Improving Education by using Social Media for Developing Countries

Improving Education by using Social Media for Developing Countries A focus on Kenya ALIBINA MBURU OSAGA Master of Science Thesis Stockholm, Sweden...
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Improving Education by using Social Media for Developing Countries A focus on Kenya

ALIBINA

MBURU

OSAGA

Master of Science Thesis Stockholm, Sweden 2011

Improving Education by using Social Media for Developing Countries A focus on Kenya

ALIBINA

MBURU

OSAGA

Master’s Thesis in Media Technology (30 ECTS credits) at the Media Management Master Programme Royal Institute of Technology year 2011 Supervisor at CSC was Christer Lie Examiner was Nils Enlund TRITA-CSC-E 2011:027 ISRN-KTH/CSC/E--11/027-SE ISSN-1653-5715

Royal Institute of Technology School of Computer Science and Communication KTH CSC SE-100 44 Stockholm, Sweden URL: www.kth.se/csc

Improving education by using social media for developing countries, A focus on Kenya Abstract Countries in the developed world embraced opportune implementations of social media applications to improve the quality of several services; one being education. These countries are actively pursuing additional solutions that can improve educational practices. Conversely, developing countries are lagging behind in the implementations of such technologies due to educational system related problems. To address the issues affecting developing countries, a sampling region was selected – Kenya. Different personals namely lecturers, non-teaching staff and students from both worlds (developed and developing, the latter represented by Kenya) were approached in order to understand the problem better. Data was collected through interviews, surveys and related studies. The data enabled understanding of socio-economic values, cultures, differences, teaching methods, group works, participation methods, student interactions, and several other issues pertaining to education. The results led to the generation of six models that utilise technology from the fields of WAP (Wireless Application Protocol) and Mobile Networks, Virtual Environments/Platforms, and Social Networks. These models were evaluated based on value, cost effectiveness, quality and experience which resulted in the selection of three models described, (1) using simulations developed in Virtual Environments as additional method of assessment, (2) incorporating blogs and forums into the curriculum in order to increase participation and communication among the students and in the course, (3) utilising Mobile Technology and WAP sites to provide easy access to course material and resources anytime, anywhere. This report was written, and the research for it conducted, in close collaboration with Muhammad Faraz Khan, who did a similar study based on the Pakistani society.

Förbättring av utbildningssystem i utvecklingsländer, genom användning av sociala medier, Med fokus på Kenya Sammanfattning Världens industriländer verkar ha tagit till sig sociala mediers möjligheter att förbättra kvaliteten på olika tjänster, däribland utbildning. I dessa länder tas det fram lösningar för att med hjälp av sociala medier förbättra utbildningsmetodik. Däremot verkar utvecklingsländer ha hamnat på efterkälken i användandet av sociala medier på grund av problem i utbildningsväsendet. För att utvärdera följderna av detta för utvecklingsländer valde jag att titta närmare på ett specifikt utvecklingsland – Kenya. Jag vände mig till olika lärare, personal i icke undervisande tjänst samt till studenter i både utvecklings- och industriländer (där den förra gruppen fick representeras av Kenya) för att bättre förstå problemet. Datainsamlingen skedde genom intervjuer, enkätundersökningar och litteraturstudier. Insamlade data gav en förståelse för socioekonomiska värderingar, kulturella aspekter, skillnader, undervisningsmetoder, grupparbeten, hur man deltar i undervisningen, samspel mellan studenter samt en rad andra faktorer som har att göra med utbildning. Resultatet ledde fram till sex modeller som använder WAP (Wireless Application Protocol) och annan mobil teknik, virtuella miljöer och sociala nätverk. Modellerna utvärderades med avseende på värde, kostnadseffektivitet, kvalitet och upplevelse, vilket resulterade i att tre av modellerna valdes ut: (1) användande av simulerade situationer i en virtuell miljö som en kompletterande utvärdering av studenternas kunskaper/färdigheter, (2) användande av bloggar och forum för att öka deltagandet och kommunikationen bland studenterna under kursen, (3) användande av mobil teknik och WAP-sidor för att ge enkel tillgång till kursmaterial och resurser närsomhelst och varsomhelst. Rapporten och det utredningsarbete som ledde fram till den gjordes i nära samarbete med Muhammad Faraz Khan, som gjorde en liknande studie vid samma tid men med Pakistan som representant för världens utvecklingsländer.

Acknowledgement It is with great honour that I acknowledge the following parties for their contribution, guidance and support throughout this research process. I would not have accomplished anything without your valued input. First and foremost God, for his grace and blessings; my husband Dola, my pillar; to my family Dad, Mum, Wilson, Bedan, Rose, for they support and encouragement; my supervisors both in Kenya and Sweden; the people I interviewed; the Kenyan government; and all silent contributors. Thank you.

Stockholm, 2011 Alibina N.M. Osaga

Outline 1 INTRODUCTION ..................................................................................................................... 1 1.1 BACKGROUND ................................................................................................................ 1 1.2 PROBLEM DISCUSSION ................................................................................................. 1 1.3 PURPOSE ........................................................................................................................... 2 1.4 WORK DIVISION .............................................................................................................. 2 1.4.1 ALIBINA OSAGA – KENYAN CHAPTER............................................................... 2 1.4.2 MUHAMMAD FARAZ KHAN – PAKISTAN CHAPTER ....................................... 3 1.5 DELIMITATIONS .............................................................................................................. 3 2 THEORY AND BACKGROUND ............................................................................................. 4 2.1 WEB 2.0 .............................................................................................................................. 4 2.2 SOCIAL MEDIA ................................................................................................................ 4 2.2.1 WHAT IS SOCIAL MEDIA? ...................................................................................... 4 2.2.2 TYPES OF SOCIAL MEDIA ...................................................................................... 5 2.3 SOCIAL MEDIA IN EDUCATION ................................................................................... 6 2.4 EDUCATION ..................................................................................................................... 9 2.4.1 EDUCATION DEFINITION ....................................................................................... 9 2.4.2 EDUCATIONAL STRUCTURES............................................................................. 10 2.4.3 HISTORY AND STRUCTURE OF THE KENYAN EDUCATIONAL SYSTEM.. 12 2.4.5 FACTORS EFFECTING EDUCATION IN KENYA ............................................... 13 2.5 KEY FACTORS REQUIRED FOR NEW MODELS IN EDUCATION ......................... 15 2.5.1 VALUE ...................................................................................................................... 15 2.5.2 QUALITY .................................................................................................................. 16 2.5.3 TIME SAVING .......................................................................................................... 16 2.5.4 COST EFFECTIVE ................................................................................................... 16 2.5.5 INTERNET SPEED ................................................................................................... 16 3 METHODOLOGY................................................................................................................... 19 3.1 AIM OF RESEARCH ................................................................................................... 19 3.2 RESEARCH OBJECTIVES ......................................................................................... 19 3.3 RESEARCH APPROACH............................................................................................ 19 3.4 DATA COLLECTION.................................................................................................. 19 3.5 QUALITY STANDARDS ............................................................................................ 21 3.6 DATA ANALYSIS ....................................................................................................... 22 3.7 RESEARCH STRUCTURE.......................................................................................... 23 3.8 SUMMARY OF THE RESEARCH WORK PLAN ..................................................... 24 4 RESULTS ................................................................................................................................ 25

4.1 CHAPTER STRUCTURE ................................................................................................ 25 4.2 DEVELOPED COUNTRIES ............................................................................................ 25 4.2.1 LECTURERS ............................................................................................................. 25 4.2.2 STUDENTS ............................................................................................................... 30 4.3 KENYA............................................................................................................................. 36 4.3.1 LECTURERS ............................................................................................................. 36 4.3.2 NON TEACHING STAFF ......................................................................................... 41 4.3.3 STUDENTS ............................................................................................................... 43 5 DISCUSSIONS ........................................................................................................................ 49 5.1 DATA SUMMARY .......................................................................................................... 49 5.2 MODEL PROPOSALS ..................................................................................................... 50 5.3 MODEL DESCRIPTION.................................................................................................. 50 5.3.1 VIRTUAL SIMULATION ENVIROMENT MODEL .............................................. 51 5.3.2 MOBILE TECHNOLOGY BASED MODEL ........................................................... 53 5.3.3 BLOG AND FORUM BASED MODEL ................................................................... 55 6 CONCLUSIONS ...................................................................................................................... 57 6.1 CONCLUSION OF THE DISCUSSIONS ....................................................................... 57 6.2 RECOMMENDATIONS AND FUTURE WORK ........................................................... 57 7 REFERENCES......................................................................................................................... 59 APPENDIX ................................................................................................................................. 62 APPENDIX A: VISUALS ...................................................................................................... 62 APPENDIX B: INTERVIEWS AND QUESTIONNAIRES .................................................. 64 APPENDIX C: DOCUMENTS AND PERMITS ................................................................... 79

1 INTRODUCTION 1.1 BACKGROUND Education has been and will be a vital component for development of any given society. Education determines the type of contribution a person makes to the society, based on activities and decision making capabilities. Throughout history it was used by the rich to create a distinction between the classes as they would have the privilege of learning how to read and write (Kerre and Kwende, 1995). Today, education continues to play a vital role in the society; the only difference lies in the delivery structure, which will be discussed in depth in later chapters. The new tool being used is technology. Based on the geographic location the intensity of technology use is different thus coming to the distinction of developing countries (regions) and developed, bringing about standards. Obtaining quality education demands high levels of time investment, access to good training institutions, exceptional performance at lower educational levels, and a healthy bank account. With these things under consideration it becomes increasingly difficult for the masses to attain quality education where resources are harder to come by or when accessible institutions do not meet international standards. Standards of education vary where one can only use the outcome as a means of measurement i.e. how marketable are the graduates, after completing a certain educational program. This presents the issue of quality and value. Other measures would be the grading system used at the end of a course and accumulative score and adaptability of the graduate to new concepts and technology in their field of expertise.

1.2 PROBLEM DISCUSSION Developing countries have many areas that have low standards and education is not left out. With poor technological infrastructure, large student populations, few academic institutions, inaccessible reading materials, and expensive resources; gaining quality education in developing countries is usually a fete left only to the affluent (Farrant, 2004). Hansen (2010) sums up five reasons why a college education would make one a better person, this agreement can be used in all education levels, 1. It will likely make you more prosperous. 2. It will give you a better quality of life. 3. It will give you the power to change the world. 4. It will be something you can pass on to your children. 5. It makes you a major contributor to the greatest nation on earth. A Good education is one that provides the student with quality learning, having relevant lessons and utilises useful materials, which gives good value for money and time and provides experience. In order to create value in terms of monetary and time for the education recipient to be able to stay competitive institutions need to adapt methods to help improve and maintain certain expectations. Social media is a ‘New’ platform and technology and is currently being utilised in many fields ranging from governance, entertainment, business-marketing, campaigns, and even education.

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Developed countries have incorporated these advancements (social media) into their mainstream curriculum in order to provide rich, experiential education. In the instances where these programs have been utilized, successful launches have been documented and working programs continue to yield student alumni who attest to receiving better opportunities; students who have gained a competitive edge in the job market. This study will propose models that can be implemented within the developing countries’ education system to improve education on the basis of quality and value creation that are cost conscious to the user.

1.3 PURPOSE Based on the discussions above, the purpose of this study is to analyse how social media can be used to improve education. The main aims of the research are •

To understand the existing social media based educational model in developed countries



To understand the existing educational model in developing countries (case of Kenya)



To analyse possibility of improvement of the models in developing countries by applying knowledge gained from model from developed countries

In order to accomplish this, the following questions were developed. Research Question one: What are the current educational models (physical and virtual) in developing countries? Research Question two: What is the structure of the standard quality educational systems that currently implement social media and virtual applications? Research Question three: How can the technology currently available in developing countries be used to establish the proposed platform? Research Question four: How will issues concerning quality, value, experience, and cost problems be dealt with?

1.4 WORK DIVISION Initially the study was done as a collective effort with a fellow researcher who was focusing on another developing country, thus the following is a detailed work division for the whole study conducted. Chapters will be similar in terms of content and reference.

1.4.1 ALIBINA OSAGA – KENYAN CHAPTER Research section: 50% Interview and transcribing Background information Sampling area - Kenya Written paper: Chapter one– 50% of the total chapter work Chapter two – 100% of the Kenyan section and 40% of the other chapter work

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Chapter three– 100% of the total chapter work Chapter four – 100% of the Kenyan section and 70% of the other chapter work Chapter five – Chapter eight 100% of the total chapter work

1.4.2 MUHAMMAD FARAZ KHAN – PAKISTAN CHAPTER Research section: 50% Interview and transcribing Background information Sampling area – Pakistan Written paper: Chapter one– 50% of the total chapter work Chapter two – 100% of the Pakistani section and 70% of the other chapter work Chapter three – 100% of the Pakistani section and 30% of the other chapter work Chapter five – Chapter eight 100% of the total chapter work

1.5 DELIMITATIONS Firstly, education is wide thus the focus will be on higher education, because of the current job market demands. Secondly, although there are several developing countries that experience similar hurdles, each has different factors specific to the region. Kenya would be appropriate to explore because the researcher has a general idea about the structure of the systems and knows some of the problems specific to this region. Other factors are due to time constraints, resources, and educational level. Thirdly, developed countries shall be sampled without using geographic boundaries. Reason being the focus is on technology and its implementation requirements and not on geography and the technology used within the boundaries. Fourthly, the student type selected for this study is the non special needs group as they will not demand much and be easy to establish. Finally, it is acknowledged that there are many problems facing education in developing countries and some will be defined in this study. The objective is not to eradicate these problems but to improve education by utilising already existing technology.

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2 THEORY AND BACKGROUND 2.1 WEB 2.0 Web 2.0 was the new buzz word that marketed a more participatory approach to online interactions. Web 2.0 represents the emergent trends and novel usage of internet tools that have developed in the past few years. Tim O Reilly (2005) describes web 2.0 as “change” in utility of the same solution. Through different applications, the change from a static web 1.0 to a more dynamic, interactive 2.0 is clearly seen, in figure 2.1 below. The vast web platform provides a very long list of such applications that continues to grow. Tim called Web 2.0 a phenomenon used for designing and business modelling for the next era of software applications.

Figure 2.1: Comparison of web 1.0 and web 2.0. (Source: http://oreilly.com/web2/archive/whatis-web-20.html) The main characteristics of Web 2.0 include user generated content, equality, user interaction, the user’s control of choice, personalization, and mash up applications.

2.2 SOCIAL MEDIA 2.2.1 WHAT IS SOCIAL MEDIA? Social media is quickly becoming the new rave of online society. Its definition appears to be as ambiguous as its concept. Different scholars highlight varied attributes pertaining to its description. However, upon scrutiny, they do share some aspects of commonality. The most appropriate definition we have come across is an excerpt from a blog post by Antony Bradley (2010) “Social media is a set of technologies and channels targeted at forming and enabling a potentially massive community of participants to productively collaborate. Social media has the six core characteristics of participative, collective, transparent, independent, persistent, and emergent that delivers the unique value of social-media and, in combination, set social media apart from other forms of communication and collaboration.”

