@iLabAfrica Scholarly Articles

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    A mobile application (I-Masomo) for enhancing information access for university course selection in Kenya
    Makhanu, Everlyne; Musila, Kim
    The use of Mobile device in our everyday life has become inevitable due to their availability, affordability, portability and network coverage. In learning, mobile devices present a solution to a number of educational problems (West, 2013). Mobile phones, smart phones, tablets and Personal Digital Assistant (PDA) are all examples of mobile devices. This category of mobile devices may serve multiple purposes. Apart from the traditional use of sending and receiving voice communication, the devices may have advanced features such as internet access; take pictures, play music and some are even equipped with Global Positioning Services (GPS) functionality and many more. According to Jacobs (2013), while mobile technologies provides a way of accessing academic content effectively, students can extend learning beyond the classroom environs while collaborating and sharing with peers. Teachers can also guide students in active learning beyond the standard class times. This paper is based on a mobile application developed at iLabAfrica as part of a Masters dissertation. The main objective of this research was to develop a mobile application and a web portal that would assist students, parents and guardians in decision making through access of relevant information in relation to university courses and admission requirements. To enhance access to university information, a mobile application “i-Masomo” was designed, developed and tested. In addition, a web portal was also incorporated to ease information access and decision making from a central point. Consequently, it aims to collate and avail such information on a platform accessible to the students, as well as other interested parties, via mobile phones and web platforms. In Kenya, there has been an increase in demand to access university education. This has been attributed mainly to the increase in number of candidates who obtain the minimum university entry requirement grade of C+ and above in the Kenya Certificate of Secondary Education examination. The need to identify the right course and career of choice is evident despite the few slots offered in public universities. This study addresses the recurring problem of students seeking admission to Kenya’s public universities having to manually peruse through large volumes of University Calendar entries in search of their desired degree programs and the requisite requirements for admission to such programs. In Kenya, there is still no integrated system that can be used to identify the right course based on the performance of a student. This paper describes the step by step design and development techniques and process of the i-Masomo mobile application and the web portal. The findings of this study express that majority of prospective students, parents and teachers access academic related information from the internet. The study also ascertains that the i-Masomo mobile application and the web portal has a significant potential in dissemination of information about university course selection and university enrollment in Kenya.
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    Adoption of e-Assessment in Strathmore University
    Makhanu, Everlyne; Sevilla, Joseph
    ICT can contribute to the development and efficiency of education management and administration. Efforts to introduce ICT in teaching, learning and assessment aim to help meet a wide variety of goals in the education sector. This paper is based on a research project that was carried out in Strathmore University by @iLabAfrica, funded by the Kenya Education Network (KENET). The research was driven by challenges facing traditional assessment of large classes. It aimed at identifying e-assessment tools, evaluating if differences existed between performances of students examined with traditional assessment and those examined with e-assessment and investigating the feasibility of implementing e-assessment to complement eLearning in the University. Findings revealed that a variety of tools existed and that e-assessment was better than traditional assessment in terms of students’ performance, management of large classes, flexibility and cost effectiveness
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    eLearning and the revolution in the educational sector
    Sevilla, Joseph
    E-Learning is any learning that uses ICT Computer aided instruction, use of ICT, Internet. Making full use of the wide range of pedagogic opportunities provided by ICT. A very wide term encompassing many different implementations.
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    Implementing integrated university systems
    Sevilla, Joseph
    University Management Systems are systems that integrate management of the core functions of the University like Academic Management (AMS),Financial Management (FMS),Library Management (LMS), Course Management System (CMS), Human Resource Management (HRM).
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    Issues and challenges in implementing quality assurance in higher education – Strathmore University case
    Muchira-Gatei, C.N.; Sevilla, Joseph (Dr.)
    This paper deals with the issues and challenges facing the successful implementation of a QMS in an educational institution, namely, Strathmore University. It looks at the various steps followed to implement QMS in the University. Strathmore University (SU) decided to implement a quality assurance system in early 2003 to ensure excellence in the pursuit of its objectives. In the development of her strategic plan, the University identified the need to institute a QMS to ensure adherence to quality along the expansion path. It was a means of entrenching a systematic approach to quality management in both its administrative and academic functions. Ideally, the QMS should guarantee adherence to the University’s processes and procedures. The process of QMS entails various steps including the decision to implement quality assurance, making of quality related choices, educating staff, constituting the implementation team, defining statements, policies and processes, documentation, internal audit training and the audit process, certification and QMS monitoring and growth. The paper discusses the various challenges encountered in the steps of the QMS process. It further looks at positive and negative aspects of each step as well as the measures taken to overcome them. In conclusion, an understanding of the issues and challenges at each step of QMS implementations allows for suitable preventive and correcting actions to achieve optimal performance over time. Our conclusion would be of high interest to other local and regional universities who have decided to implement a QMS.
