): 102–29. http://dx.doi.org/10.1108/jieb-10-2016-0035.

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Purpose The growing use of internet-based learning (IBL) platforms in institutions of higher education is producing profound changes in the traditional teaching learning process worldwide. This paper aims to identify and understand the ways in which higher education institutions draw benefits by the use of such means, synthesizing the literature research. Design/methodology/approach The study synthesized the literature research by using a mixed method approach in which both Web of Science (WoS) and bibliographic techniques were used to retrieve the relevant data base. Findings The comprehensive review of the literature suggests that communication technology (CT), massive open online courseware (MOOCs), social networking sites (SNSs), blogs, real simple syndication (RSS) and YouTube are creating new possibilities and avenues of collaborative learning by transforming the traditional class and teacher-centric system. Research limitations/implications Multiplicity of the IBL platforms and rapid technological obsolesce are some of the limitations of this paper. Originality/value The findings of this study are highly useful in developing a strategic framework to accelerate the integration of IBL platforms to make teaching learning process more interactive and informative.

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Raman, Arumugam So. "Potentials of Fog Computing in Higher Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 18 (September 30, 2019): 194. http://dx.doi.org/10.3991/ijet.v14i18.10765.

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This paper is documenting the potential of Fog Computing in Education. First, this study explores the difference between cloud computing and Fog Computing. Then the features of computing explained briefly. A tremendous increase in Internet usage among the people does not allow the sustainability to continue depending on Cloud Computing as a centralized web server, due to the truth that Cloud Computing system allows access to internet data as well as therefore making it feasible for users to availability, share along with store information in remote servers. With Fog Computing, multiple users, gadgets such as automobiles, wearable gizmos, sensing units, wise gadgets, an organization can accept one another utilizing their very own Fog facilities. In the educational sector, Fog computing technology boosts educational operations and provides a platform with agility, versus slowing them down or quitting them. Fog computing is a modern technology that is set for high development in the future, as well as will substantially improve day-to-day procedures for many sectors, including education. Finally, security issues and challenges of implementation Fog computing discussed.

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Ushanov, Alexander, Natalia Morgunovа, and Irina Petunina. "Internet Technologies in Distance Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (May 25, 2021): 85. http://dx.doi.org/10.3991/ijet.v16i10.19129.

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In modern education, a new format of distance learning is developing more and more rapidly - massive open online courses (MOOCs), this is especially important in times of quarantines and remote learning. The aim of the research is to study the attitude of teachers and students to MOOCs and their readiness to implement this practice in the educational process. 2145 students and 1050 teachers of higher educational institutions of the Russian Federation voluntarily took part in the study. The analysis of the survey data was made in the STATISTICA system. It has been found that more than 30% of respondents have an idea of MOOCs. It has also been determined that 31% of students and 28% of teachers are positive about the introduction of MOOCs in the educational process of universities. In addition, it has been determined that 31% of students and 23% of teachers plan to take MOOCs. Overall, the survey results showed a fairly good acceptance of MOOCs by respondents. From this, it can be concluded that in the near future, taking into account the reorganization of the educational process, MOOCs may become a worthy alternative to traditional education. It is for this that the results of this study can be used by the administration of the universities that have taken part in the survey, in order to further inform students and teachers about MOOCs. There is also a need to reorganize, revise, implement and provide an opportunity for students to study through such a form of distance learning as MOOCs.

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Brady, Henry E. "Let's Not Railroad American Higher Education!" PS: Political Science & Politics 46, no. 01 (January 2013): 94–101. http://dx.doi.org/10.1017/s104909651200159x.

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Politics, economics, and technology have conspired to make this an exceptionally challenging time for American higher education. Some critics claim that costs are out of control in traditional public and private nonprofit higher education. They believe these institutions will soon go the way of the railroads as for-profit institutions displace them and the Internet replaces college campuses and classrooms. Other critics bemoan the privatization of higher education and the increasing role of market forces. Still others think higher education has lost its way and fails to focus on educating undergraduates.

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Ahmad, Tashfeen. "Preparing for the future of higher education." On the Horizon 23, no. 4 (November 9, 2015): 323–30. http://dx.doi.org/10.1108/oth-06-2015-0029.

