Transforming Pedagogical Practices in African Higher Education with blended and online learning

About

The African Virtual University, the e/merge Africa network and the Educational Technology Inquiry Lab at University of Cape Town invite you to join a unique online research colloquium from 7-10 April 2015  with the theme of  “Transforming Pedagogical Practices  in African Higher Education with blended and online learning”. This colloquium will provide eleven of the best emerging and established educational technology researchers (through the open call) and four invited experts with an online platform for their research. Colloquium authors will be invited to submit improved versions of their unpublished papers for a special issue in either the British Journal of Educational Technology or the new Journal of Research in Open, Distance and e-Learning (JRODEL) from the African Virtual University.

How can African HEIs enable the effective and sustainable use of blended and online learning to transform learning of domain specific and graduate attributes through interventions at the levels of policy, management of emerging technologies (Ng’ambi and Bozalek, 2013), organisational capabilities ( Awidi 2008; Czerniewicz and Brown, 2009; Sife, Lwoga and Sange, 2007), learning design (Rambe and Ng’ambi, 2014, Botha, Van der Westhuizen and De Swardt, 2005; Duveskog, Sutinen and Cronje, 2014)  and teaching and learning practices (Adedoja, Adelore, Egbokhare and Oluleye, 2013; Magogwe, Ntereke and Phetlhe, 2014; Ng’ambi 2013)? The research in this online colloquium will use these lenses to consider a range of factors needed for successful mainstream adoption of online and blended learning in African higher education.

Programme Committee

Dr Atieno Adala, Manager, Research & Development, African Virtual University
Tony Carr, Centre for Innovation in Learning and Teaching, University of Cape Town
Associate Professor Dick Ng’ambi, School of Education, University of Cape Town

Funders:
The e/merge Africa network thanks the Ford Foundation and the Carnegie Corporation of New York for their support for the Transform 2015 Research Colloquium.

References

Adedoja, G., Adelore, O., Egbokhare, F.,  and Oluleye, A., (2013) Learners’ Acceptance of the Use of Mobile Phones to Deliver Tutorials in a Distance Learning Context: A Case Study at the University of Ibadan, The African Journal of Information Systems, 5,3,  Article 3, from http://digitalcommons.kennesaw.edu/ajis/vol5/iss3/3/.

Botha, J., van der Westhuizen, D., & De Swardt, E. (2005). Towards appropriate methodologies to research interactive learning: Using a design experiment to assess a learning programme for complex thinking development,International Journal of Education and Development using ICT, 1,2, from http://ijedict.dec.uwi.edu/viewarticle.php?id=43.

Awidi, I.T., (2008) Developing an e-learning strategy for public universities in Ghana, Educause Quarterly, No 2, 66-69.

Butcher, N.,  Mawoyo, M., Latchem, C., and Levey, L., (2011) Distance Education, 32,2, 149–158.

Czerniewicz, L. and Brown, C., (2009) A study of the relationship between institutional policy, organisational culture and e-learning use in four South African universities, Computers & Education, 53, 121–131.

Duveskog, M.,  Sutinen, E.,  and Cronje, J., (2014) Design milieux for learning environments in African contexts, British Journal of Educational Technology, 45,4, 581–594.

Magogwe, J.M., Ntereke, B.,  and Phetlhe, K.R., (2014) Facebook and classroom group work: A trial study involving University of Botswana Advanced Oral Presentation students, British Journal of Educational Technology (2014), from doi:10.1111/bjet.12204.

Ng’ambi, D. and Bozalek, V. (2013), Leveraging informal leadership in higher education institutions: A case of diffusion of emerging technologies in a southern context. British Journal of Educational Technology, 44: 940–950. doi: 10.1111/bjet.12108

Ng’ambi, D., (2013) Effective and ineffective uses of emerging technologies: Towards a transformative pedagogical model, British Journal of Educational Technology, 44,4, 652–661.

Rambe, P. and Ng’ambi, D. (2014). Learning with and from Facebook: uncovering power asymmetries in educational interactions. Australasian Journal of Educational Technology 30(3). From: http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/116/988

Sife, A., Lwoga, E., & Sanga, C. (2007) New technologies for teaching and learning: Challenges for higher learning institutions in developing countries, International Journal of Education and Development using Information and Communication Technology, 3,2, 57-67.

 

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The Transform 2015 Research Colloquium runs from 7-10 April 2015  with the theme of  “Transforming Pedagogical Practices  in African Higher Education with blended and online learning”. Transform 2015 is a project of the e/merge Africa network in partnership with the African Virtual University and the Educational Technology Inquiry Lab at University of Cape Town. Transform 2015 is supported by the Ford Foundation and the Carnegie Corporation of New York.