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In another definition by Andreas Kaplan and Michael Haenlein (2010) social media is described as “A group of internet based that build on the ideological and technological foundations of Web 2.0, which allows the creation and exchange of user-generated content." Currently, social media has transcended itself, in a sense becoming more than just social media. The metamorphosis is not only evident in information sharing, user interaction, and equal opportunity provision, but also in the discovery of more opportunities for business, marketing, research, entertainment, education, etc. Social media in interactive Web 2.0 is rapidly gravitating towards the provision of almost every conceivable online activity. Through its abundant variety of application wikis, social networks, YouTube, messengers, blogs, virtual world, Skype, file and slides sharing; users’ needs are continually met. Additionally, most of these services are freely available to those with online access; enabling social media to traverse new demographics and dimensions. Novel businesses frontiers, expansive marketing and information sharing fronts, and particularly new educational approaches, are all part of the new 2.0 wave.

2.2.2 TYPES OF SOCIAL MEDIA Social media categorizations seem to be guided by utility; where different forms, provide different functionality and capabilities to both the creator and the audience. The research process brought to light several interesting perspectives toward social media classifications one of which was submitted by Raja Suraj (2010). In his blog, Raja pointed out that the general classification of social media could be achieved by a three category division namely ‘Social Bookmarking’, ‘Social Networking’ and ‘Media Sharing’. SOCIAL BOOKMARKING In web terminology bookmarking refers to an application feature that allows one to store a reference to a web location visited for quicker re-access later on. Upon encountering a site of interest, using any standard browser application, the bookmark feature provides a (usually offline) save facility of that virtual location. Using the same concept as browser applications, social bookmarking tools mark preferred locations for millions of users. However, rather than rely on one client-based copy of these links, the tools provide server-based copies that can be accessed anywhere on the go. In addition to “cloud storage”, they provide opportunities to share preferred links with friends and family. Digg.com, Stumbleupon.com and Delicious.com are some of famous bookmarking sites that allow users to share preferences and favourite web locations with others. (Suraj, 2010) SOCIAL NETWORKING The basic purpose of a social networking site is to establish a virtual connection between friends and family. Updates posted on social networks were originally intended to keep friends, family and acquaintances informed of an individual’s interests, activities, and well-being. The information is dispensed through controlled broadcasts to other users in certain pre-established social networks. Now, social networks have morphed into more elaborate implementations that utilize bigger more powerful platforms for information sharing, more elaborate video/photos sharing features, innovative entertainment, political campaigns, marketing, businesses and many more. Facebook, Twitter, MySpace, LinkedIn are some of the very prominent social networking sites on the web. (Suraj, 2010) MEDIA SHARING Media sharing is sometimes referred to as social sharing. The content of media shared in social environments can be either user generated content (UGC), or mass media content that particular individuals think might be of interest to people in their online social circles. The actual media shared in these forums include every possible form of computer generated file content i.e. video, audio, photo, text, slide shows and blogs. We identified YouTube and Metacafe as two of the most popularly accessed sites that are dedicated to media sharing on internet. However, there

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are several other file sharing sites not mentioned that provide slides and document sharing facilities. (Suraj, 2010)

2.3 SOCIAL MEDIA IN EDUCATION When integrated with educational practices, social media applications provide new and exciting opportunities. They facilitate convenience, flexibility, freedom of time and reduce demand on resources. According to Hrastinski et al. (2010), “Synchronous media were argued to be more useful to support tasks and exchanges such as planning work.” A research conducted by the United States Education Department (2009), showed that students demonstrated better performance when they undertook full or part-time lectures online as opposed when they attended traditional lectures. Other statistics compiled by Caraher and Braselman (2010) explore student and faculty tendencies pertaining to social media in an education setting. They found that: 1. 64% of students use social media to ‘connect with classmates’ to study or work on class assignments at least several times per month. 2. 41% use social media to ‘study or work on class assignments’ at least several times per month. 3. 27% use Social Media to ‘connect with faculty to study or work’ on class assignments, at least several times per month Successes in e-learning initiatives have motivated its rapid growth and with the continued success of this phenomenon, more program developers are exploring the possibilities of officially merging their programs with existing innovative online solutions to improve their pedagogical approaches. The high interactivity prospects of social media make it an ideal candidate for a myriad of e-learning implementations. COMMONLY USED APPLICATIONS Some of the commonly used social media applications within education are BLOGS Blogs hold close similarities to personal journals but their use in cyberspace overtime have become web based social technological phenomenon. The concept was birthed from users’ needs to share commentaries, event descriptions or other material with a wider audience. These small files revolutionized information sharing. The first official blog was recorded in 1998, according to a video interview with Kim Cavanaugh (PalmBreezeCAFE, 2008), he says it was until 2008, that there was an explosive growth in online blogs. Today there are millions of blogs; with research studies showing that 70% of students under the age of 18 have a blog. Their popularity dictates that blogs are potentially vital communication applications in the education sector particularly with respected to course design, delivery and information sharing. SOCIAL NETWORK Since their inception, the popularity of social networks continues to flourish, with their ability to provide wider and more boundless social connections. Not only have social networks been used to virtually connect friends and family, but they are fertile grounds for market segmentation. The concept of developing networks of millions of people with shared interest and preferences

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touches more aspects of life than mere social significance. It makes establishing market niches for economic interests or education disseminating initiatives ideal. Even in the absence of formal institutionalized education policy for social networks they are still used by staff and student groups at learning institutions. Because these virtual clubs are controlled by invitation and selected content distribution users own the control of information yet the content may not bound or limited to anyone in particular. VIRTUAL WORLD Virtual education provides more versatility than traditional classrooms. The atmosphere in traditional approaches is not conducive to personal customization; it is harder to adapt content to individually meet each student’s needs. Additionally, virtual lesson implementations provide more cost effective opportunities to expound learning resources. For instance a virtual history lesson may include virtual explorations of far off museums or lost civilizations. Virtual course design is guided by perception and need, thus it is almost limitless in its implementation possibilities. VIDEO Online video content represents yet another powerful education medium. Its growth in consumption particularly in social media solutions is notable. A six year statistical study of YouTube video traffic and consumption indicated marked growth. Study results showed that the site exceeded 2 billion views a day, with an average of 24-hour footage uploaded every minute. The study also noted that in January 2009 alone, 136 million people watched professional video content online (Musil, 2005). The explosive potential of the demand for educational video content in social media forums is demonstrated in enterprises like the Khan Academy. Despite its humble beginnings as a family mathematics tutoring session, through social networking and corporate support, what began as a family affair is lending aid to thousands of interested students and educational providers. Using over 2000 YouTube videos, daily traffic of and over 35000 videos, and an over 70000 student visit count (Aaron, 2011). Khan Academy now offers video based training session not only for Mathematics, but for Science and Humanities as well. Currently, students of Khan Academy have access to forums where they can self-asses their progress and evaluate their comprehension of video content through new applications and exercises available at the academy’s website (Aaron, 2011).

Figure 2.2: Khan Academy (Source: http://www.thecitrusreport.com/wpcontent/uploads/2010/05/khan_academy1.jpg)

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The recorded lectures give students flexibility, while allowing teachers who use the media as a tool to monitor progress. Additionally, pertinent interview experts are made available on YouTube for student research purposes. See figure 2.2 MESSENGERS (SKYPE, YAHOO, MSN AND OTHERS) Messenger services provide a welcome alternative to face to face meetings. Being cost effective, and almost borderless this media provides optimal virtual solutions for face-to-face video meetings, online discussions, live text chat, group discussions and conference calls. Several applications that provide messaging services are globally available, and free of charge. WIKIS, ONLINE ARTICLES AND TEXT BASED INFORMATION Online articles, web information, text-based forums and blogs are widely used to explore education content in fast, easy and convenient way. The volume and variety of articles in cyberspace has rapidly increased over the years with wider virtual access and increasing knowledge demands. For instance, using data collected from Wikipedia article statistics shown in figure 2.3 below, we can assume similar growth rates in other similar forums.

Figure 2.3: Statistics on Wikipedia (Source: http://en.wikipedia.org/wiki/Wikipedia:Size_of_Wikipedia) According to the Wikipedia English version statistics, more than 3 million articles serve over 11 million users, notwithstanding articles written in other languages. STREAMING SITES Online streaming videos or audio is another medium used in education. Incorporated with online interactive web.20 these sites give users the ability to communicate synchronously. An example of such a site is Dr. Bryan’s lectures (Carter, 2011) that utilize online radio broadcasting. In his lectures students have opportunity to ask questions during live session through Skype or chat dialog box available on the same radio web and students are allowed to record the lecture. Dr. Bryan is doing similar practices from many years through • Live Internet Radio Broadcast • Live Group Video Broadcasting • Virtual Environments • Cloud Computing • Point-to-Point Video Conferencing

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Figure 2.4: Screen shots of applications used in Dr. Bryan carter’s Lectures (Source: Carter, 2011) OTHERS There are other several applications that support online education apart from the ones mentioned above. Some of which provide more specific solutions i.e. Slide share, Google doc, online books, library catalogue, emails, flickr, online search engines, and online survey design. Additionally, there are some specific web based applications that give restricted rights and permission. For example in Sweden, the web portal www.itslearning.com allows universities, instructors and student to share information and knowledge; decreasing the communication gap between the actors in the learning process. It is also very common for university in developed countries, to maintain web portals that aid in providing additional learning resources.

2.4 EDUCATION 2.4.1 EDUCATION DEFINITION Education is interpreted in many ways by using various definitions: ‘’the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.’’ (Dictionary, 2011) Based on this definition, education is seen as generic, without any specific setting or age group. Additionally, the whole education process is not bound by time; it is instead a continuous process occurring from birth till death, ‘’any process, either formal or informal, that shapes the potential of a maturing organism.’’(Columbia Electronic Encyclopedia, 2011) With this definition, the two major categories of education are defined as: 1. Formal - classroom bound. 2. Informal - not bound to a classroom setting.

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For the purposes of our research, we define education as the development of skill, knowledge, and character through the process of teaching, study or experience.

2.4.2 EDUCATIONAL STRUCTURES There are various ways in which formal education is conducted in the today’s world. The variations arise from various factors ranging from economic, cultural, political, technical and social, each of which will be discussed later in this chapter. Although identifying all the available models would ideally provide a more accurate account, a classification was prepared to present a broader perspective and an adequate base for the research. 1. TRADITIONAL STRUCTURE The structure denotes the typical classroom setting. Where the instructor/ education provider is fully responsible for course design, plan and content, and they are fully tasked with its delivery. In traditional teaching environments, the instructor is the controller. They design their lectures, exercises, they are responsible for ensuring that material satisfies institutional guidelines and content outlines. From the student’s perspective, the classroom environments are designed to be more performance oriented appearing more competitive. 2. BLENDED STRUCTURE With the passage of time and growing familiarity with technology, an infusion of modern technologies gradually made its way into traditional educational structures. The modified approach improved the effectiveness of traditional practices and provided some ease in lesson delivery. The blended mode of education is a modified form of traditional education system that involves the introduction of some modern technologies. In this model, the traditional instructor uses projectors, social media applications and mass media according to his discretion and desired need with no adverse additional costs incurred by the traditional program. (Susan, 2009) 3. OFF CAMPUS / DISTANCE STRUCTURE This is one of the less exposed modes of education. ‘Distance learning’, synonymously termed as ‘distance education’, is a mode of learning where the student and instructor often do not meet physically; their interactions may lack time-synchrony as well. Distance learning programs are often tailored to specific target students. When designing these programs, some considerations should be taken into account, particularly regarding the design of the course, instructional methods, medium of instructions, way of communication and some administrative issues. We can group distance learning into three broad categories. (Perraton, et al., 2000) A. DISTANCE MANUAL In the distance manual educational medium, learning is asynchronous. Instructions and lecture materials i.e. audio or video. Lectures are sent to students by post. This manual way of communication is preferred where internet services are unreliable or where it is unsuitable for participants. For instance, in cases where people have low literacy, limited economic resources or are unfamiliar with computer applications. It is however considered more expensive to implement in the long-run, than distance computerized programs, as video or audio recordings coupled with postal charges are still higher in comparison to meeting internet costs that would provide a variety of supplementary applications and services freely. (Susan, 2009) B. DISTANCE COMPUTERIZED This mode of distance learning is asynchronous as well. It offers a cheap, effective way to provide education via the internet. With the help of modern social media applications and tools, educational methods and online learning structures are effectively designed. Students upload; download assignments and instructions electronically from particular secure web pages. As

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such, virtual lectures can be uploaded in video or audio format. Communication gaps created by the asynchronicity are overcome by emails, chats, forums, and blogs. (Perraton, et al., 2000) C. DISTANCE ONLINE (E-LEARNING) In this format mode of lectures or assessment is synchronous either with the help of social media applications, mass media, or by phone. Most of the model’s features are similar to those of the distance-computerized approach. The synchronous way of education offers a more realistic classroom atmosphere. Students in this structure report to feeling blended in with other participants. It is also a way of implementing more time efficiency, effectiveness and quality. Group discussions and communication is done in participation of video online chats. Adobe Connect, Doodle, Skype meetings, files on Slide Share, common document editors like Google doc, pointing devices like digital keypad which can be used as digital electronic wall board for discussion, social networks groups, blogs, forums used for important information sharing and many more such application inviting, motivating and opening doors for new way of education methods. (Perraton, et al., 2000) 4. VIRTUAL ENVIRONMENTS / VIRTUAL WORLDS A virtual world is an internet-based platform, where everything is designed in simulation. All users are represented virtually. They interact with each other using animated avatars. This virtual world concept was first introduced for entertainment and gaming purposes, but as time has elapsed, educators realized its powerful potential as a platform for collaborative education. Educators report that this way of education is also fun for them, as they find distance learning with the absence of direct interaction with students, boring. (Susan, 2009) Virtual worlds also provide opportunities to generate realistic effects and experiences. For example for a lesson designed to study different famous personalities or leaders, meeting them instead of merely absorbing facts about them is more exciting. Or when studying space, a virtual world would transport you through the vast universe at a minuscule cost. With virtual worlds, classroom or university courses can be design and implemented with minimal effort, more productivity, less resources and no additional cost. (Perraton, et al., 2000)

Figure 2.5: Virtual environments (Source: http://www.cmduke.com/2011/01/08/vwer-future-ofeducation-in-virtual-worlds/ )& (Source: http://www.ugotrade.com//wordpress/wpcontent/uploads/2007/04/sliceteam3post.jpg)

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Many experts call virtual worlds, the future of education. Educational practices are done by virtual lectures, live student participation, virtual study tours, role playing, operating simulated equipment, designing and constructing things virtually like bridges, construction works, clothing and jewellery.

