Modelling the role of learner presence within the community of inquiry framework to determine online course satisfaction in distance education

This study sought to investigate the nuances in predictive relationships existing among teaching presence, cognitive presence and social presence as well as learner presence in the Community of Inquiry (CoI) framework towards online course satisfaction. The study is necessitated by the deficiency of current literature in providing information on the nuances in interaction among the three original presences and learner presence, prior to the final determination of online course satisfaction. Thus, the study adopted a survey design and collected data via a questionnaire from 347 postgraduate students on an online database course. Partial Least Squares Structural Equation Modelling was used to validate a definite model on the predictive relationships existing among teaching presence, cognitive presence, social presence, learner presence and online course satisfaction. Results from the structural model analysis proved a statistically significant predictive relationship between learner presence and the three other presences (i.e. cognitive presence, social presence and teaching presence). Other relationships established include social presence and cognitive presence; social presence and teaching presence. Finally, online course satisfaction was predicted by social presence and teaching presence. Based on the findings it was recommended that institutions that offer online courses should device concrete strategies that promote social presence and teaching presence since these variables are precursors to online course satisfaction. Finally, the design of online courses should be effective and learner-centred to attract the learner since learner presence determines all the other three 'presences' in online learning environment.

Modelling the perspectives of distance education students towards online learning during COVID-19 pandemic

This study examined perspectives of distance education students on online learning based on their access gadgets (availability and functionality), online presentation or teaching methods, actual use of online learning coupled with its challenges. A quantitative approach and descriptive survey design were adopted for the study. A sample of 1061 was drawn from a study population of 44,134 distance learners across sixteen administrative regions and data collected using a questionnaire. Partial least squares structural equation modelling (PLS-SEM) was used to analyse the hypotheses of the study, and descriptive statistics were deployed to analyse students perceived challenges. The study found a statistically significant relationship between the availability and functionality of online gadgets, availability of online gadgets and online presentation methods, functionality and online presentation methods and functionality and online learning usage. Thus, these factors are necessary for successful online learning. Four main perceived challenges identified were unreliable power/electricity and internet connectivity, lack of collaboration and motivation during online learning. Therefore, it was recommended that steps are taken to resolve the perceived challenges while adopting the blended approach comprising face-to-face and online learning. The blended learning approach would enable students to adjust better and appreciate its usefulness in distance education.

A comparative review of mobile health and electronic health utilization in sub-Saharan African countries

This study distinguished between the application of e-health and m-health technologies in sub-Saharan African (SSA) countries based on the dimensions of use, targeted diseases or health conditions, locations of use, and beneficiaries (types of patients or health workers) in a country specific context. It further characterized the main opportunities and challenges associated with these dimensions across the sub-region. A systematic review of the literature was conducted on 66 published peer reviewed articles. The review followed the scientific process of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines of identification, selection, assessment, synthesis and interpretation of findings. The results of the study showed that m-health was prevalent in usage for promoting information for treatment and prevention of diseases as well as serving as an effective technology for reminders towards adherence. For e-health, the uniqueness lay in data acquisition and patients' records management; diagnosis; training and recruitment. While m-health was never used for monitoring or training and recruitment, e-health on the other hand could not serve the purpose of reminders or for reporting cases from the field. Both technologies were however useful for adherence, diagnosis, disease control mechanisms, information provision, and decision-making/referrals. HIV/AIDS, malaria, and maternal (postnatal and antenatal) healthcare were important in both m-health and e-health interventions mostly concentrated in the rural settings of South Africa and Kenya. ICT infrastructure, trained personnel, illiteracy, lack of multilingual text and voice messages were major challenges hindering the effective usage of both m-health and e-health technologies.

Acceptance and Satisfaction of Learning Management System Enabled Blended Learning Based on a Modified DeLone-McLean Information System Success Model

The utmost reason for this article is to present a detailed assessment of the salient antecedents(computer anxiety, technology related experience, computer self-efficacy, quality of service, quality of system, quality of system's output information, perceived usefulness and perceived ease of use) in determining students' approval and onward contentment towards using LMS in a blended learning environment. In view of this, the study employed a quantitative research design utilizing a questionnaire as the data collection instrument. Data was then obtained from 174 undergraduate students with Partial Least Squares Structural Equation Modelling (PLS-SEM) technique used for data analysis. The study revealed indicators such as perceived usefulness, the quality of the system and computer self efficacy as fundamental determinants of students' acceptance and satisfaction with blended learning. The study recommended among others that in order to achieve satisfaction and acceptance towards LMS usage for blended learning in higher education, institutions need to pay attention to these crucial variables prior to full implementation.