Theses (Ph .D)

Permanent URI for this collection

http://192.168.30.20:4000/handle/123456789/13

Browse

Browsing Theses (Ph .D) by Subject "Critical Theory of Technology"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    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.