2.4.3 HISTORY AND STRUCTURE OF THE KENYAN EDUCATIONAL SYSTEM There are several speculations of the true origin of formal education within Africa. Education in Kenya, like any other country in Africa, has evolved from informal oral tradition to modern multifaceted adaptations, through Western influence. (Kerre and Kwende, 1995). Formal education was first introduced in Kenya by the Arabs merchants, who built schools along the Kenyan coast to teach the Koran. The Western educational system was introduced by missionaries, the first being the Portuguese Roman Catholics who settled along the East African coast. By 1557, they had established monasteries at Mombasa and Lamu, Kenyan coastal towns. To avoid conflict with the Arab community, the missionaries moved further inland thus increasing the number of schools and consequently their ‘strong hold’ on local inhabitants. The era of colonialism was at its peak when in 1923 the British secretary of state established a committee chaired by the parliamentary under-secretary of state to advice on the educational affairs of the African-Kenyans. This marked the beginning of the first educational policy by the British colonial government (Ngaroga, 2006) After Kenya's independence on December 12, 1963, the Ominde Commission was set up to make changes in the educational system. This commission focused on national identity and unity. Changes in the subject content of history and geography were made to reflect the building of a national identity. In 1967, Kenya, together with Uganda and Tanzania, formed the East African Community. The three countries adopted a single system of education, the 7-4-2-3, which consisted of seven years of primary education, four years of secondary education, two years of high school and three–five years of university education. (Sifuna, 1990) According to Sifuna (1990) the students sat for the following regional examinations 1. East African Certificate of Primary Education – EACPE after completing the primary education 2. East African Certificate of Education examination – EACE after completing the secondary education 3. In order to qualify to attend university, a student had to excelling in East African Advanced Certificate of Education – EAACE examination. Although the East African Community collapsed in 1977, Kenya continued with this system but changed the examination names: 1. EACPE became the Certificate of Primary education - CPE 2. EACE changed to Kenya Certificate of Education - KCE 3. EAACE became the Kenya Advanced Certificate of Education - KACE Implementing the current 8-4-4 system (eight years in primary, four years in secondary, and four years in university education) occurred following three events (Sifuna, 1990) 1. The 1966 conference on education at Kericho in Kenya, which stressed the need for integrating rural development

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2. The International Labour Organization mission report entitled "Employment, Incomes and Equality: A Strategy for Increasing Productive Employment of 1972;" 3. The recommendation of the National Committee on Educational Objectives and Policies of 1975. The 8-4-4 system was launched in January 1985 and emphasized vocational subjects and again the names of the examinations changed as follows: 1. CPE to Kenya Certificate of Primary Education - KCPE 2. KCE to Kenya Certificate of Secondary Education – KSCE Level

Primary Education

Secondary Education

Tertiary Education

Years

8 Years

4 Years

4 Years

Table 2.1: Educational structure in Kenya A

A-

B+

B

B-

C+

C

C-

D+

D

D-

E

11

10

9

8

7

6

5

4

3

2

1

Grade Points 12

Table 2.2: KCSE Grading System

2.4.5 FACTORS EFFECTING EDUCATION IN KENYA Education in Kenya is affected both directly and indirectly by several factors. These dynamics can be categorized into social, political, technological, and economical. Their collective effects on education within the country differ from region to region.

Technological factors

Social factors

Education

Political factors

Economical factors

Diagram 2.1: Factors affecting Education

2.4.5.1 SOCIAL FACTORS Social factors represent a collection of population, gender, Illiteracy and poverty issues. Each of which is elaborated further below:

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Population: Kenya has a population of 39 million people (Kenya National Bureau of Statistics, 2011) according to the September 2009 censors. Although this is not a large number, the available resources to provide quality education for the entire country’s population are limited. Recent policy efforts like the Constitution Development Fund (CDF) program, initiated by the Kenyan government, designed to provide for government scholarships/ grants and the implementation of free primary education, are insufficient. ‘’A report presented to the President by the Public Universities Inspection Board five years ago warned that a record 180,000 students who joined class one under the free primary education programme would score the minimum university grade of C+ in 2015. The ministry of Higher Education puts the number at 150,000. Currently, the seven public universities in the country can only admit a paltry 25,000 new students.’’(Muchiri, 2011) There is need to pay more attention to population control strategies so that the government can sustainably provide better resources and education to the growing student population.



Illiteracy: the World Bank reports on Kenyan Literacy state that of the adult total (% of people ages 15 and above) 86.5 % are literate. Implying that with understanding they can read and write simple sentences crucial for daily life. (The World bank group, 2011). The illiteracy we refer to in this section however, concerns the incompletion of the basic level of education which is a common situation in various parts of Kenya. Students whose parent(s) did not attend school entirely and those who dropped out are likely to hold similar disregard for formal education. This may affect student performance in the sense that, owing to the fact that their parents do not prioritize education, they many not encourage their children to strive for success, or they may even hinder their children’s’ progress by according them extra domestic responsibilities that interfere with their studies. Additionally, they are unable to help their children with their lessons.



Poverty and gender: For those who value education in Kenya, it is considered an investment. With the national poverty rate at 46 % (The World bank group, 2011), it leaves most absorbed in attaining basic needs (like food, shelter, clothing, health, transport) before considering funding education. Gender selection is applied when a family is unable to educate all its members. Preference is accorded to men (boys) over women (girls) as it is perceived that the boys will remain in the family unit to offer support while girls will join other families upon marriage. However, due to various sensitization campaigns, coupled with free primary education: these ingrained cultural attitudes are slowly fading.

2.4.5.2 TECHNOLOGICAL FACTORS Technology is idyllically implemented to reduce workload and trigger cost effective implementations of activities. Developed countries are actively using technology to transform their educational models. The consistently make conscious efforts to keep abreast with the modern developments then formulate policies to apply these strategies to existing structures. Developing countries on the other hand continue to battle basic obstacles to technological advancements namely:

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Electrical Irregularities: Kenya relies heavily on hydropower to generate electricity. In recent years, the country has experienced long periods of drought that have subsequently lowered the water table, hindered the mass production of electricity. The situation resulted in regular unscheduled power blackouts coupled with the setup of scheduled power-rationing programs. The situation has adversely affected industry and techno-based enterprises. As such implementing techno-based education systems in a region with irregular power would probably prove self-defeating.



Internet Connection: Despite the fact that the Kenyan internet-provider industry is quite competitive, their services do not meet expected performance standards due to restrictions imposed on the country’s backbone supply. Although Kenyans are accorded several opportunities to surf the internet, fast, stable connections remain costly. Mobile internet access is a standard service provided by all mobile telephone companies in the country. Additionally, the number of internet cafes in the region range in the thousands, yet cost effective reasonable streaming speeds are remain unattainable.



Buying power – accessing technology: Purchasing technological equipment is generally a costly affair. Even with the availability of low cost brands designed for lowincome earners, cost reductions are not low enough to make the technology readily available to the Kenyan student population, consequently hindering their education. In Kenya, some initiatives have been launched to help students gain access to computers and the internet for educational purposes at relatively affordable prices. One such initiative is the Wezesha project (wezesha,2011)

2.4.5.3 POLITICAL FACTORS



Policy makers: are the people responsible for creating and reviewing guidelines used



within the educational sector in the country. Outdated policies, long evaluation processes, slow implementation of recommendations and approved policies hinder educational standards and affect the credibility of the country’s educational structure. Corruption: This vice affects all sectors of the country. In education it is experienced in many forms, (1) funds intended for education are not utilized as planned for (Winter, 2010) (2) educator employment procedures are riddled with employment scandals i.e. in 2010 (Siringi, 2010) (3) grading and sex scandals- where it is reported that some lecturers trade sexual favours for grades (BBC, 2007)

2.5 KEY FACTORS REQUIRED FOR NEW MODELS IN EDUCATION In order to propose new models for implementation within the education sector, there are some requirements that need to be met.

2.5.1 VALUE In the business dictionary, value is defined as the extent to which a good or service is perceived by its customer to meet his or her needs or wants, measured by customer's willingness to pay for

15

it. It commonly depends more on the customer's perception of the worth of the product.

(Webfinance, 2011) Anderson and Nauras (1999) state that value is a 3-dimensional process associated with many sub processes. The framework consists of three major processes namely: understanding value, creating value and delivering value. Understanding Value

Creating Value

Delivering Value

Diagram 2.2: Value creation chain This thesis will follow the same structure of value creation. The understanding value stage is achieved through conducting interviews, accessing practical experiences and student surveys. Creating value is represented in the form of developing models. This is through the use the data collected and analyzed from the understanding value process and merging with researched information, and similar models from books and academic literature. The delivering value process is not part of the scope but however having done the first two stages it can be easily implemented.

2.5.2 QUALITY According to the business dictionary, quality is defined as the measure of excellence or state of being free from defects, deficiencies, and significant variations. Determining the measure of quality within education is an odious task as it has been noted as differing according to region, with each having different structures and systems of education. In the July 2010 results of worlds universities ranking released by Webometrics, the highest ranked Kenyan university (University of Nairobi) attained the 3190th position in the world. Similar disappointing results were evident in the Academic Ranking of World Universities where Kenyan Universities failed to reach the top 3000 mark.

2.5.3 TIME SAVING The advantages that technology generates are vast; namely, ease to use, comfort, convenience, energy and time saving. Although education is a time consuming practice, one still needs to be able to effectively maximize the use of available allocated time. Creating value through the use of time saving technology and practices is one of the objectives of our study.

2.5.4 COST EFFECTIVE The current higher education in Kenya is quite expensive, for both the institution providing it and the attending students. With the average household income budget prioritized on basic life requirements other than education, we intend to propose models that will not adversely increase the existing burden. Since the intent of the study is to improve education with respect of quality, we hold that by realistically proposing concepts that are cost effective in themselves the will additionally improve education and hopefully eventually help in reducing the cost of education.

2.5.5 INTERNET SPEED The models to be proposed require a stable internet connection in order to function effectively. In the table 2.3 below you can see the different applications and their bandwidth requirement:

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Application

Rate

Personal communications

300 to 9,600 bits/sec or higher

E-mail transmissions

2,400 to 9,600 bits/sec or higher

Remote control programs

9,600 bits/sec to 56 Kbits/sec

Digitized voice phone call

64,000 bits/sec

Database text query

Up to 1 Mbit/sec

Digital audio

1 to 2 Mbits/sec

Access images

1 to 8 Mbits/sec

Compressed video

2 to 10 Mbits/sec

Medical transmissions

Up to 50 Mbits/sec

Document imaging

10 to 100 Mbits/sec

Scientific imaging

Up to 1 Gbit/sec

Full-motion video

1 to 2 Gbits/sec

Second Life

500 kbits/sec

Skype Video Calling

128 to 300 kbps

Table 2.3 Applications and their internet speed requirement (Source: http://www.linktionary.com/b/bandwidth.html, http://wiki.secondlife.com/wiki/Lag, & https://support.skype.com/en/faq/FA1417/How-much-bandwidth-does-Skype-need ) The above factors were selected based on the slogan c- series publications (Fredericksen, et al., 2000) and ideas from an article by Naidu (2003), who discusses barriers in online education with respect to case studies of two schools using WebCT. This is well illustrated in figure 2.6 and 2.7 below:

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Figure 2.6: Survey results barrier in online education (Source: http://www.celt.mmu.ac.uk/ltia/issue6/naidu.shtml)

Figure 2.7: Factors contributing to technology limitation (Source: http://www.celt.mmu.ac.uk/ltia/issue6/naidu.shtml) The survey carried out in Naidu’s study focused on the academic departments. With over 300 respondents, results highlighted the most difficult obstacles they faced in the production of quality content were lack of time, lack of technical factors, and lack of knowledge about using it. All these can nevertheless be overcome by strategized training of faculty that not only teach new technology but also consider the merits of traditional pedagogy.

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3 METHODOLOGY 3.1 AIM OF RESEARCH As stated in the introduction chapter the main aims of the research are •

To understand the existing social media based educational model in developed countries



To understand the existing educational model in developing countries (case of Kenya)



To analyses possibility of improvement of the models in developing countries by applying knowledge gained from model from developed countries.

3.2 RESEARCH OBJECTIVES There are many categories of research but those common particularly to scientific research are descriptive, Casual, exploratory (Hair, et al., 2007) 1. Descriptive: used to describe the characteristics of the topic the research is aiming at (Hair, et al., 2007), they make use of surveys, interviews and observations. 2. Casual design: aim to test whether one event cause another even or not. A causal relationship means that a change in one event generates a corresponding change in another (Hair, et al., 2007). 3. Exploratory: is used when the researcher knows little about the problem and aims to discover new relationships, patterns, themes, ideas.(Hair, et al., 2007) According to the classifications of research types, this thesis is both descriptive and analytical in nature; with its design tending towards a more descriptive method (Kothari, 2010)

3.3 RESEARCH APPROACH Scientific research can be an adaptation of two approaches namely (Kothari, 2010) 1. Qualitative: Data garnered from this approach tends to have more subjective tendencies because it places focus on in depth attitudes, behaviour and experience. Though few scientific studies of existing phenomenon adopt it for their research. It is however, very essential when consolidating ideas in preliminary research and brainstorming for novel solutions in new fields. 2. Quantitative: This type of research approach is more objective. It focuses on numerical analysis, rather than an in depth analysis of experiences. Unlike in qualitative types of research, quantitative studies require a large sample population in order to make more accurate generalizations on result findings. We chose the qualitative approach as the primary focus for our study because it represents a new field. We however combined the quantitative approach with qualitative aspects. The combined approach was designed particularly to meet the research objective of quality. The information required needed personal expression and great detail to be of any use to our objective.

3.4 DATA COLLECTION Primary and Secondary data have been identified as the two main classifications of data (Saunders, et al., 2007) 1. Primary data refers to data collected raw i.e. data that researches obtain directly from the source, sometimes referred to as non-existent data. (Patel & Davidson, 1994)

19

2. Secondary data refers is the collection and analysis of already existing compiled data. Data obtained in this sense, has already been collected and consolidated by another party. (Patel & Davidson, 1994) As per 2010, when the proposal for this research topic was made, there were very few secondary data sources available on the subject matter, particularly in relation to the region: Kenya. As such, it was decided that the best possible data collection method to utilize would be primary data sources. Primary data can be obtained through interviews, questionnaires and observation. Notably, observations of participants can be made both in controlled and natural settings. Furthermore, apart from utilizing these three primary data collection approaches for our research, we supplemented our sources using information on already existing educational structures obtained through secondary data collection mechanisms. These included written material on the subject matter retrieved from internet searches, library articles and journals.

Figure 3.1: Forms of interviews (Saunders, et al., 2007) We opted to use both standardized and non-standardized interview structures. Some interview were conducted as one-to-one forms; others face-to-face, and some were transacted over the telephone or internet. The variation was inevitable because not all the participants had flexible schedules. Similarly, we had limited time to collect the data, and other allowances were made for respondents with geographical constraints. The type of interview done was progressive/ adaptive, in that there were 33 common questions but additional and more personalised questions were included based on how the interviewee answered the previous questions or what they included in their discussions. This was found effective as it provided more information which was rich in content.

