The document summarizes a journal article that reviews the use of e-learning and Web 2.0 technologies in higher education in Africa. It finds that while the potential is there, implementation has been low. The review is divided into subtopics with thesis statements. It identifies challenges like limited infrastructure in universities and recommends improving policies, hardware, software, internet access and staff training to better integrate these technologies.
The document summarizes a journal article that reviews the use of e-learning and Web 2.0 technologies in higher education in Africa. It finds that while the potential is there, implementation has been low. The review is divided into subtopics with thesis statements. It identifies challenges like limited infrastructure in universities and recommends improving policies, hardware, software, internet access and staff training to better integrate these technologies.
The document summarizes a journal article that reviews the use of e-learning and Web 2.0 technologies in higher education in Africa. It finds that while the potential is there, implementation has been low. The review is divided into subtopics with thesis statements. It identifies challenges like limited infrastructure in universities and recommends improving policies, hardware, software, internet access and staff training to better integrate these technologies.
Recommendations for successful implementation", Development and Learning in Organizations, Vol. 26 Iss: 5 pp. 28 31 The government has recognized the importance of and paid special attention to the use of information and communications technologies (ICTs) in special educational needs but it is different for implementation in Africa. This article is a review on the article Making learning and Web 2.0 technologies work for higher learning institutions in Africa, written by Dr Edda Lwoga. This review is comprised of several subtopics each addressing related aspects of the article.
2.1 Thesis Statement Given the fact that there are a few subtopics in this article review, each subtopic has their respective thesis statement. One of them appears in the first subtopic of the review which is Integration of Web 2.0 in African higher education. In the first paragraph of the subtopic, the thesis statement becomes the opening sentence: the use of Web 2.0 technologies to support learning and teaching activities is very low in Africa. This thesis statement is the main idea of the subtopic. This subtopic further expounds on the existence of web learning and mobile learning in African learning institutions. The second thesis statement can be found in the following subtopic: Challenges for public universities in Tanzania. This subtopic summarises the findings of the study conducted within the article by Dr. Edda Lwoga in interviewing the ICT personnel from six universities. The thesis statement is therefore, Making learning and Web 2.0 technologies work for higher learning institutions in Africa details a study where ICT personnel from six public universities in Tanzania were interviewed in early 2011. 2.2 Topic Sentence While thesis statement states the main idea of a text, topic sentence states the main idea of a paragraph within the text. One of the topic sentence in this article review is A new landscape for education is emerging as a result of developments in ICTs and Internet technologies, referred to as Web 2.0. This is found in the third paragraph of the introductory section of the article. The paragraph goes on to explain the new concepts of education and learning that appear as a result of ICT and Internet development. The second topic sentence can be found in last paragraph of the first subtopic of the article where the author wrote It is important to note that the adoption rate of mobile technologies in African countries is among the highest rates globally. This sentence is then followed by detailed illustrations of statistics and study findings on the adoption rate of mobile technologies in general use as well as learning. The third topic sentence can be found in the first paragraph of the second subtopic whereby the author wrote The findings showed that all the universities surveyed had basic ICT infrastructure to support teaching and learning activities. Following this sentence are statements of the condition of the ICT and Internet facilities in the universities. In the third subtopic, For the successful implementation of e-learning and Web 2.0 technologies in Africa and beyond, Dr. Edda Lwoga recommends the following:.. becomes the fourth topic sentence in the article review. This paragraph offers a list of suggestions to successfully implement this concept of learning in Africa and beyond.
2.3 Supporting Statements Supporting details are statements that support the article topic sentence. It will be a fact and details explain, describe, example or otherwise to help for understanding the topic sentence in this article. For the first topic sentence in this article, the author explains that the emergence of Web 2.0 has led to a new concept known as Education 2.0 or E-learning 2.0. He further explains this new concept as referring to the use of the technologies and social engagement of Web 2.0 in a relatively unchanged institutional framework that characterizes Education 2.0. The second topic sentence is supported with a recent statistic of mobile versus internet subscription by the end 2010. Furthermore, a study finding is also used to illustrate the nature of the usage of technologies in learning. Statistics show that there were 360 million mobile subscribers as compared to the 86 million Internet users in Africa by the end of 2010. A study of 290 first-year students in two South African universities also showed that three of the top five uses of technology, particularly for their studies, relies on their mobile phones. The third topic sentence is supported with a summary description of the conditions of the ICT amenities in the six universities studied. These conditions included the fiber optic network, wireless connection coverage, bandwidth, as well as facilities such as computers, CD and DVD. Most building in these universities were connected to a powerful fiber optic network and there was a wide coverage of wireless connection, at least in most of the strategic learning areas in these universities. The Internet bandwidth was also good in some universities. All universities possessed other basic ICT facilities such as computers, CD and DVD facilities, which form the basis for the establishment of an e-learning platform. The fourth topic sentence is followed by a list of eleven suggestions that can be implemented in learning institutions. These suggestions included the physical infrastructures, curricula development, staff skill development as well inter-institution networks for idea exchanges and so on. Some of these suggestions are develop institutional policies and guidelines on ICT and e- learning; improve the availability of hardware and software to ensure access to appropriate technology for all students and faculty and continue to provide for development of technical skills; improve internet connectivity/bandwidth it should be reliable and fast 24/7 access 2.4 Different strategies of introduction Introductions act as a funnel, in other words, they move from relevant, general information regarding the authors subject to the specific, often culminating in a thesis statement, which usually occurs in the last sentence of the introduction. In this article, the author use the strategy of contradiction and statistics to started the introduction as we can see in the first paragraph of this article, access to education in developing countries is limited, with less than 5 percent of students in higher learning education compared to the world average of 16 percent. The demand for tertiary education in Africa has not been matched by an expansion of existing facilities and resources; meaning that tertiary education is not offered to significant portions of the population. Other than that, the author also begins with a controversial statement as a strategy of introduction. This strategy we can find under the subtopic Integration of Web 2.0 in African higher education, The use of Web 2.0 technologies to support learning and teaching activities is very low in Africa. A study of 25 African countries revealed that the dominant e-learning practices seemed to be user management, glossaries, document delivery, e-mails, quizzes and tests, presentation delivery, and digital libraries. The use of Web 2.0 features such as wikis, blogs, and RSS feeds were ranked quite low. 2.6 Different Strategies of Conclusion Conclusion also have a key textual function which are they escort the reader out of the paper just as the introduction has brought them in. The article by each subtopic, the author uses a few strategy of conclusion and one of it is pursue implications, nevertheless, e-learning and Web 2.0 have promise in addressing the need for learner satisfaction within higher education while also ensuring that strategic imperatives of the institution are being fulfilled. By the end of this article, the author using a final judgment of the issue papers thesis has focused on as a strategy of conclusion. The article highlights the extent to which learning and Web 2.0 technologies are utilized to support learning and teaching in Africas higher learning institutions, with a specific focus on Tanzanias public universities. The article is clear and concise, and employs an interesting and readable style. The article is of interest to librarians, faculty or students with an interest in applying Web 2.0 technologies for e-learning within an educational setting.