Theses (Ph .D)

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    Cultivating recognition: a classic Grounded Theory of E-Learning providers working in East Africa
    (University of Cape Town, 2012) Tossy, Titus
    The purpose of this thesis is to identify and examine the main concern amongst e-learning providers tasked with e-learning activities (design, delivery, implementation, etc.) in East Africa, including Tanzania, Kenya and Uganda. In this study the Classic Grounded Theory research methodology was used in order to identify the main concern of e-learning providers in these countries. In the course of repeated encounters with e-learning providers, this study found the concept of “Cultivating Recognition” to emerge as the main concern or core variable amongst these e-learning providers. The core variable within the Classic Grounded Theory research method is the main entity that accounts for most of the variation in the data. The e-learning providers were shown to be continually striving to resolve the issue of how to cultivate recognition from those who sponsor and monitor the projects with which they are tasked. Without proper recognition from their various stakeholders, the e-learning providers were unable to successfully deliver e-learning programs to the targeted learners. The research discovered that there were two key sub-core variables that enabled the "Cultivation of Recognition": "Legitimizing" and "Credentializing". The process of "Legitimizing" involves convincing the e-learning stakeholders that the e-learning programs and projects will be delivered in a timely, valid and sustainable manner. "Credentializing” aims to enhance the stakeholders' belief in the e-learning provider’s competence prior to the start of the e-learning project, given that sponsors and stakeholders would be unwilling to commission a project if they believe an e-learning professionals ability to deliver in terms of both financial and operational quality parameters is in question. In addition to the findings, two main implications emerged from the research. Firstly, for those working within the context of e-learning delivery within East African countries, it is not sufficient for e-learning providers simply to possess or demonstrate a high level of technical competence. They need also to be trained and mentored in how to cultivate the recognition of potential stakeholders before they canvas for e-learning projects. Secondly the possibility exists for career academics in any discipline to enhance their own research funding prospects by mastering the process of Cultivating Recognition.
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    Use of Airborne Laser Scanner Data in demanding forest conditions
    (Lappeenranta University of Technology, 2015) Maguya, Almasi S.
    Most of the applications of airborne laser scanner data to forestry require that the point cloud be normalized, i.e., each point represents height from the ground instead of elevation. To normalize the point cloud, a digital terrain model (DTM), which is derived from the ground returns in the point cloud, is employed. Unfortunately, extracting accurate DTMs from airborne laser scanner data is a challenging task, especially in tropical forests where the canopy is normally very thick (partially closed), leading to a situation in which only a limited number of laser pulses reach the ground. Therefore, robust algorithms for extracting accurate DTMs in low-ground-point-density situations are needed in order to realize the full potential of airborne laser scanner data to forestry. The objective of this thesis is to develop algorithms for processing airborne laser scanner data in order to: (1) extract DTMs in demanding forest conditions (complex terrain and low number of ground points) for applications in forestry; (2) estimate canopy base height (CBH) for forest fire behavior modeling; and (3) assess the robustness of LiDAR-based high-resolution biomass estimation models against different field plot designs. Here, the aim is to find out if field plot data gathered by professional foresters can be combined with field plot data gathered by professionally trained community foresters and used in LiDAR-based high-resolution biomass estimation modeling without affecting prediction performance. The question of interest in this case is whether or not the local forest communities can achieve the level technical proficiency required for accurate forest monitoring. The algorithms for extracting DTMs from LiDAR point clouds presented in this thesis address the challenges of extracting DTMs in low-ground-point situations and in complex terrain while the algorithm for CBH estimation addresses the challenge of variations in the distribution of points in the LiDAR point cloud caused by things like variations in tree species and season of data acquisition. These algorithms are adaptive (with respect to point cloud characteristics) and exhibit a high degree of tolerance to variations in the density and distribution of points in the LiDAR point cloud. Results of comparison with existing DTM extraction algorithms showed that DTM extraction algorithms proposed in this thesis performed better with respect to accuracy of estimating tree heights from airborne laser scanner data. On the other hand, the proposed DTM extraction algorithms, being mostly based on trend surface interpolation, can not retain small artifacts in the terrain (e.g., bumps, small hills and depressions). Therefore, the DTMs generated by these algorithms are only suitable for forestry applications where the primary objective is to estimate tree heights from normalized airborne laser scanner data. On the other hand, the algorithm for estimating CBH proposed in this thesis is based on the idea of moving voxel in which gaps (openings in the canopy) which act as fuel breaks are located and their height is estimated. Test results showed a slight improvement in CBH estimation accuracy over existing CBH estimation methods which are based on height percentiles in the airborne laser scanner data. However, being based on the idea of moving voxel, this algorithm has one main advantage over existing CBH estimation methods in the context of forest fire modeling: it has great potential in providing information about vertical fuel continuity. This information can be used to create vertical fuel continuity maps which can provide more realistic information on the risk of crown fires compared to CBH.
