This survey study focused on the impact of Information Communication Technologies (ICTs) on the higher educational sector, particularly the impact of the internet in research and instruction in the East African Universities, namely University of Dar-es-Salaam, Makerere University and Kenyatta University. The study offers Daly’s theoretical grounding which assumes a reductionist approach to analysis of data. It thus computes the overall impact of the internet on a system as a composite aggregate of the impact on constituent subsystems.
Table of Contents
1.1.0 Introduction
1.1.1 The internet and Culture
1.1.2 The Internet and Human Development
1.1.3 The Internet and University Education
1.1.4 Universities Should Lead Internet’s Intellectual Development
1.1.5 Experiences of Tanzania
1.1.6 The Statement of Research Problem
1.1.7 The Purpose of the Study
1.1.8 Assumptions
1.1.9 Research Questions
1.2.0 Significance of the Study
1.2.1 Scope and Limitations of the Study
1.2.2 Conceptual Framework
1.2.3 Definitions of Terms
2.2.0 LITERATURE REVIEW
2.2.1 Introduction
2.2.2 National ICT Infrastructure and Policy
2.2.3 The Internet in Kenya, Uganda and Tanzania
2.2.4 ICT History
2.2.5 ICT Status of Universities Participating in this Study
3.3.0 RESEARCH DESIGN AND METHODOLOGY
3.3.1 Introduction
3.3.2 Study Area
3.3.3 Method of Study
3.3.4 Study Population
3.3.5 Sample size
3.3.6 Research Design
3.3.7 Sampling Technique
3.3.8 Obtaining access
3.3.9 Methods of Data Collection
3.4.0 Analysis of Data
3.4.1 Reliability and Validity
3.4.2 Pretesting Measuring Procedures
4.1.0 DATA ANALYSIS AND INTERPRETATION
4.1.1 Introduction
4.1.2 Disciplines and Academic Qualifications
4.1.3 Qualification of Respondents
4.1.4 Academic Designations of Respondents
4.1.5 Distribution by Gender
4.1.6 Age Distribution of Respondents
4.1.7 Time Division
4.1.8 E-mail Usage and Access
4.1.9 Frequency of E-Mail and Internet Use
4.2.0 E-mail Costs
4.2.1 Internet Use and Access
4.2.2 Specific Uses of the Internet
4.2.3 Internet Content
4.2.4 Constraints to Internet Use
4.2.5 Formal Training and Technical Support
4.2.6 Respondents’ Assessment of the Internet
5.1.0 SUMMARY CONCLUSION AND RECOMMENDATIONS
5.1.1 Conclusion
5.1.2 Observations
5.1.3 Recommendations
5.1.4 Suggestions for Further Research
Research Objectives and Key Topics
This study aims to assess the impact of the Internet on research and instruction at universities in East Africa. The primary objective is to investigate current Internet usage patterns among university faculty, identify barriers to adoption, and determine how these technologies can be leveraged for better academic and institutional outcomes.
- Extent of Internet usage in university teaching and research.
- Challenges related to connectivity, infrastructure, and Internet costs.
- Impact of the Internet on educational equity and information access.
- Institutional barriers and potential for future technological integration.
Excerpt from the Book
1.1.0 Introduction
This study investigated the Impact of the Internet on Research and Instruction in the universities of East Africa. What is Impact? In more technical terms, impact is the reportable and verifiable difference that an intervention makes in the lives of citizens. It is the difference that an intervention, such as the use of the internet is making in people’s lives. According to Wilson (1998), there are two types of Impact: namely direct and indirect impacts. Direct impact is an immediate consequence of the introduction or use of the Internet. Introduction of the Internet in East Africa and other countries has some direct impact that is relatively easy to understand and measure, such as the reduction in communication costs for some uses. One can easily identify and quantify the reduced costs of sending e-mail versus a fax. There are other direct impacts that are easily identified, but somewhat less easily quantified such as the increasing ease of some communications and improved timeliness of communications.
Indirect impact is that which is not an immediate and exclusive results of the Internet. It may depend on who communicates what to whom and why. Indirect impact may also depend on changes that occur in programs and institutions as a result of the technological opportunities made available by the Internet.
Summary of Chapters
1.1.0 Introduction: Introduces the research topic, defines the concept of impact in the context of Internet intervention, and sets the stage for the investigation in East African universities.
2.2.0 LITERATURE REVIEW: Reviews existing scholarship and technological infrastructure in Kenya, Uganda, and Tanzania to establish a background for the study.
3.3.0 RESEARCH DESIGN AND METHODOLOGY: Details the survey-based methodology, case study design, and data collection tools used to analyze the Internet usage habits of university academics.
4.1.0 DATA ANALYSIS AND INTERPRETATION: Presents the empirical data regarding demographic profiles, academic disciplines, and current levels of Internet access among respondents.
5.1.0 SUMMARY CONCLUSION AND RECOMMENDATIONS: Synthesizes the findings of the study, offers key observations on infrastructure and policy, and provides specific recommendations for future research and practice.
Keywords
Internet, East Africa, Higher Education, Academic Research, ICT Infrastructure, Digital Divide, University Teaching, Internet Impact, Connectivity, Educational Technology, Electronic Mail, Research Capacity, Information Access, Knowledge Dissemination, Technological Adoption.
Frequently Asked Questions
What is the fundamental focus of this study?
The study investigates the impact of the Internet on research and teaching activities within universities in East Africa, aiming to understand how these technologies are currently utilized by academics.
What are the core thematic areas covered?
The core themes include Internet penetration and usage patterns, the role of ICT in institutional development, the digital divide, constraints to adoption, and the potential for enhancing academic research.
What is the primary research goal?
The primary goal is to examine how university lecturers and researchers in East Africa use Internet facilities and to identify the main initiatives and challenges related to these tools.
Which methodology was applied?
The researcher employed a survey-based methodology, supplemented by a case study approach, utilizing interviews, questionnaires, and observation to gather qualitative and quantitative data.
What is discussed in the main chapters?
The main sections cover the background of the study, an extensive literature review, the research methodology, detailed data analysis and interpretation, and a final summary with recommendations.
How would you characterize the keywords?
The study is characterized by keywords such as East African higher education, ICT infrastructure, digital divide, academic research, and information access.
How does the research address the "digital divide" in Africa?
It contextualizes the digital divide within East African universities by analyzing infrastructural constraints, such as high costs and unreliable connectivity, compared to global standards.
What specific conclusion is drawn regarding gender and Internet usage?
The study finds that there is no significant evidence of gender-based differences in the level of Internet usage among the faculty members surveyed.
What role do universities play in this transformation?
The research concludes that universities must move beyond being passive consumers of technology to becoming active developers of digital content and leaders in intellectual innovation.
What recommendations are made for policymakers?
Key recommendations include instituting lower telecommunication tariffs, investing in bandwidth, and providing dedicated training to help academic staff effectively integrate the Internet into their research and teaching.
- Quote paper
- Professor Lazarus Ndiku Makewa (Author), 2008, The Impact of the Internet on Research and Instruction in Universities of East Africa, Munich, GRIN Verlag, https://www.grin.com/document/126084