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Purpose – This paper aims to assist lecturers, universities and their administrators in preparing for the evolving future of higher education. Disruptive innovations in higher education delivery, with the internet as a driver, are creating potential benefits and challenges for traditional service providers. This paper will reflect on how academics should evolve, in the age of the internet, and maximize the benefits of all stakeholders. Design/methodology/approach – This opinion piece emerged after reviewing the latest research and best practices which can improve higher education delivery. Findings – Significant benefits and opportunities can be unlocked if educators apply and incorporate new learning styles and practices. While the pace and momentum is uncertain, this paper re-confirms that disruptive technologies will lead to inevitable changes in higher education. Technology and knowledge have become more accessible and transferable irrespective of location. It is therefore imperative that educational stakeholders seize the opportunity to adjust their methodology and delivery approaches to remain relevant and maintain their value proposition. Originality/value – Educators should rethink how they deliver education, as the traditional model evolves. This paper offers a proposal to navigate the challenges ahead.

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Khutsafalo, Diketso Kelebemang, and Ushe Makambe. "Pedagogical strategies and Motivation of Hospitality Management Learners in a Higher Education Institution in Botswana." East African Journal of Education Studies 2, no. 1 (December 23, 2020): 197–210. http://dx.doi.org/10.37284/eajes.2.1.257.

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The Botswana higher education system has been producing low-quality unemployable graduates and the low levels of learner motivation is believed to be a major factor. Premised on the Self-Determination Theory, the purpose of this study was to explore the nexus between pedagogical strategies and motivation of hospitality management learners in a selected higher education institution in Botswana. A descriptive survey design was adopted while the quantitative methodology was employed. Descriptive and inferential statistics such as the mean, standard deviation, correlation and regression, which were products of the Statistical Package for Social Sciences (SPSS) software, were used to analyse data that was collected from 128 respondents who were selected from a population of 189 learners using stratified random sampling. This study provided empirical evidence on the influence of pedagogical strategies on learner motivation and will provide instructors with knowledge of pedagogical approaches that either facilitate or impede learner motivation. The findings of the study revealed a significant relationship between pedagogical strategies and learner motivation. However, it was discovered that certain pedagogical strategies employed by the instructors had a negative effect on learner motivation namely low quality of academic advising, not affording learners enough opportunities to do presentations in class and failure to effectively inculcate collaborative skills among learners. It is recommended that learners should be afforded opportunities for collaborative learning to stimulate peer engagement which facilitate motivation. The institution should ensure that the curriculum incorporates contemporary issues that are relevant to the learners, industry and society as this will instil in the learners a reason to want to learn with the assurance of ready employment after graduation.

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Thomas, P. "Opportunities and Challenges of Emerging Technologies in Higher Education." International Journal of Innovation in the Digital Economy 1, no. 4 (October 2010): 27–40. http://dx.doi.org/10.4018/jide.2010100103.

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Recent unprecedented advances in digital technologies and their concomitant affordances in education seem to be a great opportunity to adequately address burgeoning demand for high quality higher education (HE) and the changing educational preferences. It is increasingly being recognised that using new technology effectively in HE is essential to prepare students for its increasing demand. E-learning is an integral component of the University of Botswana’s teaching and learning culture, however, teachers who are from a traditional educational system are often ill-prepared to change their role from the all-knowing “sage on the stage” who operated under the “transmission” model, to the “guide on the side” which adopts new technologies effectively for student learning. Therefore, this paper argues that one of the ways to achieve substantial pedagogical innovations is to bring a significant change in the understanding of the processes of the scholarship of teaching and learning (SoTL). This paper explores new directions for conducting scholarly activities at the University of Botswana (UB) to address the needs of today’s students, concluding with a call for a collaborative approach to teaching, research, and publishing to enhance student learning experience in diversified and socially rich collaborative learning contexts.

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Hussin, Kamarudin. "MOOCs as Disruptive Innovation in Higher Education." Asian Higher Education Chronicles 1, no. 1 (November 5, 2018): 10–12. http://dx.doi.org/10.9744/ahec.1.1.10-12.

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The advancement of technology in higher education is always perceived as a valuable innovation that create better impact to the society. The advent of the Internet for instance, has magnificently created important features in learning environment globally. Higher education community optimizes the Internet as an essential resource, communication platforms and dynamic tools in their core teaching-learning, research, consultation activities, entertainment and many others. Moreover, innovations such as mobile technology has successfully broadened access to the Internet and related online services and facilities. Higher education institutions as the hub for technology development and innovation have invested in virtual learning environment to support current needs of global population. Related to this fact, e- learning modules and contents are offered across universities, and interested learners in public communities are benefited by this opportunity. Educators and experts in higher education institutions are delivering their knowledge, discoveries and expertise via e-learning platforms and other supported technology. Equally important, e-learning has successfully expanded opportunities for lifelong and flexible learning, and offered a solution for practical issues and increasing student numbers. As a matter of fact, e-learning has been proposed as a promising way out for many complex issues such asfunding constraints, increasing demand and access to higher education while improving quality and high impact educational provisions in many countries. While addressing these issues, higher education administrators, educators, researchers and policy makers have developed responses in various frameworks. Initiatives such as Competency-Based Online Programs, development of open source materials, flipped classroom and Massive Open Online Courses (MOOCs) have contributed towards reducing cost of higher education as well as increasing access to higher education. MOOCs technology has proven its capability to reach massive audienceof about 30,000 students at a time. Across the globe, MOOCs offer free access to online course lectures, self- paced lessons, readings, problem sets, blogs, discussion boards, peer assessment and even online discussion group platforms for global students (Leon and Price, 2016). In 2017, MOOCs offered more than 9,400 courses with more than 500 MOOC based credentials according to data gathered by Class Central. Excitingly, MOOC platforms have recorded more than 81 million learners to date (Class Central, 2017).