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    A framework for Online Resources and E-Learning Implementation (OREI) in Tanzania Secondary Schools
    (Nelson Mandela African Institution of Science and Technology, 2016) Kihoza, Patrick D.
    The generic model of an education system is formed by pedagogy, social interaction, and technological components. Current generation is born into a digital world, distinguished from other generations by the presence of sophisticated media, World Wide Web, mobile devices, and the multitasking computer systems that enhance learning beyond the classroom walls. In recent years, the shortcomings on the traditional learning approaches have forced an increased demand for the use of digital educational resources that enhance effectiveness to the pre-existed approaches. However, deployment of Information and Communication Technologies (ICTs) in schools face internal and external challenges that are either related to lack of funding, lack of ICT implementation strategic plan, lack of experts’ involvement, lack of user’s competencies and or relevant infrastructures and technologies to be used. As a gap to this study, most of previous studies focused on the design of e-learning tools (software, mobile apps, and interactive systems). However, the lack of a framework that integrates efforts of all key players for the planning of ICT use in secondary education exists. In addition, ICT tools are dumped in schools where users have no skills and their readiness is not well determined. A solid approach for technology and infrastructure deployment in the education system is essential. This study introduced an integrated online resources and e-learning implementation (OREI) framework. In Tanzania, applying pedagogical ICT tools in secondary education is highly considered as a necessity. The need therefore for teachers’ professional development should be aligned to the overall education objectives and the opportunities of the pedagogical use of ICTs. In this study, a mixed research design used qualitative and quantitative approaches to collect data using questionnaires, interviews and document reviews from the MoEVT head office, Tanzania institute of education (TIE), Schools’ inspection eastern zone office, Morogoro Teachers Training College, Mzumbe University, four public Secondary Schools (Kilakala, Kipera, Mongola and Lupanga) from Morogoro region. This study found that, teachers are passionate to know and use ICTs but failed due to existing external limitations (e.g. accessibility to hardware and software) and internal limitations-(e.g. personal attitudes, skills and perceptions about a technology). Teachers’ education level could not determine their ICT use competency levels. Majorities are poorly prepared in ICT use and could fail to mix digital and non-digital technologies in classrooms when enabled. The challenges secondary schools face in relation to ICT use are complex and should not be resolved from single direction. The uses of ICTs have mostly focused on infrastructures and less on ICT associated learning opportunities. Among the worst practices have been dumping hardware in schools without relevant e-contents, adopting ICT-related models and practices of the developed nations hoping for them to work, lack of clearly defined ICT in education implementation plan and framework. Emerging from the reviewed literature and the empirical data, we introduced an innovative framework to support the process of planning, deployment, and monitoring and evaluation of the ICTs in education in Tanzania, which is a study case. The study identified seven components of the OREI framework namely: (1) government support, (2) ICT infrastructures, (3) technology deployment, (4) policies and guidelines, (5) training and recruitment, (6) stake holder’s involvement and (7) the monitoring and evaluation; followed by the design based approach which led to the initial framework design. ELearning application in developing countries could only be realized when the ICT in education policies, the education vision strategic plan and the implementation framework are well coordinated. This study presents key recommendations. The government should clearly define the model of technology use in secondary education. The strategic plan should state measurable achievements to avoid entering the worst ICT investment practices. There is a need for authoritative approach to the study of the degree of ICT in education integration that makes use of such indicators within developmental models of integration of ICT in education with considerations of local circumstances. Tanzania as a nation should define levels of ICT integration and break them into goal oriented phases. For the government to know whether one model of instructional materials is a better choice than another, it must know which students are being exposed to which instructional materials. In the perspective of ICT in education planning, designing and deployment it is necessary to bring ICT into a familiar educational framework as a tool equally to textbooks and in time allow and pro-actively encourage the government to intentionally budget for them equally. It is clear that a balance is required between providing offline digital content resources, online content and online content creation tools that allow teachers and students to create and share their own teaching and learning contents.