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    Learning management system
    Sevilla, Joseph
    eLearning is any learning that uses ICT Computer aided instruction, use of ICT, Internet. Making full use of the wide range of pedagogic opportunities provided by ICT. A very wide term encompassing many different implementations.eLearning is not Distance Learning.Distance Learning, Blended Learning are examples of different types of eLearning.
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    Motivational factors influencing citizens to use M-Government services: a case of Kenyan ministries
    Makhanu, Everlyne; Sevilla, Joseph; Marini, Clement
    Information Communication Technologies (ICTS) have offered a wide range of opportunities to transform traditional governance in ways government services are offered. Growing research demonstrates the potential of mobile communications to radically transform service delivery by the government. M-Government is therefore emerging as the next big wave for ICT use in the public sector. This paper is based on a research done in 2012 at @iLabAfrica in Strathmore University as part of findings from a Masters dissertation. The purpose of the study was to investigate the role of m-government projects on service delivery to citizens in Kenya in order to enhance public service delivery. One of the study objectives was to evaluate motivational factors that influence citizens to use m-Government services. The study used a descriptive survey design and employed questionnaire and interview techniques to collect data. It was carried out in all the headquarters of 31 Ministries of the Government of Kenya in Nairobi County. Random sampling was used to select citizens in each Ministry. Purposive sampling was used to identify the government officials working in the ICT units. A questionnaire was designed to gather information. Data was analyzed and presented in frequency and percentage outcomes or tables. The findings reveal that most Kenyans contact the Government Ministries via Mobile phone mostly to enquire about a particular service, entitlement, or application. In terms of citizens’ awareness about m-Government services, 58.8% respondents were not aware of any m-Government services. Data on citizen interactions with m-government service reveals that the respondents on the whole had more negative experiences than positive experiences. This indicates that there is room for improvement in Kenyan service delivery. Kenyan citizens prefer services communicated or delivered via mobile phones because: relatively lower cost of mobile phone technology; access through shared usage and ownership; and mobile phones reach areas where there is no other ICT infrastructure. Recommendations included: services must be easy to use with valuable and timely content in order to ensure the service is relevant for end users; true transformation needs governments to pay close attention to re-engineering processes, reforming institutions, and creating an environment for greater accountability and transparency.
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    The potential of social media as a tool for promoting learning: a case study of Strathmore University
    Makhanu, Everlyne; Maingi, Eunice; Bheny, Delphine; Sevilla, Dr Joseph
    Social media may be thought of as a communication tool that allows users to create, modify and distribute content through the use of devices such as mobile phones, tablets, laptops, etc. on platforms such as blogs, file sharing, social sites and wikis among others. This paper is based on a research that was carried out at @iLabAfrica, a Research Centre in Strathmore University. It was driven by the social media myth which has it that if social media is introduced in the classroom, students will be distracted and grasp little of what the lecturer is teaching. The study aimed at investigating mobile device ownership and usage among the students. Specific objectives of the research were to find out what mobile devices students own or have access to, whether they use social media for learning, what kind of materials they share on social media and how much time they spend on social media. This was to help the researcher understand and harness the learning potential of social media if any, to develop and align social media strategies with teaching and learning outcomes. Desktop research, questionnaires and focus group were used as research instruments to collect data. The university has about 5,000 students from which a sample population was drawn. An in-depth analysis was carried out and a comprehensive report generated. The findings showed that 88% of the students own mobile phones that can connect to the Internet; 5% owned tablets, 38% owned laptops and 7% owned desktops. It was also discovered that 80 % of the students use social media for learning purposes and the kind of materials they share was identified. Furthermore, it was noted that students spend a considerable amount of time per day on the social platforms. The research concluded that, based on the findings, social media could be turned into a potential tool for promoting learning, complementing other existing methods. This however, will need to be supported by policies that align it to teaching and learning outcomes.