20

Selection Criterion The lecturers were selected based on their academic qualifications, work experience within the required fields, their international exposure, and the strategic positions they hold at their base institutions. Moreover, their in-depth knowledge and interest in the subject matter was paramount to their selection. Students with experience in all the fields were to be interviewed but due to time constraints only one interview of Minnie Andeso was conducted. As this interview is not enough to stipulate results for the whole of Kenya the knowledge obtained was included in the student results as part of the model preference.

3.5 QUALITY STANDARDS According to Denscombe (2007), validity is achieved if the collected data and methods are accurate and reflect the truth and reality. In order to ensure that proper data is obtained, there are certain quality measures that were taken for this research 1. To ensure that the study was effective a sample area was identified; a) Higher learning institutions in developing countries were the main focus for the study. b) Within the higher learning institutions the Computer Science department was selected as the department of choice. This is based on the expectation that students in this department have a higher propensity towards innovations in cyberspace and virtual applications; therefore would most likely steer the adoption of new digital technology.

Figure 3.2: Adoption process by Bourne, Francis (Bourne, 1959 cited in www.marketingteacher.com) 2. Both researchers were involved in the development of questionnaires and interview

21

questions so as to ensure the realization of optimal results from the whole procedure 3. Segmenting regions and subsequently developing material based on these regions helped with tailoring content to address specific issues unique to each region. We recognised that each region has its own determining factors and these factors need representation in the overall results. 4. Cooperative participants were accorded a brief summary of the project and an explanation of project objectives allowing them to self-evaluate and determine if they are fit to answer questions pertaining to the study. 5. In the case of Kenya, a permit is required in order to conduct any research in the academic institutions, see appendix. This ensures that the study follows outlined aims and objectives. Below is an adapted structure from Foddy’s theory (1994) to ensure the quality of the research process.

Researcher gives a brief description of data required and structure of the interview

Interviewer records and interprets the answers as intended

Researcher presents the interview in the way the interviewee understands.

Interviewee interprets and answers the questions appropriately

Figure 3.3: Interview quality process (Foddy, 1994) 6. Audio recording and computerised questionnaires are used to ensure accurate data collection is carried out. The participants are informed beforehand that their sessions will be recorded avoiding any privacy infringement and legal anomalies.

3.6 DATA ANALYSIS According to Miles and Huberman (1994) data analysis is divided into three sections

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1. Data reduction: this is the process of converting data into understandable and usable information. It refers to the systematic organisation of the data into categories, and themes. 2. Data display: refers to putting the reduced information into presentable formats to facilitate easy interpretation. For instance, through the use of charts, tables, or graphs. 3. Data drawing and verifying conclusions: In this section propositions and conclusions are developed based on the information presented. Regional and occupational classification will be used to group the research data. The use of this strategy determines the proper identification of answers to the research questions posed, which in turn serve as the baseline for the proposal of suitable resolution models.

3.7 RESEARCH STRUCTURE The study will follow a basic structure which will focus on answering the research questions outlined in 1.3 purpose in chapter one Research Question one: What are the current educational models (physical and virtual) in developing countries? This is answered in chapter two under education structures and also in chapter four in the results section. To achieve this, lecturers, non teaching staff and students were approached. 1. A total of seven lectures were interviewed from the following universities a. African Nazarene University (ANU) – 2 Lecturers b. Kenyatta University (KU) – 1 Lecturer c. Egerton University (EU) – 1 Lecturer d. Jomo Kenyatta University of Agriculture and Technology (JKUAT) – 2 Lecturers e. Multi Media University (MMU) – 1 Lecturer All the interviews were done face to face and were obtained in audio form to ensure maximum concentration of the interviewer and relaxed environment for the interviewee. 2. For the Non teaching staff, four people were interviewed from the following universities a. African Nazarene University (ANU) – 2 participants b. Jomo Kenyatta University of Agriculture and Technology (JKUAT) – 1 participant c. Multimedia University (MMU) – 1 participant 3. And 100 invitations to answer an online survey were sent to students with computer science and IT department background. This reason is discussed in section 3.5 Quality standards. 67 responses were received and recorded. Research Question two: What is the structure of the standard quality educational systems that currently implement social media and virtual applications? This is answered in chapter four in the results section. To achieve this 1. The lecturers identified for the study were at the time based in six international universities, namely: a. Royal Institute of Technology (KTH)

23

b. Luleå University of Technology (LTU) c. Kalmar University d. Duke Corporate Education (Duke ce) e. Stockholm School of Economic (SSE) f.

University of Central Missouri (UCM)

These lecturers represent the following educational platforms a. Blended systems- 2 lecturers b. Online systems- 2 lecturers c. Virtual systems – 2 lectures d. Traditional system – 1lecturer For the developed countries, the focus is more on the platform other than the geographic location. 2. 100 invitations to answer an online survey were sent to students. 58 responses were received and recorded. The students studied in various countries namely Sweden, Netherlands, Germany, United States, France, Norway, Austria and United Kingdom. Research Question three: How can the technology currently available in developing countries be used to establish the proposed platform? This will be answered in chapter four in the Result’s section and chapter five in model proposal section. Research Question four: How will issues concerning quality, value, experience, and cost problems be dealt with? This will be answered in chapter five in model proposal section and also in chapter six in the conclusions and recommendation.

3.8 SUMMARY OF THE RESEARCH WORK PLAN Below is a summary of the conducted research's work plan. 1. Identifying data collection objectives. 2. Categorising the type of information required to be collected. 3. Identifying methods of data collection. 4. Analysing the collected data. 5. Drawing conclusions and recommendations from the data analysis.

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4 RESULTS 4.1 CHAPTER STRUCTURE In order to propose well suited models, data obtained from the collection process needs to be analysed and presented in a form for easier interpretation. As stated earlier the data is grouped according to geographic location first – developed countries and Kenya. Then by occupational classification Lecturers, Non teaching staff (these are people not directly involved in the learning process but play a vital role in the administrative processes that facilitate learning) and students and finally the identified topics. This is illustrated as follows

Collected Data

Analysis Regional focus

Lecturers

Non teaching staff

Topics

Topics

Students

Topics

Diagram 4.1: Data classification structure

4.2 DEVELOPED COUNTRIES In this geographic region the results are a reflection of the responses obtained from the 7 lecturers interviewed and 60 students’ online responses.

4.2.1 LECTURERS 4.2.1.1 BACKGROUND INFORMATION ON THE LECTURERS The lecturers identified for the study were at the time based in six international universities Identified commonalities of those interviewed are: 1. They have more than 5 years teaching experience 2. They all started out teaching in traditional structured class room settings.

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3. They are academically qualified for their positions. 4. They teach in classes that blend local and international students.

4.2.1.2 FINDINGS Although the lecturers were asked almost similar questions, so as to obtain a variation in the answers, a general classification of the responses was done as follows: TEACHING METHODS Sample questions asked during the interview 1

How many universities do you teach?

2

How many courses a week and for how long and how many semesters per year

3

How many students per class

4

What online tools do you use/used in teaching?

5

What type of courses do you teach

6

How long have you taught online/Virtual world courses

In the blended systems, PowerPoint presentations, chats, blogs, learning management systems like bilda, Fronter and other social media technologies are used in co operation with the traditional classroom approaches to lesson delivery. In the online systems, all the course work is designed to be done through synchronous studying on an online platform. The application software used by both lecturers was Adobe Connect. In this setup, it handles all communication ranging from uploads, classroom lecturers and to discussions and meetings. The virtual systems’ classrooms conduct their learning sessions in Second Life environments. In this virtual world, students use avatars to interact, explore and create in the cyberspace worlds. All lecturers involved in the study only teach at their base institution. However, variety is attained in the varied standard class-sizes they handle, ranging from 9 to 40 students in one class sitting. All demonstrated that they have a lot of administrative control with issues pertaining to class development, as well as lesson implementation. Conversely, their counterparts in developing countries were more limited. CULTURAL DIVERSITY OR DIFFERENCE Sample questions asked during the interview 1

Why do you think virtual education does not seem to be effective in developing countries as compared to western world?

2

Is it true that the theoretical lectures taught in traditional classroom styles are

26

pretty much stable and needs little or no change? 3

What is the general impact and differences in your mind with your experience about students from developed nations and developing nations?

4

How would you rate your experience when conducting your class but working with students from all over the world?

5

Do you ever feel any gap, reserve and cultural influences in sense of negativity in students you meet from third world?

The lecturers’ responses differed with respect to matters concerning cultural differences. The blended system lecturers felt that there was a gap between students from developing countries and those from developed countries. They noted that students from the developed countries were more adapted to the technology being used and did not have difficulty using it during class sessions, while the students from developing countries often needed orientation before they could successfully to catch up with the rest of the group. For these lecturers, classes involving the use of new technology would generally require a slower pace than they would if regular technology (or media the students are accustomed to) was used instead. The online and virtual system lecturers had different experiences. Even though their online lecturers had students in attendance who had no experience with the applications they used, they found that their students had encountered similar applications in previous learning forums or in personal settings,. The lecturers also expressed that age played a big part in the diversity. They observed that older students had less exposure to technology thus their rate of adaptability appeared to be slower. They also noted that lag could also be due to problems with problems they could have getting accustomed to new experiences. TECHNOLOGY AND FAMILIARITY WITH TECHNOLOGY Sample questions asked during the interview 1

How do you feel about the additional task of moderating these discussions online?

2

Have you ever taken (as a student) any online course?

3

Who sets up the course and what are the requirements for doing this process.

4

Student presentations can be pre-recorded or given in real time. Which one do you consider to be the better option?

5

Do you think face-to-face/real time interaction is a must to retain integrity of the course?

6

How do you feel about teaching the module online? (Do you consider it exciting/ interesting to try/ very hard to accomplish/ not worth the trouble)

7

How comfortable are you with the idea of learning to use new tools and using them to deliver lectures online?

When comparing online sessions with traditional lectures, respondents reported completely different experiences. The disparities were as evident with the instructors as they were with students in focus. One aspect that immerged was the absence of essential non-verbal cues in virtual forums. Lecturers noted that in traditional settings, students’ level of understanding,

27

interest in lecture content would ordinarily be monitored through facial feedback, and body language. This important form of human communication is absent in many online encounters. All lecturers were in consensus concerning the need for online trainers to be skilled in order to be effective. The lecturers felt that for online course instructors to be good, they needed to be more creative. Additionally, the course delivery needed to be timely meeting all intended course objectives and goals. Another interesting supplement to regular delivery included the use of actors who contribute real world experiences to classes. Not only are the able to meet those who drive innovation and change, they use business-world simulation models to give the students experiences and exposure. The learning platforms under study used virtual worlds to simulate real-life scenarios. For instance, new hires were placed in a situation where they were expected to face angry customers. Such virtual examples give participants the opportunity to apply, and then assess their solutions using knowledge gained in the course. LIMITATIONS OF TECHNOLOGY Sample questions asked during the interview 1

How often are you approached by students after class hours with questions? (This doesn’t include the conversations right after class or during recess.)

2

What are the core values/key features of the existing mode that must not be compromised in the digital mode?

3

Which one of the above options is most suitable to your needs?

4

Do you think face-to-face/real time interaction is a must to retain integrity of the course?

5

Communication can be synchronous over IM, VoIP and conference call technologies or asynchronous over forums or blogs. How do you feel about these two types of communications?

6

Problems faced in setting up, teaching and certification of online/Virtual world courses.

Despite the technological advancements available in developed countries, some technological problems persist in the implementations of the virtual programs identified for the study. Some of the technical glitches that the teachers reported involved occasional lapses in stable connectivity, device failure, and undelivered messages; that forced the instructors to opt for other methods of message conveyance. Moreover, some countries still have poor internet connections. Other than their general instability, they are unable to sustain virtual media and heavy online traffic. As such, student participants from such locations remain incapable of holding the required virtual exchanges needed for optimum course participation. As would be expected, there was a general disparity in software preferences among the educators. Different instructors are comfortable using different software, and this becomes problematic particularly when the students unfamiliar with preferred packages. Students take longer to grasp material when they have to familiarize with the tools of delivery in addition to acquiring the required content. For instance not all country would be comfortable with a social site like facebook they may instead prefer Tencent QQ – an equivalent application used in china.

28

Cultural diversity among student populations provides vital variety in interactions and approaches to problem solving. However, problems in effective communication may arise when participants and not fully proficient in the language of instruction (as tends to be the case with some students) According to the respondents interviewed, students’ self-expression deficiencies or general lack of interest can emerge as an obstacle to effective utilization of available technology. For example, when students are unable to express themselves (due to low self-esteem or shyness) their valuable input is sorely missed. It was noted that such hurdles mostly occur in blended systems and traditional learning environments. According to the Virtual system lecturers, this particular problem appeared to have been eradicated as students have the freedom to create avatars that do not resemble their true selves. Additionally, they can temporarily disassociate themselves from learning problems by psychologically assigning these problems to their avatars rather than themselves. We noted that there is still some reluctance in the adoption of social media or virtual applications by traditional scholars. Of those interviewed three lecturers held this position. One of the reasons identified involved their unfamiliarity with non-traditional technology. A major limitation of technology is the absence of core humanistic features such as eye contacts, gestures, misinterpretation, misunderstanding, face-to-face poor interaction alternative, etc (Markus, 1994). Two lecturers noted that they found it quite boring to record lectures online without any human interaction from a live student audience. A suggestion by the lecturer, apply breaks throughout the recordings to give more attention control and quality of the lecture. PROGRESS ASSESSMENT / EXAMINATION Sample questions asked during the interview 1

How do you feel about the additional task of moderating online discussions?

2

Do you think it is important to assess student participation?

3

Do you think a home exam can replace the exam you give now?

Three lectures expressed their support for peer view in evaluation method as a type of progress assessment; they thought that this would help in increasing communication from students as well as reduce the extra task of moderating any online discussion. All lecturers agreed that the student participants of the educational programs needed to be involved in its assessment, as this is one of the indicators that they comprehend the education materials under discussion. On the matter of replacing the current sit-in examinations with virtual assessment alternatives, our study showed that the idea was not perceived favourably by all lecturers. The blended system lecturers were in favour of sit in exams while the virtual and online system lecturers were open to the change. One of the universities LTU- has online programs that utilize online examinations which the students can take in the comfort of their homes. When presented with this option the blended system lecturers were intrigued and desired more information. Two lecturers from the online and blended systems stated that although assessment in education is vital, educators and policy makers need to understand that each type of educational goal requires a specific assessment method. They were of the opinion that not all education types need written exams to ensure that the student has grasped the material. Alternative examination

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methods include simulated assessments, surveys, feedback forms, projects and presentations can be used in place of a written exam. CHALLENGES AND FUTURE EXPECTATIONS Sample questions asked during the interview 1

If the class size is doubles, will you be able to cope with the load?

2

Do you think there could be new types of assessment activities replacing the existing ones?

3

If it’s possible to reduce the work load using online tools, would you consider supporting a larger audience?

