Browsing by Author "Kalusopa, T."
Now showing items 1-3 of 3
-
Kalusopa, T. (Emerald, NaN, 2005)[more][less]
Abstract: Purpose – This paper attempts to discuss some of the key challenges that Zambia faces in the application of information communication technologies (ICTs) for the small-scale farmers. Design/methodology/ approach, A survey of information needs of small-scale farmers in two selected provinces was carried out in order to establish and prioritize their information needs. Evaluation of the existing information infrastructure provided insights into the type of ICTs that can support the provision of information to small-scale farmers in Zambia. Findings - The paper highlights some of the salient findings of the research carried out under the African Technology Policy Studies (ATPS), Zambian Chapter and financed by the International Development Research Foundation (IDRC) from 2001 to 2003. These, among others, include: weak human capital and technical infrastructure, lack of clear national information policy and lack of a coordinated agricultural information support system for small-scale farmers anchored on ICTs. Research limitations/implications – This study illustrates that it is becoming increasingly evident that the success of any agricultural development programme in Zambia requires a well organized and functionally integrated information delivery system propelled by the application of appropriate ICTs. The paper presents recommendations for this to be realized. Originality/value – The changes in the socio-economic and political arena in Zambia have had a drastic effect on the management of the agriculture sector. Further, even though it is widely acknowledged that information plays an important role in agricultural and rural development in Zambia, this conception has received less pragmatic attention and seems to have been less consolidated over time. The central role of information in this sector has thus been largely superficial. The need for a clear national policy framework on the use of ICTs for the small-scale farmers to enhance national development is thus articulated in this paper. URI: http://hdl.handle.net/10311/764 Files in this item: 1
Kalusopa_LHT_2005.pdf (897.5Kb) -
Mutula, S.; Kalusopa, T.; Moahi, K.; Wamukoya, J. (Emerald, NaN, 2006)[more][less]
Abstract: The purpose of this paper is to present findings of the design and implementation of an online information literacy module to first-year students at the University of Botswana. The study population consisted of 103 first-year students in the Department of Library and Information Studies. The population was divided into three equal groups of 34, 34 and 35, respectively, and each assigned a two-hour slot in the smart computer laboratory weekly for five consecutive weeks, to cover five information literacy topics online. Each group was assigned a tutor who received assignments online and graded them. Each topic was followed by questions for students to answer. Findings generally revealed that impartation of information literacy through the online mode could improve students’ competencies perhaps more than the face-to-face instruction approach. Furthermore, respondents preferred a blended instruction approach to a single learning mode. Contrary to expectations, online instruction might not minimise the copying of each other’s work among students to a great extent. Finally, online instruction does not necessarily reduce the amount of workload for staff and students, instead more time is needed to design and administer the course. The study was limited to first year students in the LIS department. A similar study involving all departments in the University of Botswana would shed more light on the level of information literacy competency among first year students from a cross-disciplinary perspective. The major outcome of the study is a re-usable online information literacy module. The study findings could also be useful in developing interventions to improve the design and delivery of online courses. Information literacy is a key challenge facing educators all over the world. Case studies such as this provide unique and comparative experiences that advance existing knowledge. For the University of Botswana, the study provides a first insight into the impact of elearning on information literacy competency since the implementation WebCT in 2002. URI: http://hdl.handle.net/10311/743 Files in this item: 1
Mutula_OIR_2006.pdf (1.931Mb) -
Mutula, S.; Kalusopa, T.; Moahi, K.; Wamukoya, J. (Emerald Publishing Group td; www.emeraldinsight.com/oir.htm, NaN, 2006)[more][less]
Abstract: Purpose - The purpose of this paper is to present findings of the design and implementation of an online information literacy module to first-year students at the University of Botswana. Design/methodology/approach - The study population consisted of 103 first-year students in the Department of Library and Information Studies. The population was divided into three equal groups of 34, 34 and 35, respectively, and each assigned a two-hour slot in the smart computer laboratory weekly for five consecutive weeks, to cover five information literacy topics online. Each group was assigned a tutor who received assignments online and graded them. Each topic was followed by questions for students to answer. Findings - Findings generally revealed that impartation of information literacy through the online mode could improve students' competencies perhaps more than the face-to-face instruction approach. Furthermore, respondents preferred a blended instruction approach to a single learning mode. Contrary to expectations, online instruction might not minimise the copying of each other's work among students to a great extent. Finally, online instruction does not necessarily reduce the amount of workload for staff and students, instead more time is needed to design and administer the course. Research limitations/implications - The study was limited to first year students in the LIS department. A similar study involving all departments in the University of Botswana would shed more light on the level of information literacy competency among first year students from a cross-disciplinary perspective. Practical implications - The major outcome of the study is a re-usable online information literacy module. The study findings could also be useful in developing interventions to improve the design and delivery of online courses. Originality/value - Information literacy is a key challenge facing educators all over the world. Case studies such as this provide unique and comparative experiences that advance existing knowledge. For the University of Botswana, the study provides a first insight into the impact of e-learning on information literacy competency since the implementation WebCT in 2002. URI: http://hdl.handle.net/10311/168 Files in this item: 2
license.txt (1.998Kb)mutulakalusopaetal2.pdf (498.7Kb)
Now showing items 1-3 of 3