The purpose of this paper is to establish a model for adopting social networked learning in higher institutions of learning in developing countries of Africa.
Mixed methods research methodology involving survey and interviews was adopted in the collection of data for building the model. The model was theoretically underpinned by the Technology Acceptance Model and the social constructivist learning theory, and was built and validated using structural equation modelling and Delphi techniques respectively.
Adoption of social networked learning in developing countries of Africa requires self efficacy, reliable technical and administrative support, infrastructure, system interactivity, adequate budgeting and accountability, and a flexible organisational culture.
The model provides a framework for integrating social software tools with the traditional learning systems of developing countries of Africa. This has a positive outcome of providing social constructivist information and communication technology (ICT) supported learning at low or no cost.
The model has the potential to encourage formation of communities of practice to encourage development of social learning and a student‐centered pedagogy.
The novelty of this research lies in the extension of the traditional technology acceptance models with constructs for proper budgeting and accountability and organisational culture. Time and other resources need to be devoted to developing social networked learning and the model takes this into account.
Maleko Munguatosha, G., Birevu Muyinda, P. and Thaddeus Lubega, J. (2011), "A social networked learning adoption model for higher education institutions in developing countries", On the Horizon, Vol. 19 No. 4, pp. 307-320. https://doi.org/10.1108/10748121111179439Download as .RIS
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