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    Modelling E-Learning implementation in Tanzanian Universities
    (Mzumbe University, 2020) Kisanjara, Simeo
    Poor implementation of e-learning due to lack of adequate model for improvement is a problem that Tanzanian universities have to endure. This study aimed at developing a model for improving e-learning implementation that would increase its uptake and effectiveness in teaching and learning in Tanzanian Universities. The study ascertained the extent of e-learning uptake, assessed the effectiveness of e-learning in education, determined factors influencing implementation of e-learning, and designed and validated a model for assisting universities improve the implementation of e-learning. The study was guided by diffusion of innovation theory (DOI), the unified theory of acceptance and the use of Technology (UTAUT) and the theory of planned behaviour (TPB). The study used a cross-sectional survey design to enable data collection at one point in time from geographically scattered universities. Intensive literature review helped in formulating testable specific research questions and operationalising variables and constructs. Four hundred (400) respondents including students, academic staff, ICT experts, and staff from the top management participated in the study. The results show that the average uptake of e-learning was as low as 17.15percent among students and academicians and 37.25 percent among ICT experts. The result shows further that e-learning was significantly effective on teaching and learning. The study revealed that technological, user, pedagogical, social and environmental characteristics significantly influence e-learning implementation. The study developed a model and specified interrelationship among the six factors, which were then, validated statistically, and theoretically using Structural Equation Modelling (SEM). The model was found valid and fit to explain the e-learning implementation in universities in Tanzania and in other countries with similar characteristics. Therefore, universities in Tanzania should restructure ICT policy to capture e-learning implementation. Future work should test the model using more than one sample. This study enriches literature in e-learning implementation by showing the influence of other factors such as human (user), social and environmental, which were inadequately addressed in the previous models. The study provides valuable information on the status of e-learning in the Tanzanian universities for making decision in policy reformulation.
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    Supporting micro-learning access through the Ujuzi Mobile App: a brokerage deployment model and pilot study for Tanzanian Higher Education Institutions
    (Ghent University, 2020) Ghasia, Mohamed A.
    It is evident that the high proliferation of mobiles technologies in resource-constrained areas such as Sub-Saharan Africa is improving the wellbeing of the communities. Hailed for its allegiance, affordances as well as ubiquitous nature, mobiles (smartphones, tablets etc) have assumed the empowering and liberating roles to the powerless and the underprivileged communities. In fact, mobiles are seamlessly connecting communities to the global public spaces on the Internet. Hence, the underprivileged, as well as remote communities through their mobiles are able to participate in public debates, traverse the Internet nodes to communicate and access public learning resources. The micro-learning approach represents the new development in education sectors. It is the learning approach that uses small learning units (chunks) also known as micro-learning units to deliver a learning experience to learners. Hailed for improving retention capacity, competition rate, flexibility, interactivity as well as cost-saving, micro-learning brings its own challenges related to access and deployment. Through the application of a combination of theoretical frames, namely the Design Science Research Approach, the Connectivism Learning Theory, and the Critical Theory of Technology (CTT), together with the educators, students, technologists and members of the management teams from UDOM, UDSM, OUT, and MU, it was possible not only to explore the situation of micro-learning access and deployability in the HEIs in Tanzania but also to devise solutions for the main challenge: it became evident that the introduction of brokerage services has the potential of improving the quality of micro-learning access. The Ujuzi (translated from Kiswahili language means skills, knowledge, and know-how, accessible at www.ujuzi.ac.tz ) app implementation case at MU proposed a way of improving micro-learning access. The case has highlighted that brokerage services shorten time needed to search for and leads to quality and skills-based micro learning content Also, in this dissertation, a micro-learning deployment model is proposed to guide future researchers as well as practitioners involved in the manifestation of micro learning services. Because micro-learning research is at the infancy stage, more research is needed to improve knowledge and practices. As the forecasts concerning mobiles suggest an exponential growth in the near future, we argue that it is high time for the educational stakeholders including the decision-makers to reconsider embracing integrating mobiles into education. If we are to rely on CTT then societies have to face the realities of usage and actually participate in shaping how technologies are used. Rather than banning mobiles in an educational environment, the effort should be directed towards empowering learners in the best practices. Also, we show that an enabling environment needs to be created to identify, recognize and integrate micro learning. Specifically, there is the need to create awareness, improve digital literacy, expand loans to students, and establish quality controls as well adopt an integrated policy approach so as to consolidate developments in all social sectors. Herein micro-credentials for skills based learning play a key role.