Using technology effectively was identified as one of the greatest challenges by an online system lecturer. Ineffective teaching strategies exported from traditional educational settings, will persist as ineffective even in the new frontiers of the virtual world. Implying that despite expectations of improvement upon transition into cyber education, a bad teaching strategy in the traditional setting is still a bad one in the new settings. There are different types of social media, and there are different ways it can be implemented within the education system. The challenge presented by the interviewed lecturers is balancing the two and this is done through understanding the educational process and impact. Knowing the exact educational process and its impact would help the lecturer or policy maker determine which social media technology would be appropriate to add value. Respondents identified the need for proper content development in social media for it to be of any education significance. Several lecturers felt that the achievement of this proved challenging. Unlike traditional class rooms, blended, online and virtual classrooms require more input from both the lecturer and the students to be effective. Good structured courses not only facilitate increased interaction, but they also enhance the learning experience. We can therefore surmise that by combining effective content development, a good understanding of the educational process and the application of suitable teaching methods; coupled with a suitable pace, enables lecturers to make their virtual courses facilitate adequate information absorption. Additionally, the entire process is improved further through students’ feedback. All the lecturers we conversed with were optimistic about the changes happening within the technological arena particularly in respect to education. Although they were quick to point out that even though it proposed agreeable possibilities in its implementation, face-to-face interaction remains the most desirable method for a teacher-student interaction, owing to its personal touch / experience.

4.2.2 STUDENTS The student’s survey questions and results were grouped into four categories as follows:

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GENERAL INFORMATION

Sample questions asked in the Survey 1

What is your age?

2

Which is your university?

3

How much time do you take to travel to the school?

4

Do you study elsewhere?

5

Do you do work full/part time?

Student survey participant ages ranged from 21- 33years, with their mean age being 25years old. Our student respondents studied in various parts of the world; namely, Sweden, Netherlands, Germany, United States, France, Norway, Austria and United Kingdom.

Chart 4.1: Work statistics. 7 % of the students respondents reported studying two programs either the same university or at another university. 40% of all our student respondents hold part-time jobs during their studies. The time taken by the students to commute to their university varies. 80% take less than 30minutess; 4% commute for between 30minutes to 1 hour and the rest 16% take longer than 1 hour to reach their institutions.

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Chart 4.2: Course type results 74 % of the students we approached study in a traditional class-based setting, 16% study online and the remaining 10 % participate in a combination of both online and traditional class based courses. TECHNOLOGY – ACCESS AND UTILISATION

Sample questions asked in the Survey 1

Do you have access to a computer outside school?

2

Do you have access to internet outside school?

3

How would you rate the usability of the student portal?

4

Have you ever taken an online course?

5

Do you participate in online forums

6

Do you use your phone to access the internet?

7

Have you ever participated in a virtual community activity?

8

Would you like to download lectures into your iPod /mobile phone?

Majority of the students from developed countries own a computer (either a laptop or a desktop). They reported that they have access to the Internet off campus, by means of personal connections; of speeds ranges from 10mbps to 100mbps; with costs in the range of 100 to 400 Swedish Kronor (15 to 64 US dollars).

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Chart 4.3: Mobile use by students Based on the chat above, 30% of the total number of student respondents do not use their phone to access the internet. Conversely, 6 % use phones once a day to access the internet; 22 % use them many times a day; while the rest use them occasionally. 40% reported using mobile phones to read documents, articles and other materials on When asked if they would be interested in download lectures via their phones, 76 % of the students said that they would like the idea. Though among this 76 %, 50% of them thought it was a nice but unnecessary idea.

Chart 4.4: Student Portal Usage rating All of our respondents attend universities that use student portals. University student portals provide students with necessary information concerning courses and several other services. Our respondents ranked their systems based on the ease of use. 10% rated their systems as very difficult to use, 38 % found them average, and 52 % found their student portals easy to use.

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We found that different geographical regions vary in preference to social media applications; despite the fact that the various applications offer similar services and perform the same types of tasks. Some of the applications mentioned included Facebook, QQ, vkontake, orkut, MySpace, YouTube. 48% of the students reported that they participate or have participated in online forums. 20% have participated in virtual communities, however experiences varied. 32% of the participants reported that they have written blogs both for academic and personal purposes. GROUP PARTICIPATION

Sample questions asked in the Survey 1

Do you think it would be possible to work on group assignments without ever meeting face to face?

2

What online tools do you use for group work?

3

How do you work on group assignments now?

4

You probably already use email, IM, Skype Google docs etc for collaborative work. Name some other tools that you would have to /like to use if you had to finish all the group assignments without being able to meet face to face.

Data concerning respondents group assignment work habits was compiled as follows: 30% of the students said they complete their group work using only face-to-face sessions, 48% said they complete their work separately but still meet face-to-face, 18% meet face- to-face but carry out most of the other group activities online and 4 % said they conduct all their group assignments online and have no need to meet in person.

Chart 4. 5: Group activity habits Concerning respondents’ preferences with respect to online tools, Google docs and slide sharing websites were highly ranked. Other mentioned applications included social networks, conference calls, IM (chats), virtual worlds, drop box, messengers, team viewers, and emails.

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Chart 4. 6: Possibility of online group meetings INTERACTION AND COMMUNICATION

Sample questions asked in the Survey 1

How do you feel about asking questions / discussing things in class

2 3

How often do you email your teacher with questions about things taught in class? How often do you participate in class discussions?

When inquiries were made concerning class participation, 40% replied they often actively participate in class, 54% stated they do so occasionally and 6% mentioned that they hardly participate in class discussions or ask questions.

Chart 4.7: Class participation

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The frequency of course participation figures changed when the students were asked if they email their queries to their lecturers. 36 % had never sent an email to any of their lecturers, 14 % email the lecturer 3- 4 times within the duration of the course. 8% email the lecturer every week and 34 % had emailed once or twice; and the remaining percentile emails the lecturer after every class.

Chart 4.8: Student’s email habits

4.3 KENYA 4.3.1 LECTURERS 4.3.1.1 BACKGROUND INFORMATION ON THE LECTURERS We identified the following commonalities in those we interviewed, namely: 1. They are educators in Computer Science related fields 2. They have completed a master’s program. Although not all received this certification in a Kenyan institution. 3. They teach at more than one University,( the average being two local Universities). There was one exception, one lecturer teaches an online course for a foreign university. 4. They are aged 34 years and above 5. They have more than 5 years teaching experience in the higher academic institutions.

4.3.1.2 FINDINGS In order to obtain a sense of the variations in respondents’ positions, their responses have been generally classified below:

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TEACHING METHODS Sample questions asked during the interview

1

How many universities do you teach?

2

How many courses a week and for how long

3

How many students per class

4

How many semesters per year

5

How frequently do you make changes to your lectures? How much time does it take?

Several lecturers reported that they were attached to more than one university faculty. Two taught at three universities simultaneous, three had two universities in their docket, while two taught at only one university. One lecturer taught in classes with an average of 20 students. Two lectures had class size of 2530 students and the remaining had 30 - 40 students per class. All the lecturers taught between three- four different courses per semester in different institutions. Based on their answers, four lecturers change their course plan each year, and the rest after two years. The lecturers were unable to pinpoint the exact duration as the process is gradual. CULTURAL DIVERSITY OR DIFFERENCE Sample questions asked during the interview 1

Do you ever feel any gap, reserve and cultural influences in sense of negativity in students you meet from third world?

2

How would you rate your experience when conducting your class but working with students from all over the world

3

Why do you think virtual education does not seem to be effective in developing countries as compared to western world?

4

What is the general impact and differences in your mind with your experience about students from developed nations and developing nations.

All the lecturers affirmed that they face feelings of reserve and cultural influence in every new class they encounter. The lecturer from Kenyatta University said that the problem is prevalent partly because currently, the country receives students from several other African countries, some which use instructional languages other than English. This was identified as adversely hindering the formation of harmonious learning environments. Lecturers from Africa Nazarene University said that the main disparity among regions lay in, different regions having different intensities of technology use; resulting in variability of exposure among students. They noted that they receive a combination of students without any computer knowledge and those who even have access to PCs at home. In this regard, they expressed that their lessons needed to be appropriately adjusted to incorporate all their students’ learning needs; particularly when inexperienced students held the majority. The lecturers also stated that though lack of exposure is considered an initial setback, it is only short-lived, as these students tend to be commitment to asserting more effort to their studies, eventually catching up; consequently, bridging the learning ‘gap’ that existed. No major cultural influences were experienced as most of the

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students come from similar yet different backgrounds, this was in respect of African cultural background. TECHNOLOGY AND FAMILIARITY WITH TECHNOLOGY Sample questions asked during the interview 1

Can you identify some of the problems faced with Traditional class based, courses online based courses

2

What online tools do you use/used in teaching?

3

Student presentations can be pre-recorded or given in real time. Which one do you consider to be the better option?

4

Have you ever taken (as a student) any online course?

5

Have you taught any online course before? If yes, how was the experience?

6

Can you compare the online course and traditional class based one.

Apart from the content management program available we identified no official online tools used within the teaching practice. The lecturers use black/white board for lecture presentations, occasionally supplemented by printed hand-outs. Key points in the lectures are dictated and in most cases dictation as a source of literature notes for the students. Three lecturers mentioned that on occasion they conducted lectures using power point presentations. Out of the seven lecturers interviewed, two have neither attended an online course nor taught one. The rest reported that they have participated in an online course both as students as well as trainers. Only two lecturers said they have experience with virtual education via simulations, namely the Cisco labs. Of the five lecturers who have participated in online courses, several reactions emerged regarding online tools used. Addressed from a student’s perspective, three lecturers believed that undertaking an online course is a challenging affair. They said it requires strong commitment and efficient time management, in order to follow and complete. However, they regarded the courses themselves as interesting, and engaging. Respondents reported that they were able to acquire more knowledge concerning the studied program in a shorter time, using this learning methodology. Additionally, the same lecturers reported high retention as a byproduct of the approach. When asked to make a comparison between traditional classes and online media approaches, the five lecturers noted that there was a lower demand on students in a traditional setting. Instead, additional value rested solely on the level of engagement in the teaching methodology and the educator’s pedagogical skill proficiency. Conversely, two lecturers believed that both traditional and online courses have the same expectations of the student. In response to teaching strategy queries, all respondents agreed that preparation, execution and completion of both types of classes vary. They said that due to the nature of the online courses, a teacher would need to be more alert, than in traditional classrooms, in order to effect the same or more impact on the students. . LIMITATIONS OF TECHNOLOGY Sample questions asked during the interview 1

Communication can be synchronous over IM, VoIP and conference call technologies or asynchronous over forums or blogs. How do you feel about these two types of communications?

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2

How comfortable are you with the idea of learning to use new tools and using them to deliver lectures online?

3

What would you say are the greatest challenges facing technology within education in Kenyan institutions?

4

Do you think face-to-face/real time interaction is a must to retain integrity of the course?

Access to updated technology, electricity, reliable internet connection, are some of the limitations that respondents noted are faced in Kenyan institutions today. All the lecturers interviewed attested to this position. Other factors mentioned include the use of technology within the classrooms; policies in place within the Kenyan educational system as well as within the individual institutions; and limitations applied toward the novel uses of technology. They noted that when more conservative approaches dictate that technology applications adhere to certain strict ‘standards’, rogue methods – social media – are normally used without seeking approval. Having no standardised socio-economic development patterns throughout the country has been identified as a hindrance to technology and its utility. The increasing gap between urban and rural centres, continues to reflect negatively on students. It dictates the amount of exposure to technology and other resources that they would ordinarily receive. Respondents considered cultural gap issues, potential limitations of technology. The absence of face-to-face, real time interaction in some applications of online social media, hinder lecturers from fully embracing the adoption of new technology. Although four out seven lecturers were willing to integrate their classes with technology. Though they were prepared to execute the majority of their training activities via technology; they demonstrated major concern regarding technology’s incapacity to provide the personalised experience granted when dealing with students in person. ASSESSMENT Sample questions asked during the interview 1

Do you think a home exam can replace the exam you give now?

2

Do you think there could be new types of assessment activities replacing the existing ones?

3

Do you think it is important to assess student participation?

4

If students had one presentation per week, Do you think they will have a hard time putting together self explanatory presentations?

5

How often are you approached by students after class hours with questions? (This doesn’t include the conversations right after class or during recess.)

Assessment is an important aspect of education as it progressively measures levels of content mastery. Although Kenyan institutions do not consider participation as an essential metric in performance assessment, the lecturers interviewed regarded it as equally important, to other assessment elements. A point to not that participation is not clearly assessed in the Kenyan institutions.

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All the lecturers were eager to adopt supplementary methods of assessments. They observed that the current assessment tools are too tasking for students; encumbering variety, flexibility and retention. Students were said to have developed an exclusively exam-oriented attitude rather than a knowledge-oriented one. With regards to the provision of extra learning support, five lecturers stated that they are approached by students daily, even during non-office hours; while the remaining two confessed to holding hectic working schedules that hindered them from personal meetings. They instead depended heavily on emails to answer student questions.

FUTURE EXPECTATIONS Sample questions asked during the interview 1

If it’s possible to reduce the work load using online tools, would you consider supporting a larger audience?

2

How do you feel about the additional task of moderating these discussions online?

3

If the class size is doubles, will you be able to cope with the load? How big can a class be?

4

How do you feel about teaching the module online? (Do you consider it exciting/ interesting to try/ very hard to accomplish/ not worth the trouble…)

5

What are the core values/key features of the existing mode that must not be compromised in the digital mode?

6

Is it true that the theoretical lectures taught in traditional classroom styles are pretty much stable and needs little or no change?

Two lecturers believed that several education governing boards are reluctant to quickly adopt technology. As such, their policies are very restrictive in this regard; implementing new technology without appropriate approval is often forbidden. Three lecturers believed that the reluctance toward the aggressive integration of new technology in education lies in low demand on implementation despite the pressing need for change. Currently, developing countries are still attempting to decrease the digital divide, with efforts to catch up with developed countries. However, despite their good intentions, few aggressive efforts have been developed to achieve this objective. For instance, in order to enjoy the benefits of virtual education, countries need to be fully computer literate; an effort that currently holds a low priority position in policy. Two lecturers believed that other factors such as implementing costs, infrastructure, knowledge, qualified staff, and support structures needed to be tackled before the realization of true virtual education. Most would like to see a reduction in the work load. They noted that contrary to their preference, their lectures were dominated by note-giving sessions rather than active discussion. This can be solved by changing the policies to incorporate social media and also simple changes that can be monitored by the lecturers themselves. This gives the lecturers more administrative control over their classes. All respondents expressed their preference to learning forums outside the confines of the classroom. They said they would like to assist students outside working hours, as such a service could be provided without affecting their already busy schedules. They expressed that limited class participation is both a result of limited activities and of limited platforms to contribute.

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Respondents cited that possible future education expectations would introduce greater challenges to students requiring a lot more input from them.