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Islam, A. Y. M. Atiquil, Magdalena Mo Ching Mok, Qian Xiuxiu, and Chin Hai Leng. "Factors influencing students’ satisfaction in using wireless internet in higher education." Electronic Library 36, no. 1 (February 5, 2018): 2–20. http://dx.doi.org/10.1108/el-07-2016-0150.

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Purpose In this age of exponential knowledge growth, where wireless internet is playing a dominant role, the concerned authorities of higher education have to ensure that this tool remains within the reach of the students. However, there has been as yet little research indicating its success in China. This paper aims to examine factors that influence students’ satisfaction (SAT) in using wireless internet in higher education for the purpose of learning. The second aim of this study is to identify if gender has a moderating effect on students’ SAT in using wireless internet in higher education. Design/methodology/approach Data from a total of 283 students from five colleges of a comprehensive public university in China (Foreign Language Studies, Business, Education, Biology and Chemistry, and Mathematics and Engineering) were collected for this study. The reliability and validity of the measurement scale were established through a Rasch model using Winsteps version 3.94. The technology satisfaction model (TSM) was validated applying structural equation modelling (SEM) using AMOS to test the causal relationships among the constructs. Findings The results of this study revealed that students’ SAT was directly influenced by perceived usefulness (PU) and ease of use of wireless internet. Besides, students’ perceived ease of use (PEU) and usefulness were directly affected by their computer self-efficacy. On the other hand, students’ computer self-efficacy had an indirect effect on their SAT mediated by ease of use and perceived usefulness, respectively. The findings also discovered that gender did exert effect as a moderating variable towards students’ SAT in using wireless internet in higher education. Practical implications The TSM was shown to be a useful model to measure students’ SAT in using wireless internet in a different culture. Originality/value To achieve this aim, a TSM on the potential factors contributing to student SAT was developed from the literature and validated in this study. Whereas, the TSM has been developed and validated in Malaysia.

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Wiebe, Eric N., Eric Shaver, and Michael S. Wogalter. "Attitudes about the Internet: Implications for Use in Education." Journal of Educational Technology Systems 31, no. 2 (December 2002): 143–56. http://dx.doi.org/10.2190/l7ub-g81u-0md5-3fk7.

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This study identified beliefs and attitudes about the Internet in relation to different populations of higher education students. A pair of surveys were used to better understand positive and negative attitudes students harbor concerning the WWW and related Internet technologies. The responses were used to both validate what are the most salient positive and negative aspects of the Internet and to reveal differences in attitude toward these aspects based on demographic variables. The results are discussed with respect to the affective dimensions that shape the use of Internet-related technologies and the need for further research into the impact of the Internet on higher education.

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Totolo, Angelina, Jaco Renken, and Araba Sey. "The Impact of Public Access Venue Information and Communication Technologies in Botswana Public Libraries." Evidence Based Library and Information Practice 10, no. 3 (September 6, 2015): 64. http://dx.doi.org/10.18438/b8np5f.

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Abstract Objective – A study on the impact of Public Access Venue (PAV) Information and Communication Technologies (ICTs) was conducted in Botswana libraries with Internet connections. The main objective was to determine the impact of ICTs in public libraries. Methods –Using the Sustainable Livelihoods Framework as a theoretical lens, the study used semi-structured interviews and focus group discussions to investigate the impact of PAV ICTs in 4 study sites, resulting in data from a total of 39 interviews and 4 focus groups. Methods –Using the Sustainable Livelihoods Framework as a theoretical lens, the study used semi-structured interviews and focus group discussions to investigate the impact of PAV ICTs in 4 study sites, resulting in data from a total of 39 interviews and 4 focus groups. Results – The results of the study show that PAV ICTs had a positive impact on users in the areas of education and economic benefits. Within educational and economic impacts, social benefits were also found, pertaining to the use of social media and the Internet for formal and informal communication. The study also revealed a slight difference between school going users and non-school going elderly users where the use and acquisition of computer skills was concerned. Elderly non-school going users tended to rely on venue staff for skills more than the younger school going users. Conclusion – The study recommends that PAV facilities should be improved in terms of skills offered and resources availed so as to appeal to both the younger school going generation and the older non-school going users. It is also recommended that education on ICT be improved to help curb rising unemployment in Botswana; such skills would enhance the income generation skills of the unemployed users as well as school leavers.

