ICT Policy Implementation in Higher Education Institutions in Namibia: A Survey of Students' Perceptions

Autor/inn/en	Woyo, Erisher; Rukanda, Gladys Dadirai; Nyamapanda, Zanele
Titel	ICT Policy Implementation in Higher Education Institutions in Namibia: A Survey of Students' Perceptions
Quelle	In: Education and Information Technologies, 25 (2020) 5, S.3705-3722 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woyo, Erisher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10118-2
Schlagwörter	Foreign Countries; College Students; Student Attitudes; Program Implementation; Information Technology; Technology Integration; Educational Policy; Developing Nations; Barriers; Technological Literacy; Access to Education; Namibia + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schülerverhalten; Informationstechnologie; Politics of education; Bildungspolitik; Developing country; Developing countries; Entwicklungsland; Technisches Wissen; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	The purpose of this paper is to analyse the factors that affect the perception of the implementation of the ICT policy in education in the empirical context of higher education in Namibia from a students' perspective. The paper explains the current situation regarding ICT policy in higher education in Namibia. There are no studies that could be found to have measured these factors in a developing country in Africa. A quantitative approach was followed in this study. Data were collected using a structured questionnaire and were analysed by means of descriptive statistics, exploratory factor analysis and multiple linear regression analysis. The perception of the implementation of the ICT policy in higher education in Namibia is affected mostly by lack of ICT literacy and limited access to learning and training content. Some of the challenges from past studies were also reconfirmed in this study, though they were investigated in a different context. This study also identified new challenges that affect the perception of the implementation of ICT policy in higher education, specifically from a developing country context. The findings in this study should be confirmed by further research to help developing economies evaluate their ICT policies in education and their outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01