4.3.2 NON TEACHING STAFF 4.3.2.1 BACKGROUND INFORMATION Identified commonalities of those interviewed are: 1. They have over 3 years working experience at their current jobs. 2. They interact with students daily. 3. They are comfortable with social media and use it often. 4. Due to the current security policies, they preferred to remain anonymous. 4.3.2.2 FINDINGS In order to obtain a sense of the variations in respondents’ positions, their responses have been generally classified below: CURRENT SYSTEM – TECHNOLOGY STANDARDS Sample questions asked during the interview

1

What features does the system have

2

What are the tools you use to perform the administrative functions of the system?

3

Is the system and equipment good enough to support multimedia and social media applications?

4

How long have you been working in the department

5

What back up measures are taken for the current system

The participants noted that in general, Kenyan higher learning institutions are now more inclined towards adopting new technology, in order to secure further competitive advantage. They are starting to use computer-aided processes to facilitate activities previously handled manually; for example, pre-registration, registration and grading updates. We observed that all three universities have the appropriate infrastructure to effectively implement social media applications. The availability of networks, equipment and personnel, would collectively be able to support basic incorporation of social media technology. Although to be able to fully experience the benefits of social media, it would be preferable to invest in a more stable high speed Internet connection. Owing to security restrictions, the staff members could not disclose the technical specifications of lab equipment and backup procedures, used in the universities in focus. However, the researchers were assured that the three universities have systems in place capable of handling student populations.

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POLICIES Sample questions asked during the interview

1

What are the policies on social Media within the university

2

What are the current policies in place on upgrading of systems and using technology in the class curriculum?

3

What are the future plans or objectives for the department in terms of the system(s)

Respondents stated that due to the increasing demand for additional use of technology, within educational institutions, their computer departments are currently reviewing existing polices to incorporate novel uses of social media for academic purposes. Currently, there are various policies that restrict access to certain websites on school premises. Key targets of these restrictions include websites that support social media interaction, despite the fact that they have genuine academic potential. Two of the participants noted that with proper orientation and training of users the implementation of social media would be ideal. They suggested controlled access to social media networks as a means of ensuring proper use of these applications. Respondents foresaw that once current institution policy adopts leniency toward the use social media, there would be an increased flow of free expression; online blogs, sharing facilities, discussion forums would emerge. It would promote participation in virtual educational challenges were students would be motivated to engage in more out-of-class learning activities. Respondents cited the following reasons as justification for the necessity of limited access in institutional networks. Their views are depicted in Figure 1.2; they include, the complexity of the adaptability process, and the potential security exposure risks that social media introduces to intranets. They saw social media as a channel through which network vulnerability is created i.e. through hacking and virus attacks. Consequently, in their view, by limiting access, malicious threats are greatly reduced or altogether avoided. PROBLEMS: DEMANDS OF CHANGE- COST, TIME, EQUIPMENT, TRAINING Sample questions asked during the interview

1

What are the current problems with the existing systems: computer based, Environmental based, User based

Respondents observed that any change in structure incurs costs. They noted however that the concept of cost was not limited to being financial; they could be investments in personal effort, time, and other material resources as well. Survey participants were of the opinion that their institutions needed to be capable of upgrading their networks in order to efficiently handle the exponential increase in student enrolment as well as maintain concurrency with high-speed technological evolution. However, they highlighted that upgrading old equipment would also mean that the institution would incur extra costs.

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There were low technician to student ratios noted in all institutions. On average, institution payrolls support a single technician for every 500 students. As such, it was observed that the unrealistically large workloads demand that quality technical services cannot be guaranteed. It was noted that in addition to their student-support duties, technicians were also expected to cater for all other institutional personnel. The methods used for interaction that were noted include face-to-face interaction and telephony; both of which keep technical department quite busy. It was observed that support could be improved through the introduction of a Frequently Asked Questions (FAQ) page and the introduction of an IT department’s website that offers query logs and other real-time services that would allow technicians to prioritize support and maintenance tasks more efficiently. Another solution proposed by respondents suggested providing students and staff with comprehensive orientation programs of systems and equipment, so that they are able to troubleshoot basic problems without causing any damage or loss. It was noted that one major benefit of the adoption of social media applications was their cost. Presently, several are free, stable and can be easily accessed via both computer and mobile phone devices (with Internet connections). The equipment and applications needed to access these tools are easy to handle. Technical specifications needed to have the media running properly do not vary widely from standard applications. When this survey was conducted there were efforts in all three institutions lobbing for the use of social media within the institutions.

4.3.3 STUDENTS The student’s survey questions and results were grouped into the following categories: GENERAL INFORMATION

Sample questions asked in the Survey 1

What is your age?

2

Which is your university?

3

How much time do you take to travel to the school?

4

Do you study elsewhere?

5

Do you do work full/part time?

Our participant respondent age group ranged between 20 and 50 years, with a reported mean age of 27 years. 20 % of the student respondents reported studying two programs at another Institution. 39% of all our student respondents hold part-time jobs during their studies. We noted that the time taken to commute to the universities varied. 80% of our respondents recorded travel times of between 1 to 2 hours and 5 % said they take more than 2 hours. The remaining 15% are housed on campus grounds or live close by, thus they either take less than 20minutes or do not travel at all.

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TECHNOLOGY – ACCESS AND UTILISATION

Sample questions asked in the Survey 1

Do you have access to a computer outside school?

2

Do you have access to internet outside school?

3

How would you rate the usability of the student portal?

4

How long do you use your phone to read documents

5

Do you use your phone to access the internet?

7

Would you like to download lectures into your mobile phone?

Most of the students we approached have access to a computer; personal machines took a huge percentage of the results while the remaining percentile reported having access through their places of work and through relatives.

Chart 4.9: Computer access for students

Internet access obtained outside the confines of the school is done through personal connections, and Internet cafes. Personal connections recorded speeds in the range from 500kbs to 700kbs on an average cost of between 1 Kenya Shillings per minute to 5,000 Kenya Shillings. The use of Internet via mobile phone is quite high. 94 % of respondents affirmed that they used their phones for Internet while 6 % said they do not. Of those who responded positively, 57% use mobile phone Internet frequently in a day, 16% use it once a day, and 10 % use it once a month.

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Chart 4.10: Internet access via mobile phone. Based on the chat above, 49% of the total number of student respondents use their phones to access the internet many times in a day. Conversely, 17 % use phones once a day to access the internet; 10% accesses the internet once a week via their phone and 24 %; while the rest use them occasionally.

Chart 4.11: Student portal rating

For the learning management system – student portal available the students found the use to be easy with 56% agreeing, 11% found it extremely easy, 22% found it to be average and 10% found it to be difficult. Nobody thought the portal was too difficult to work with.

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LECTURES - ACTIVITIES AND STRUCTURE

Sample questions asked in the Survey 1

How often do you participate in class discussions?

2

What online tools do you use for group work?

3

How do you work on group assignments now?

4

Do you think it would be possible to work on group assignments without ever meeting face to face?

5

You probably already use email, IM, Skype Google docs etc for collaborative work. Name some other tools that you would have to /like to use if you had to finish all the group assignments without being able to meet face to face.

The general reception of structure change was welcomed by most of the questioned participants. When asked about their preference of class type over 79 % showed interest in online based education but 59 % of the students wanted to have some aspect of traditional based class still used.

Chart 4.12: Student class preference 28% of the Students also showed their preference to use multimedia lectures with mixing up of other options in it as audio, video and power point slides. All students’ preferences are given below in chart.

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Chart 4.13 Preference of Media use in class SOCIAL MEDIA – ACCESS AND USE

Sample questions asked in the Survey 1

Do you participate in online forums

2

Have you ever taken an online course?

3

Have you ever participated in a virtual community activity?

The participants use social media, but for the study purposes information on the use of certain social media types was required. 56% of the students had written a blog before, 22% had participated in a virtual community, 72% in an online forum, 33% had take a course online and 74% use their phones to access social media. The survey participants reported that they use social media, and 74% of the total student participants access social media via their phones. The following describes the use of various social media applications accessed via phone or via the computer: 56% of the students had written a blog before, 22% had participated in a virtual community,72% in an online forum, and 33% had taken a course online.

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Graph 4.1: Results of Social Media Use by students

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5 DISCUSSIONS 5.1 DATA SUMMARY The following is a summary of the findings focusing on the developing countries obtained in our data analysis represented in chapter four: 1. Different types of social media are in use for educational purposes. This translates to the use of additional resources and more time spent to achieve education objectives. 2. There is a need to train users and education givers who are unfamiliar to this approach, in order to ensure consistency within the entire educational structure. 3. Lack of higher capacity internet connections, limit the type of social media that can be introduced or sustained in specific locations. 4. Commuting time is being a barrier for students to engage in an effective learning process in developing courtiers in contrast to developed one. 5. Most of the Kenyan lectures stressed the need of education system policies to be changed to effectively cater for new concepts that require licensing and recognition. 6. Students often bear the brunt of their own expenses by working part or full time, and a number of students supported themselves through student loans, it was noted however that students’ loans are limited in third world countries. 7. Students from developing countries have a technological gap to fill 8. There is a general lack of learning materials such as text books. Were students have limited access to relevant material either due to scarcity or expense. School libraries are often not very well stocked or up-to-date. They use old editions whose content is often obsolete and unsuitable for modern research. 9. Nontechnical students require guided exposure to technology to accustom them to the new trends that would in turn enable them to fully benefit from online education strategies. The same applies to the older student generation. 10. Technology glitches such as no internet connectivity and random equipment failure are experienced all over the world. This phenomenon continues to baffle scientists and technology consumers to date. 11. Technology is yet to embody the mastery of human expressions and the conveyance of key aspects of body language. So far it has proved to be a limitation in that communication through eye contact, non verbal clues and gestures can be missed or misinterpreted is often amiss in cyber interactions. 12. Most students expressed the desire to continue to experience education in both traditional and modern (online, virtual, blended) ways. This has also been expressed by the lecturers who state that different fields have different requirements thus we should not be ready to forgo traditional face to face methods just yet.

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5.2 MODEL PROPOSALS After evaluating the data presented, there were various social media technologies that we identified as being potentially helpful in the improvement of education in developing countries (Kenya). • Virtual Simulation environment - Setting up environments for practice, simulated activities such as programming environments, marketing environments, medical environments, courtroom environments etc •

Mobile based technology – developing a site in which the lecturer can upload and store files where students with correct access rights can retrieve via mobile phones. These files can be video, audio or text.



Blog and forum Based Model – Incorporating blog or forum based technology into the class setup as an additional method of interaction and assessment.



Collaboration / virtual exchange Model – Exchange programs have been in effect for many years thus this option enables the students from financially challenged backgrounds to experience education outside their country’s boundaries without actually leaving. This method enables students to learn via social media technology as well as make new friends and helps improve the standards of education. ( FAQ pages, discussions and also online assignments and projects, Live discussions and presentations)



Shared resources Model – They are open source materials that discuss topics that are being taught currently. But utilising these materials, cutbacks are made with respect to time resources, physical resources and they makes the class interesting as the students are ideally more prepared. ( use of online videos-YouTube, mp3 for broadcasting and chat facilities, twitter )



Dual mode of delivery – Developing an educational structure that has a course combining blended learning (on-campus) and distance learning (off campus) channels of instruction simultaneously.

5.3 MODEL DESCRIPTION Of the Six models proposed earlier, only three will be described in detail, in the ensuing sections. The models have been selected based on (1) The available technology within Kenya to support the proposed models, (2) The implementation costs; part of the objectives was to propose cost effective models, the selected models have minimal initial and recurring costs (3) Feasibility of integration; the models not selected are yet to be supported by tests over the networks. For the selected models, we will detail how they would serve to improve education and meet other quality requirements such as value, cost effectiveness, security and experience.

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5.3.1 VIRTUAL SIMULATION ENVIROMENT MODEL This model is suited for all educational structures (traditional, online, blended and virtual). A basic structure of a course involves the class sessions, assignments and exams.

New Course outlook Classes

Course outlook Classes

Assignments

Assignments

Exams

Exams

Simulation

Diagram 5.1: Virtual simulation model HOW IT WOULD WORK Simulation environments can be established through various ways 1. Use of already existing environment 2. Designing an environment In the case of developing countries, designing an environment would prove too costly to realistically achieve; where the adequate human resource for such an undertaking may not be readily available. We propose instead the use of already existing environments, such as Second Life’s virtual environment, as a more appropriate alternative. The Second Life environments can be personalised to meet the creator’s needs and requirements. Consequently, the tool permits the complex development of course-focused challenges and projects within mere weeks. For example: In a law course, mock cases could be set up in a virtual environment and the students could then log in as different participants i.e. the judge, the plaintiffs, and lawyers. This approach is designed to give each actor, an opportunity to experience the whole process from the different perspectives. BENEFITS By including simulation in the course as both a method of assessment and also as an experience provider, the following benefits are foreseen: • Reduced work load on assignments and exams for both the lecturer and students. •

Real world simulated exposure which aims at giving the student additional knowledge and experience that text and classroom environment cannot provide. It would boost self confidence in the field of study and personal realisation.

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This can be used as a new assessment method to determine the students’ level of understanding and to determine the type of adjustment needed to ensure set academic goals are met.



The virtual world is the next frontier. It will provide educational exposure that would open up opportunities for students, not only in their field, but also in the emerging virtual communities and in other related fields (for example in business).



Social Media technology demands that specific standards be met; likewise, the existing technology in the market can be utilised to develop and implement it.

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5.3.2 MOBILE TECHNOLOGY BASED MODEL In Kenya and most developing countries the mobile network is more established than the internet network. Mobile service costs have drastically reduced. Accordingly, owning a mobile phone is comparable to other basic needs in working class circles. Over the years telecommunication companies dedicated to the provision of mobile services, have steadily upgraded their infrastructure. Moreover, stiff competition in the sector has led Kenyan mobile networks and service providers to consistently device attractive packages for market. Some include the provision internet via mobile handset devices, cheaper rates, stronger signals and wider coverage making the service easier to access. Other factors that make the mobile phone a better option in comparison to a computer within developing countries are (1) environmental issues such as electricity; computers need more power and consequently, power backups, unlike a mobile phone which when running on a good battery, can sustain 5-6 hours of talk time. (2) Cost; the cost of buying and maintaining a mobile phone is less than that of a computer. Currently, a good computer costs from 1540 Swedish Kr and above, whereas getting a java enabled phone would cost from 580 Swedish Kr. (3) Portability; although new computer models are much smaller it is remains a hustle to carry a laptop around. It is the same even for mini sized net-books as factors like security, weight, and convenience of use do not necessary play in their favour. Based on this, a mobile phone appears more suitable; it is small, portable, and concealable.

(Wireless Application Protocal ) WAP Website

File retrival

STUDENT

File request Communication

Feedback Uploads

LECTURER

Diagram 5.2: Mobile technology model

HOW IT WOULD WORK In this model, the lecturer would upload course materials onto a WAP enabled website and then inform the students that this process has been done. Students then use SMS codes to access this material through already existing password protected profiles which are made by the institution or administrator of the website. The materials can be in the form of video recordings of lessons, audio recordings of the lessons, compiled notes and text, articles or reading materials that will be used in class.