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Wu, Quansheng. "The Internet Era and the Innovation of Higher Vocational English Education." Lifelong Education 9, no. 6 (September 28, 2020): 237. http://dx.doi.org/10.18282/le.v9i6.1349.

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Because of the relatively weak student foundation, English education has always been a difficult point in higher vocational education. In the Internet age, teachers should keep up with the trend of the times, grasp the convenience brought by the Internet, and strive to apply excellent online teaching resources to actual English teaching, so as to increase students’ interest in learning and stimulate their enthusiasm for learning. This article combines the current situation of higher vocational English teaching and analyzes innovative strategies to improve the quality of higher vocational English education, hoping to provide some useful suggestions for the reform of higher vocational English education.

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Amtmann, Dagmar, and Kurt L. Johnson. "Increasing access to higher education through the use of the Internet." Technology and Disability 8, no. 3 (July 1, 1998): 133–39. http://dx.doi.org/10.3233/tad-1998-8305.

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Abbasy, Majid Bayani, and Enrique Vílchez Quesada. "Predictable Influence of IoT (Internet of Things) in the Higher Education." International Journal of Information and Education Technology 7, no. 12 (2017): 914–20. http://dx.doi.org/10.18178/ijiet.2017.7.12.995.

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Gómez-Espinosa, María, Virginia Francisco, and Pablo Moreno-Ger. "The impact of activity design in Internet plagiarism in Higher Education." Comunicar 24, no. 48 (July 1, 2016): 39–48. http://dx.doi.org/10.3916/c48-2016-04.

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In this work we aim to gain a better understanding of the nature of plagiarism in Higher Education. We analyse a set of different activities in an online university-level course, aiming to understand which tasks lead more naturally to plagiarism. This analysis concludes that the activities that have a lower rate of plagiarism are activities that encourage involvement, originality and creativity. Subsequently, we reformulate the task that presented the highest rate of plagiarism, taking into account the conclusions of the previous analysis and trying to maintain their relative effort and educational impact. We then compare the newly designed activities with their original counterparts to measure whether there is a significant reduction in plagiarism. The results are clear and show a significant drop in the percentages of plagiarism. In addition, we performed an additional validation to ensure that both groups were, in fact comparable. We found that both groups displayed similar plagiarism attitudes in other exercises that were not reformulated. This study shows that it is possible to reduce the incidence of plagiarism by designing activities in such a way that prompts students to propose their own ideas using information available on the Internet as a vehicle for their solutions rather than as solutions in themselves. El objetivo de este trabajo es comprender mejor la naturaleza del plagio en la Educación Superior. Analizamos una serie de actividades en un curso on-line de nivel universitario, con el objetivo de encontrar qué tareas llevan más naturalmente al plagio. Este análisis concluye que las actividades que tienen una menor tasa de plagio son actividades que fomentan la participación, la originalidad y la creatividad. Posteriormente, reformulamos la tarea que presenta la mayor tasa de plagio, teniendo en cuenta las conclusiones del análisis anterior y tratando de mantener su esfuerzo relativo y el impacto educativo. A continuación, comparamos las actividades del nuevo diseño con las originales para medir si el rediseño conlleva una reducción significativa del plagio. Los resultados son claros y muestran una caída significativa en los porcentajes de plagio. Además, se realizó una validación adicional en la que se analizó la actividad con la segunda tasa de plagio más alta, encontrando que los grupos eran comparables y mostraban actitudes de plagio similares en otros ejercicios que no habían sido rediseñados. Este estudio muestra que es posible reducir la incidencia de plagio mediante el diseño de actividades de tal manera que los estudiantes se sientan motivados para proponer sus propias ideas utilizando la información disponible en Internet como vehículo para sus soluciones en lugar de como soluciones en sí mismas.

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Hernon, Peter. "Higher Education in the Internet Age: Libraries Creating a Strategic Edge." Library & Information Science Research 29, no. 3 (September 2007): 437–38. http://dx.doi.org/10.1016/j.lisr.2006.08.003.

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Gill, Grandon. "5 (really) hard things about using the internet in higher education." eLearn 2006, no. 3 (March 2006): 1. http://dx.doi.org/10.1145/1126017.1126019.

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