Sociocultural paradoxes and issues in e-learning use in higher education Africa

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dc.contributor.authorNjenga, James Kariuki
dc.date.accessioned2019-07-02T12:12:10Z
dc.date.available2019-07-02T12:12:10Z
dc.date.issued2018
dc.description.abstractSociocultural issues are major contributing factors in mass acceptance and effective use of technology. These issues are often perceived to contradict the benefits the technology brings about. E-learning use in higher education in Africa, as a technology, faces some sociocultural barriers that contradict its promise and benefits. This paper identifies five social cultural paradoxes, namely globalisation, cultural identity, westernisation, authenticity and foreign ideologies, with the aim of creating awareness of, and eliciting the interventions required to improve the acceptance and use of e-learning. The paper presents the differing and contradictory views of technology advocates and technology sceptics on the use of e-learning in higher in Africa.en_US
dc.identifier.citationNjenga, J.K. (2018). Sociocultural paradoxes and issues in e-learning use in higher education. Africa, Globalisation, Societies & Education, 16(1), 120–133.en_US
dc.identifier.issn1476-7732
dc.identifier.urihttps://doi.org/10.1080/14767724.2017.1390664
dc.identifier.urihttp://hdl.handle.net/10566/4697
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.subjectTeaching in a digital worlden_US
dc.subjectE-learningen_US
dc.subjectSocioculturalen_US
dc.subjectAfricaen_US
dc.subjectGlobalisationen_US
dc.subjectDecolonising education
dc.titleSociocultural paradoxes and issues in e-learning use in higher education Africaen_US
dc.typeArticleen_US

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