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This model is suited for a distance learning setups and may also supplement traditional classroom environments to create a blended approach. BENEFITS Mobile phones are easier to use and readily acceptable in Kenya when compared to computers. Minimal orientation training would be required; probably being restricted to procedures of how to access the files on the websites and for new lecturers on how to use the site for uploads and communication with the students. The model considers that the setting up and maintenance of the website may incur a small cost, although webhosting and administration has been simplified with a very wide variety of software tools easily available. Using already existing technology, coupled with a small wellqualified technical support team, several courses could be run. The model gives leeway to lecturers to be resourceful when material for certain courses is not available or is too expensive to access. This model is time saving as web access can be done anywhere with mobile network coverage and at any time. This enables the student to adopt flexible study hours, read at their convenience. For instance, in the commuter traffic jams, while on vacation, when in remote areas etc.

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5.3.3 BLOG AND FORUM BASED MODEL Although most of the institutions have a learning management system (LMS), its functions are limited and not robust; the available features are student grades, course registrations and email facilities. While an upgrade of the LMS is being debated there is a simple and cheaper way to provide synchronous communication within class settings. We propose that the use of blogs and forum pages would stimulate discussions as well as create a platforms for both feedback to the lecturer, concerning course direction, and also creativity and exploration for the students.

Communication with teacher

BLOG / FORUM

Input and responses

STUDENT

Feedback

Discussion topics Uploads and monitoring

LECTURER

Other Communication Methods : emails

Diagram 5.3: Blog and forum model HOW IT WOULD WORK The blog would be handled like a notice-board. Any course information, for instance, course literature to be studied for the next class, time changes, test dates, assignment descriptions and clarifications, naming and presenting expected guest lecturers would be conveyed there. The blog would be used as a platform for course discussions concerning problem areas and other related topics. We project that on average, two to three new weekly course topics would be suggested by the students, where one would be selected by the lecturer who would then proceed to open a discussion to address it. Grades could be awarded based on the level of student contribution, for instance when suggestions made in discussions or when ones suggested topic is selected. The blog could have a peer to peer review section as well, where students would be able to grade each other or selected articles and also make comments. BENEFITS If fully implemented, we propose that there would be an increase in class participation because discussions would ideally be steered by students themselves. Moreover, the reward system is likely to introduce friendly competition in discussions. The model reduces the need for extensive assessment of student progress in order to determine if they have adequately grasped the course material related to current class discussions or topics.

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Its structure encourages more research as students would be prompted to back their ideas with relevant literature, when their peers are part of the forum review. This form of peer-review benefits both students and the institution, as it is directed toward the production of more competent graduates.

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6 CONCLUSIONS 6.1 CONCLUSION OF THE DISCUSSIONS Education and approaches to learning has evolved since the establishments of schools about 5000 years ago. (Säljö, 2010) Although motivation plays a key role in the way people learn, content and implementation practices are also factors that need consideration. The use of technology should not be seen as a short-cut or guarantee for better results but as a motivator that encourages students to put in more effort, to achieve better results. The main objective of this report was to establish how technology, mainly social media can be used to improve education. It was carried out in three steps (1) Through conducting research in Kenya, which resulted in the identification of the major problems affecting the academic community in the region; time, resources, technology, old methods of instructing, environmental factors such as electricity, and traffic jam. (2) Through conducting research in developed countries to determine the existing uses of social media within the educational system. (3) By combining steps one and two with text book knowledge to develop suitable academic models that relied on social media. As a result, three models were proposed and all these models were factored in the issues related to value, cost of implementation and use and experience quality; thus in theoretically solving the problems identified, to chart ways to improve education.

6.2 RECOMMENDATIONS AND FUTURE WORK Although the proposed models demonstrate great potential, their optimal impact can only be truly realised upon implementation, and before this there is still a lot of work to be done. Thus the reason for the following recommendations: 1. A team of education experts should be set up to oversee the incorporation of virtual technology into the Kenyan education system. 2. Policies in school should be reviewed to incorporate social media and resources into the curriculum. 3. Platforms that promote collaborations between institutions should be created. When institutions view each other as rivals rather than partners easy and effectively joint efforts are restricted. 4. Implementation and upgrade of already existing course management systems to include more vibrant and useful functions that will enhance and enrich education. 5. Encourage and promote the use of technology within education and academic institutions. 6. As a developing nation, there is a need to look at other countries and industries for inspiration; then direct this new information into updating school research and

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curriculum. The currency of knowledge not only keeps students up-to-date but also provides them with adequate preparation for a more challenging global village. 7. With a global call for technology transfer to developing countries, it is still important to stress that there is the same or even bigger need to have knowledge transfer. Transfer of knowledge about social media in education can be a good example of this global call.

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7 REFERENCES Anderson, J.C., Narus, J.A., (1999) Business market management, Understanding, creating and delivering value, New Jersey, Prentice Hal Bourne, Francis S., [1959]. The Adoption Process, The Adoption of New Products, Foundation for Research on Human Behavior Denscombe, M., (2007) The Good Research Guide: for small-scale social research (third edition). Maidenhead: Open University Press (First edition 1998, Second edition 2003)

Farrant, J. S., (2004). Principles and Practice of Education. Longman. Edinburgh Foddy, W., (1994). Constructing Questions for Interviews and Questionnaire.Cambridge: Cambridge University Press. (Cited in Saunders et al., 2007). Fredericksen, E., Pickett, A., Pelz, W., Swan, K., Shea, P., (2000) Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the SUNY Learning Network, Online Education: Learning Effectiveness and Faculty Satisfaction, Needham, MA: SCOLE (ISBN 096777741-0-1) [also published in the Journal of Asynchronous Learning Networks: 4(3)]. Fredericksen, E., Pickett, A, Pelz, W., Swan, K. & Shea, P. (2000) Student satisfaction and perceived learning with online courses: principles and examples from the SUNY Learning Network. Online Education: Learning Effectiveness and Faculty Satisfaction. Nashville, TN: Vanderbilt University, Center for Asynchronous Learning Networks, 7-36. (I). Fredericksen, E., Pickett, A, Pelz, W., Swan, K. & Shea, P. (2000). Factors influencing faculty satisfaction with asynchronous teaching and learning in the SUNY Learning Network. Online Education: Learning Effectiveness and Faculty Satisfaction. Nashville, TN: Vanderbilt University, Center for Asynchronous Learning Networks, 239-270. (I). Hair, J.F., Money, A.H., Samuel, P., & Page, M., (2007). Research Methods for Business. Chichester: John Wiley & Sons Ltd. Hrastinski,S., Keller, C., & Carlsson, S. A. (2010). Design exemplars for synchronous elearning: A design theory approach. Computers & Education 55(2), 652-662. Kaplan, A. M., Haenlein, M., (2010). Users of the world, unite! The challenges and opportunities of Social Media. Business Horizons 53 (1): 59–68. Kerre, B.W., Kwende, T.G., (1995). Towards a managerial view of technical and Vocational education in Africa Dakar, Senegal: UNEVOC (UNESCO International Project on Mechanical and Vocational Education). Kothari, C.R., (2010) Research Methodology: Methods and Techniques. Princeton University Press. Markus, M. L., (1994). Finding a happy medium: explaining the negative effects of Electronic Communication on Social Life at Work. ACM Transactions on Information Systems, 12(2), 119149. Miles, M.B., & Huberman, M.A., (1994). Qualitative Data Analysis. London: Sage Publication Inc. Naidu,S., 2003. Trends in Faculty use and perception of e-learning, Volume 2, Issue 3, pp.3 Ngaroga, J. M.,(2006). Education for Primary Teacher Education. East African Education Publishers Ltd. Nairobi Patel, R., & Davidson, B., (1994). The basics of research methodology: To plan, perform and report an inquiry.

Säljö, R., (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26:53- 64 Saunders, M., Lewis, P., & Thornhill A., (2007). Research Methods for Business Students. Harlow, England: Pearson Education. Sifuna, D. N., (1990). Development of education in Africa: the Kenyan experience. Nairobi: Initiatives Ltd. U.S. Department of Education, (2009).Office of Planning, Evaluation, and Policy Development. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Washington, D.C. ONLINE MATERIAL Aaron, S., 2011 Yes, The Khan Academy is the future of education, [Video],13 February 2011, Available at: < http://singularityhub.com/2011/02/13/yes-the-khan-academy-is-the-future-ofeducation-video/>[Accessed 15 February 2011] Bradley, P., 2010 A new definition of Social media.[Blog]13 April, Available at: [Accessed 10 February 2011] BusinessDictionary.com. (2011) Value, WebFinance, Inc. [Online] Available at: < http://www.businessdictionary.com/definition/value.html > [Accessed on 12 February 2011]. Carter, B., (2011), Lectures, [Online] Available at: < http://bcmini.squarespace.com/>[Accessed 15 March 2011] Caraher, K., & Braselman, M., (2010). The 2010 21st-Century Campus Report: Campus 2.0. 2010 CDW Government LLC. Retrieved 26 July 2010 from http://webobjects.cdw.com/webobjects/media/pdf/newsroom/CDWG-21st- Century-CampusReport-0710.pdf. Gould, D., 2010 The Khan Academy: Online video education for everyone, . [Online] 18 January 2010, Available at: [Accessed 15 February 2011] Hansen, K., The Value of a College Education, [Online] Available at: < http://www.quintcareers.com/college_education_value.html >[Accessed 16 March 2011] Kenya National Bureau of Statistics, (2011) Kenyan population statistics, [online] Available at: < http://www.knbs.or.ke > [Accessed on 22 March 2011]. Juma, V., 2011.Varsities brace for a student tsunami. Daily Nation, [online] (Posted 00:00 on 14 February 2011) Available at: [Accessed on 21 March 2011]. Muchiri, K., 2011. Varsities brace for a student tsunami. Daily Nation, [online] (Posted 22:00 on 18 March 2011) Available at: [Accessed on 22 March 2011]. Musil, S., Online Video Viewing Jumps 34 percent, CNET News, 5 January 2009, http://news.cnet.com/8301-1023_3-10132086-93.html; http://www.comscore.com/press/release.asp?press=2660

PalmBreezeCAFE, 2008. Blogs in Education, Interview with Kim Cavanaugh,.[Video online] (Uploaded by PalmBreezeCAFE on 20 January 2008)Available at: < http://www.youtube.com/watch?v=i7XiCg_wpzE>[Accessed 14 February 2011] Perraton, H., Creed,C (2000) Applying new technologies and cost-effective delivery systems in basic education [Online] International Research Foundation for Open Learning Available at: < http://www.unesco.org/education/wef/en-docs/findings/technofinal.pdf > [Accessed on 12 March 2011]. Siringi, S., 2,500 to be sacked in Kenyan ministry employment scandal. The Citizen, [online] (Posted on 20 December 2010 21:39) ,Available at: http://www.thecitizen.co.tz/business/14international-business/6496-2500-to-be-sacked-in-kenyan-ministry-employment-scandal.html Suraj, R.,2010 Types of social media sites.[Blog] 24 September 2010, Available at: < http://machoarts.com/types-of-social-media-sites>[Accessed 10 February 2011]

Susan D.L: Tips and Tools for Fostering a Creative e-Learning Class, 10 Sep 2009, Available at: < http://www.elearnmag.org/subpage.cfm?article=581§ion=best_practices>[Accessed 24 March 2011] O’Reilly, T., What is web 2.0. [Posted 30-09-2005]Available at: < http://oreilly.com/pub/a/web2/archive/what-is-web-20.html?page=1> [Accessed 21 February 2011] The BBC., 2007. Kenyan tutor on 'sex for grades. BBC, [online] (Posted 14:53 GMT 15:53 UK on 2 May 2007) Available at: [Accessed on 22 March 2011]. The World Bank Group, 2011. Data on Kenya, [Online] Available at: [Accessed on 22 March 2011]. Wezesha, (2011) Wezesha Computer Project, [Online] Available at: < http://www.wezesha.com > [Accessed on 1 February 2011]. Winter, N., (2010). Education of Kenya's children at risk from current political impasse and corruptionMediaGlobal [Online] (26 February 2010) Available at: < http://www.mediaglobal.org/article/2010-02-26/education-of-kenyas-children-at-risk-fromcurrent-political-impasse-and-corruption> [Accessed on 12 February 2011].

APPENDIX APPENDIX A: VISUALS FIGURES Figure 2.1: Comparison of web 1.0 and web 2.0. (Source: http://oreilly.com/web2/archive/whatis-web-20.html) Figure 2.2: Khan Academy (Source: http://www.thecitrusreport.com/wpcontent/uploads/2010/05/khan_academy1.jpg) Figure 2.3: Statistics on Wikipedia (Source: http://en.wikipedia.org/wiki/Wikipedia:Size_of_Wikipedia) Figure 2.4: Screen shots of applications used in Dr. Bryan carter’s Lectures (Source: Carter, 2011) Figure 2.5: Virtual environments (Source: http://www.cmduke.com/2011/01/08/vwer-future-ofeducation-in-virtual-worlds/ )& (Source: http://www.ugotrade.com//wordpress/wpcontent/uploads/2007/04/sliceteam3post.jpg) Figure 2.6: Survey results barrier in online education (Source: http://www.celt.mmu.ac.uk/ltia/issue6/naidu.shtml) Figure 2.7: Factors contributing to technology limitation (Source: http://www.celt.mmu.ac.uk/ltia/issue6/naidu.shtml) Figure 3.1: Forms of interviews (Saunders et al., 2007) Figure 3.2: Adoption process by Bourne, Francis (Bourne, 1959 cited in www.marketingteacher.com) Figure 3.3: Interview quality process (Foddy, 1994)

TABLES Table 2.1: Educational structure in Kenya Table 2.2: KCSE Grading System

Table 2.3 Applications and their internet speed requirement (Source: http://www.linktionary.com/b/bandwidth.html, http://wiki.secondlife.com/wiki/Lag, & https://support.skype.com/en/faq/FA1417/How-much-bandwidth-does-Skype-need ) DIAGRAMS Diagram 2.1: Factors affecting Education Diagram 2.2: Value creation chain Diagram 4.1: Data classification structure Diagram 5.1: Virtual simulation model

Diagram 5.2: Mobile technology model Diagram 5.3: Blog and forum model

CHARTS Chart 4.1: Work statistics. Chart 4.2: Course type results Chart 4.3: Mobile use by students Chart 4.4: Student Portal Usage rating Chart 4. 5: Group activity habits Chart 4. 6: Possibility of online group meetings Chart 4.7: Class participation Chart 4.8: Student’s email habits Chart 4.9: Computer access for students Chart 4.10: Internet access via mobile phone. Chart 4.11: Student portal rating Chart 4.12: Student class preference Chart 4.13 Preference of Media use in class GRAPHS Graph 4.1: Results of Social Media Use by students

APPENDIX B: INTERVIEWS AND QUESTIONNAIRES Interview Questions for Lecturers in the Developed countries: 1. Name 2. What are your academic qualifications 3. Which is your base University 4. How many universities do you teach 5. How many courses a week and for how long 6. How many students per class 7. How many semesters per year 8. Have you ever taken (as a student) any online course? 9. Have you taught any online course before? If yes, how was the experience? 10. Can you compare the online course and traditional class based one. 11. Can you identify some of the problems faced with a. Traditional class based courses b. online based courses 12. How do you feel about teaching a course online? (Do you consider it exciting/ interesting to try/ very hard to accomplish/ not worth the trouble…) 13. What online tools do you use/used in teaching? 14. Do you use social media? How often? 15. Are you comfortable using social media in a class room setting? 16. What are the core values/key features of the existing mode that must not be compromised in the digital mode? 17. How comfortable are you with the idea of learning to use new tools and using them to deliver lectures online? 18. Is it true that the theoretical lectures taught in traditional classroom styles are pretty much stable and needs little or no change? 19. How frequently do you make changes to your lectures? How much time does it take?

