Evaluating Mobile-Centric Readiness of Higher Education Institutions: The Case of Institutional Policies and Information Systems Students

Many higher education students live and operate in mobile-centric environments. The question is whether the policies of higher education institutions (HEI) are aligned with students’ readiness for mobile technology information access and interaction. To investigate this question from a policy perspective, nine policies from the open and distance learning (ODL) university in South Africa were analysed for providing institutional mobile-centric support. Policy document analysis was used to evaluate five information and communication technology (ICT) polices and four teaching and learning policies. The analysis focused on how the policies support the provision of mobile infrastructure, technical support and learning resources. To investigate from the students’ perspective, quantitative data was captured on Information Systems students’ readiness through a survey of a total of 129 respondents from the same university. The mobile-centric readiness of students was evaluated based on factors that could affect the readiness of students in accessing and interacting with mobile-centric services. The factors investigated were infrastructure ownership, knowledge of mobile phone features and mobile phone Internet activities. The findings revealed that Information Systems students are ready to use mobile phones as tools for information access and interaction, but some inadequacies were observed in the way the policies support the students’ needs. This study proposes some recommendations on how the policies could better support students’ mobile phone information access and interaction.College of Engineering, Science and Technolog

Facilitating Knowledge Visualisation as Communication and Knowledge Transfer Mechanism in Postgraduate Learning

Advances in technology and subsequent access to inexpensive software have made visualisation, as a method of knowledge creation and transfer, more accessible. Visualisations have been used to support knowledge representation and transfer in teaching but the focus has primarily been on creating visualisations for learner consumption. The idea of students becoming active participants in producing visualisations, as part of knowledge creation and learning, has largely been overlooked. The study reported here investigated the use of visualisation for summarising knowledge at postgraduate level. The student’s need to assimilate and organise knowledge is an important part of their learning. We suggest that it would be useful for students to learn how to produce knowledge visualisations as part of this activity. The production is an act of knowledge creation, which can improve their comprehension of the research literature. Producing visualisations is not necessarily straightforward and it is therefore advisable to scaffold the process. We propose a faded-struts learning process that gradually removes scaffolding as the learner masters the principles and becomes more adept. The contribution of this research is to present the idea of providing worked examples and faded examples to support postgraduate learning. This helps postgraduates to craft knowledge visualisations so that they can slowly become more proficient and independent. Due to the ubiquity of mobile devices we propose providing this support on these devices, incorporating their unique constraints and affordances in our learning process. This is essentially a proof of concept paper, suggesting how the idea could be realised. Further work is necessary to test the idea with students and to extend the repertoire of mobile learning (m-learning) visualisation tasks.College of Engineering, Science and Technolog

Design, Development and Deployment of a Mobile E-Commerce Application for Rural South Africa -A Case Study

Fort Hare University is located in the rural town of Alice in the Eastern Cape province of South Africa. The university runs several poverty alleviation projects in those villages to help the people. One of the prospering projects is the Lingelihle cooperative which specializes on making handmade artifacts for sale. The computer science department built an e-commerce Web site for marketing the products to the world. In this project we report on the mobile e-commerce application that we designed for this cooperativ

Facilitating knowledge visualisation as communication and knowledge transfer mechanism in postgraduate learning

Advances in technology and subsequent access to inexpensive software have made visualisation, as a method of knowledge creation and transfer, more accessible. Visualisations have been used to support knowledge representation and transfer in teaching but the focus has primarily been on creating visualisations for learner consumption. The idea of students becoming active participants in producing visualisations, as part of knowledge creation and learning, has largely been overlooked. The study reported here investigated the use of visualisation for summarising knowledge at postgraduate level. The student’s need to assimilate and organise knowledge is an important part of their learning. We suggest that it would be useful for students to learn how to produce knowledge visualisations as part of this activity. The production is an act of knowledge creation, which can improve their comprehension of the research literature. Producing visualisations is not necessarily straightforward and it is therefore advisable to scaffold the process. We propose a faded-struts learning process that gradually removes scaffolding as the learner masters the principles and becomes more adept. The contribution of this research is to present the idea of providing worked examples and faded examples to support postgraduate learning. This helps postgraduates to craft knowledge visualisations so that they can slowly become more proficient and independent. Due to the ubiquity of mobile devices we propose providing this support on these devices, incorporating their unique constraints and affordances in our learning process. This is essentially a proof of concept paper, suggesting how the idea could be realised. Further work is necessary to test the idea with students and to extend the repertoire of mobile learning (m-learning) visualisation tasks

Improving learning environments through whole-school collaborative action research

© 2020, Springer Nature B.V. The focus of professional learning on activities has changed to internal growth or change among teachers. Our 3-year whole-school collaborative action research was based on student feedback from a learning environment survey at a secondary school. Quantitative data were obtained by administering a survey in 2012, 2013 and 2014 to 2673 students in 171 classes to assess perceptions of the learning environment. Qualitative information, involving classroom observations and interviews with the principal and professional development coordinator, illuminated how the school incorporated this collaborative action research approach. Statistically-significant differences for numerous aspects of the learning environment were found between the 2012, 2013 and 2014 student groups