Kituyi G. Mayoka, Agnes S. Rwashana, Victor W. Mbarika and Stephen Isabalija
The purpose of this paper is to develop a framework for designing sustainable telemedicine information systems in developing countries.
Abstract
Purpose
The purpose of this paper is to develop a framework for designing sustainable telemedicine information systems in developing countries.
Design/methodology/approach
Both quantitative and qualitative research methods were used. Primary data were collected from two hospitals in Uganda using a self‐administered questionnaire and an interview guide. Descriptive statistics were used to analyze survey data, while content analysis method was used to analyze interview responses. The framework was developed based on Hevner et al.'s design science framework.
Findings
The key requirements for designing sustainable telemedicine information systems in developing countries were identified as the need for speed, ease of use and affordability.
Research limitations/implications
This study was theoretical in nature. Although primary data were used, the researchers were unable to carry out a series of practical tests of this framework with prototype systems on a cross‐section of users.
Practical implications
Design and sustainability of telemedicine information systems is still a big challenge to most developing countries, despite its wide usage in the developed countries. While various telemedicine frameworks exist, not much has been done to adequately address the issue of design for sustainability. This paper proposes an appropriate framework that will guide telemedicine information systems designers on designing telemedicine systems that are sustainable in local conditions of developing countries.
Originality/value
The main contribution of this paper is in the area of information systems design for sustainability, from a developing country perspective. The paper also extends on the constructs of design science research theory and shows how they can be applied in information systems design and evaluation.
Details
Keywords
Ruqqaiya Naluwooza, Foluso Ayeni, Kebhuma Langmia and Victor Mbarika
This paper examines the role of Information Technology and pupil engagement in fostering learning outcomes in a non-reading culture context at foundation level of education.
Abstract
Purpose
This paper examines the role of Information Technology and pupil engagement in fostering learning outcomes in a non-reading culture context at foundation level of education.
Design/methodology/approach
The authors adopted a cross-sectional survey design with quantitative approaches. A sample of 412 was drawn from a population of 1,692 Primary Schools. Data were collected using a self-administered questionnaire and analyzed using the SPSS software.
Findings
Information Communication Technologies (ICTs) usage had positive and significant effects on pupil engagement and pupil learning outcomes. Pupil engagement moderated in the relationship between ICT usage and pupils' learning outcomes.
Research limitations/implications
The cross-sectional design used in data collection may not monitor learning outcomes of the given samples over a longer period of time. Future studies should consider longitudinal research designs so that the behaviors of the learners can be observed over a long period of time.
Practical implications
Deliberate efforts to advocate for and promote the use of ICTs in primary schools are important if the schools are to foster pupils' engagements and register better learning outcomes.
Originality/value
The study confirms pupil engagement as a moderator in the relationship between ICT usage and learning outcomes at foundational levels of education in a resource poor country with a non-reading culture.
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Keywords
Richard Boateng, Victor Mbarika and Carlos Thomas
The purpose of this paper is to conceptualize the link between Web 2.0 and organizational learning through a framework that assesses its adaptability as a learning tool.
Abstract
Purpose
The purpose of this paper is to conceptualize the link between Web 2.0 and organizational learning through a framework that assesses its adaptability as a learning tool.
Design/methodology/approach
This is a conceptual paper using arguments from organizational learning literature.
Findings
The authors show that, as learning tools, Web 2.0 tools should be able to create interaction, enable knowledge sharing, access pre‐knowledge, and generate and store new knowledge.
Research limitations/implications
The constructs are stepping stones towards a complete learning organization.
Practical implications
The proposed framework brings organizations closer to prioritizing and evaluating learning tools and aligning them to dynamic social interactions in the workplace.
Social implications
The proposed framework can inform the development of policies and procedures concerning the use of Web 2.0 tools by employees in the workplace.
Originality/value
The framework opens a new insight to the evaluation process for learning tools and an area of information systems and organizational development research where a handful have ventured.