20. What do you think about each of the lecture tools mentioned below? (That is, which ones can actually work for you?) a. Text and graphics b. Text with audio c. Video recordings d. Multimedia lectures showing presentation slides, video and other materials e. Web conferencing f. Virtual environments 21. Which one of the above options is most suitable to your needs? 22. Do you think face-to-face/real time interaction is a must to retain integrity of the course? 23. Communication can be synchronous over IM, VoIP and conference call technologies or asynchronous over forums or blogs. How do you feel about these two types of communications? 24. How often are you approached by students after class hours with questions? (This doesn’t include the conversations right after class or during recess.) 25. How do you feel about the additional task of moderating these discussions online? 26. Do you think a home exam can replace the exam you give now? 27. Student presentations can be pre-recorded or given in real time. Which one do you consider to be the better option? 28. If students had one presentation per week. Do you think they will have a hard time putting together self explanatory presentations? 29. If the class size is doubles, will you be able to cope with the load? How big can a class be? 30. If it’s possible to reduce the work load using online tools, would you consider supporting a larger audience? 31. Do you think it is important to assess student participation? 32. Do you think there could be new types of assessment activities replacing the existing ones? 33. Will it be possible to have business project groups in which some of the members are assigned the task to meet with the company face to face and reports back to their group mates online? Would this be an efficient way to support the business project online?

Interview Questions for Lecturers in the Developed countries: 1. Name 2. What are your academic qualifications 3. Which is your base University 4. How many universities do you teach 5. How many courses a week and for how long 6. How many students per class 7. How many semesters per year 8. Have you ever taken (as a student) any online course? 9. Have you taught any online course before? If yes, how was the experience? 10. Can you compare the online course and traditional class based one. 11. Can you identify some of the problems faced with a. Traditional class based courses b. online based courses 12. How do you feel about teaching a course online? (Do you consider it exciting/ interesting to try/ very hard to accomplish/ not worth the trouble…) 13. What online tools do you use/used in teaching? 14. Do you use social media? How often? 15. Would you be comfortable using social media in a class room setting? 16. What are the core values/key features of the existing mode that must not be compromised in the digital mode? 17. How comfortable are you with the idea of learning to use new tools and using them to deliver lectures online? 18. Is it true that the theoretical lectures taught in traditional classroom styles are pretty much stable and needs little or no change? 19. How frequently do you make changes to your lectures? How much time does it take? 20. What do you think about each of the lecture tools mentioned below? (That is, which ones can actually work for you?) a. Text and graphics b. Text with audio c. Video recordings d. Multimedia lectures showing presentation slides, video and other materials

e. Web conferencing f. Virtual environments 21. Which one of the above options is most suitable to your needs? 22. Do you think face-to-face/real time interaction is a must to retain integrity of the course? 23. Communication can be synchronous over IM, VoIP and conference call technologies or asynchronous over forums or blogs. How do you feel about these two types of communications? 24. How often are you approached by students after class hours with questions? (This doesn’t include the conversations right after class or during recess.) 25. How do you feel about the additional task of moderating these discussions online? 26. Do you think a home exam can replace the exam you give now? 27. If student presentations would be pre-recorded or given in real time. Which one do you consider to be the better option? 28. If students had one presentation per week. Do you think they will have a hard time putting together self explanatory presentations? 29. If the class size is doubles, will you be able to cope with the load? How big can a class be? 30. If it’s possible to reduce the work load using online tools, would you consider supporting a larger audience? 31. Do you think it is important to assess student participation? 32. Do you think there could be new types of assessment activities replacing the existing ones? 33. Will it be possible to have business project groups in which some of the members are assigned the task to meet with the company face to face and reports back to their group mates online? Would this be an efficient way to support the business project online?

Interview questions for Technical Side (developing countries) 1. Name 2. What are your academic qualifications 3. How long have you been working in the department 4. What features does the system at the university have 5. What are the future plans or objectives for the department in terms of the system(s) 6. What are the tools you use to perform the administrative functions of the system? 7. What are the current problems with the existing systems? a. Computer based b. Environmental based c. User based 8. How many students can access the current system simultaneously 9. How long it took to train the users 10. What back up measures are taken for the current system 11. What do you think about the functions provided by learning management systems? 12. What sort of interactions do you have with students? 13. Are there too many questions? How many emails do you get every day? 14. What type of questions do you encounter the most? 15. Have you thought about using a FAQ page to answer questions? 16. Is a face-to-face interaction with students absolutely necessary for some of the tasks? Which ones? 17. Is it necessary to own a computer for a student for online/distance learning? 18. What would be the minimum or necessary specifications of computer and tools to own by student? 19. What should be the minimum speed of internet is required for students at home? 20. What are the policies on social Media within the university? 21. What are the current policies in place on upgrading of systems and using

technology in the class curriculum?

Interview questions for Students with both world’s experience 1. Name 2. What are your academic qualifications 3. Do you work part time while studying 4. How long did it take you to reach your school in both the developing and developed countries 5. How was the experience of the online course? 6. How was the experience of the virtual course? 7. Can you compare the online course and traditional class based course 8. Can you compare the online course and virtual course 9. Can you identify some of the problems faced with a. Traditional class based courses b. online based courses c. Virtual based courses 10. What online tools do you use/used in your program while learning in the developing country? 11. What online tools do you use/used in your program while learning in the developed country? 12. Do you use social media? How often? 13. Are you comfortable using social media in a class room setting? 14. Did you get training to use the technology within class in the developed country 15. What do you think about each of the lecture tools mentioned below? (That is, which ones can actually work for you?) a. Text and graphics b. Text with audio c. Video recordings d. Multimedia lectures showing presentation slides, video and other materials e. Web conferencing f. Virtual environments 16. Do you think face-to-face/real time interaction is a must to retain integrity of the course? 17. Do you think a home exam can replace the sit in exams?

18. Do you own a computer 19. Do you have access to internet outside the university 20. Do you use your Mobile phone to access the internet 21. How often do you access internet via Mobile phone 22. Do you use mobile technology in your education system in the developed country?

Questionnaires for Student from developed countries 1. Name 2. Age 3. Where do you study? 4. Do you study elsewhere? a. Yes .Where? b. No 5. What course do you study 6. What type of course is it a. Class based b. Online based (Distance / within a virtual environment ) c. both 7. How much time do you take to travel to the institution 8. Do you work? 9. If yes a. Do you study part time b. Do you work part time 10. How often do you participate in class discussions a. In almost every class b. Occasionally c. Hardly ever 11. Do you think it would be possible to work on group assignments without ever meeting face to face? a. Sure we already do a lot of it online b. Only if we have the proper tools to help us with it. c. It is absolutely impossible d. Other 12. You already use probably email, IM, Skype Google docs etc for collaborative work. Name some other tools that you would have to /like to use if you had to finish all the group assignments without being able to meet face to face. 13. Do you own a computer (not shared)? a. Yes. b. No 14. Do you do back up of your work a. Yes. How b. No 15. Do you have access to internet outside school?

16. What is the speed and cost the internet available outside school? 17. How comfortable are you with student portal? 18. Do you use your Mobile phone to access the internet 19. How often do you access internet via Mobile phone 20. Do you use your Mobile phone to read the following a. Articles b. EBooks c. Documents d. All the above e. None of the above 21. How long do you use your Mobile phone to read literature 22. Can you compare the use of a Mobile phone to a computer in relation to learning 23. If given a choice which would you pick to receive class information a. Mobile phone b. Computer c. Physical hand outs 24. Do you use your phone to access social media a. Yes. Name which ones b. No 25. Have you written a blog 26. Do you participate in online forums 27. Have you ever taken online course? 28. Have you ever taken virtual learning such as 2nd life? 29. If yes how was the experience? Please rate between 1-10(with 1 as the least and 10 the highest) 30. If you have option for home based learning (Distance) or typical school education what you prefer? 31. If it was up to you what would you rather do a. Attend traditional class based classes b. Attend online lectures at a fixed time and take part in real time discussions c. Attend online lectures at your own time and follow the discussion on forum and blogs d. It would be nice to be able to attend the lectures from home, but I would also like to attend traditional class based classes. e. Other

32. The list below includes a number of formats in which online lectures can be offered. Please select the options that will absolutely not work for you. a. Slides with text and graphics no audio b. Audio only c. Lecture slides with audio d. Video recordings of an actual lecture given in a class e. Multimedia lectures with multiple windows for lecture slides and video f. Lectures given in real time through web conferencing g. Virtual classrooms in a virtual world h. They could all work i. None of these. I like the idea of online classes but not in the ways you have described j. None of these. I don’t like the idea of attending classes online. 33. Rank the following according to preference a. Slides with text and graphics no audio b. Audio only c. Lecture slides with audio d. Video recordings of an actual lecture given in a class e. Multimedia lectures with multiple windows for lecture slides and video f. Web conferencing g. Virtual classrooms 34. Would you like to download lectures into your Mobile phone. a. It would be nice but not really necessary b. It would be really cool c. I don’t really care 35. How do you feel about asking questions / discussing things in class a. I can do it on the course blog/forum. I don’t mind the time delay in response. b. The responses in blogs/ forums aren’t quick enough. I would prefer to do it in real time. c. It is important that I am able to do this face to face; online tools are not enough d. That’s okay, I never have questions to ask e. Other (please comment) 36. How often do you email your teacher with questions about things taught in class? (This doesn’t include questions about assignment deadlines, grading policy and other administrative issues.) a. After every class b. Every week c. 3 - 4 times during the course d. Once or twice e. Never 37. In your opinion is face to face communication with teachers absolutely necessary on some occasions a. Yes b. No c. If yes when

38. What online tools do you use for group work a. Im(chat) b. Conference calls c. Google docs d. Web conferencing / online white boards e. Virtual worlds f. Other 39. How do you work on group assignments currently a. A series of face to face meetings and then sit down together to finish the work b. Discuss most things face to face but work on individual parts at home c. Meet face to face once or twice but do most of the things online. d. Do everything online. e. Other 40. Have you ever made presentations that do not need you to be there to explain it? (For example presentations with audio) a. Yes b. No

Questionnaires for Student from developing countries 1. Name 2. Age 3. Where do you study? 4. Do you study elsewhere? a. Yes .Where? b. No 5. What course do you study 6. How much time do you take to travel to the institution 7. Do you work? 8. If yes a. Do you study part time b. Do you work part time 9. How often do you participate in class discussions a. In almost every class b. Occasionally c. Hardly ever 10. Do you think it would be possible to work on group assignments without ever meeting face to face? a. Sure we already do a lot of it online b. Only if we have the proper tools to help us with it. c. It is absolutely impossible d. Other 11. You already use probably email, IM, Skype Google docs etc for collaborative work. Name some other tools that you would have to /like to use if you had to finish all the group assignments without being able to meet face to face. 12. Do you own a computer (not shared)? a. Yes. b. No 13. If no, do you have access to a computer? a. Cyber cafe b. At the Office c. A relative’s computer who lives with you 14. How long do you have access to a computer 15. Do you do back up of your work a. Yes. How b. No

16. Do you have access to internet outside school? 17. What is the speed and cost the internet available outside school? 18. How comfortable are you with student portal? 19. Do you use your Mobile phone to access the internet 20. How often do you access internet via Mobile phone 21. Do you use your Mobile phone to read the following a. Articles b. EBooks c. Documents d. All the above e. None of the above 22. How long do you use your Mobile phone to read literature 23. Can you compare the use of a Mobile phone to a computer in relation to learning 24. If given a choice which would you pick to receive class information a. Mobile phone b. Computer c. Physical hand outs 25. Have you written a blog 26. Do you participate in online forums 27. Have you ever taken online course? 28. Have you ever taken virtual learning such as 2nd life? 29. If yes how was the experience? Please rate between 1-10(with 1 as the least and 10 the highest) 30. If you have option for home based learning (Distance) or typical school education what you prefer? 31. If it was up to you what would you rather do a. Attend real classes in real time b. Attend online lectures at a fixed time and take part in real time discussions c. Attend online lectures at your own time and follow the discussion on forum and blogs d. It would be nice to be able to attend the lectures from home, but I would also like to e. Other

32. The list below includes a number of formats in which online lectures can be offered. Please select the options that will absolutely not work for you. a. Slides with text and graphics no audio b. Audio only c. Lecture slides with audio d. Video recordings of an actual lecture given in a class e. Multimedia lectures with multiple windows for lecture slides and video f. Lectures given in real time through web conferencing g. Virtual classrooms in a virtual world h. They could all work i. None of these. I like the idea of online classes but not in the ways you have described j. None of these. I don’t like the idea of attending classes online. 33. Rank the following according to preference a. Slides with text and graphics no audio b. Audio only c. Lecture slides with audio d. Video recordings of an actual lecture given in a class e. Multimedia lectures with multiple windows for lecture slides and video f. Web conferencing g. Virtual classrooms 34. Would you like to download lectures into your Mobile phone? a. It would be nice but not really necessary b. It would be really cool c. I don’t really care 35. How do you feel about asking questions / discussing things in class a. I can do it on the course blog/forum. I don’t mind the time delay in response. b. The responses in blogs/ forums aren’t quick enough. I would prefer to do it in real time. c. It is important that I am able to do this face to face; online tools are not enough d. That’s okay, I never have questions to ask e. Other (please comment) 36. How often do you email your teacher with questions about things taught in class? (This doesn’t include questions about assignment deadlines, grading policy and other administrative issues.) a. After every class b. Every week c. 3 - 4 times during the course d. Once or twice e. Never 37. In your opinion is face to face communication with teachers absolutely necessary on some occasions a. Yes b. No c. If yes when

38. What online tools do you use for group work a. Im(chat) b. Conference calls c. Google docs d. Web conferencing / online white boards e. Virtual worlds f. Other 39. How do you work on group assignments currently a. A series of face to face meetings and then sit down together to finish the work b. Discuss most things face to face but work on individual parts at home c. Meet face to face once or twice but do most of the things online. d. Do everything online. e. Other 40. Have you ever made presentations that do not need you to be there to explain it? (For example presentations with audio) a. Yes b. No

APPENDIX C: DOCUMENTS AND PERMITS

Research Authorizing Letter

Affliation Letter

Permit card

TRITA-CSC-E 2011:027 ISRN-KTH/CSC/E--11/027-SE ISSN-1653-5715

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