Browsing by Author "Mbarika, Victor"

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    A Framework for Sustainable Implementation of E-Medicine in Transitioning Countries
    (International journal of telemedicine and applications, 2013) Isabalija, Stephen Robert; Mbarika, Victor; Mayoka Kituyi, Geoffrey
    Organizations in developed countries such as theUnited States ofAmerica andCanada face difficulties and challenges in technology transfer from one organization to another; the complexity of problems easily compounds when such transfers are attempted from developed to developing countries due to differing socioeconomic and cultural environments. There is a gap in the formation of research and education programs to address technology transfer issues that go beyond just transferring the technologies to sustaining such transfers for longer periods. This study examined telemedicine transfer challenges in three Sub-Sahara African countries and developed a framework for sustainable implementation of e-medicine. Both quantitative and qualitative research methods were used. The study findings indicate that e-medicine sustainability in Sub-Saharan Africa is affected by institutional factors such as institutional environment and knowledge management practices; technical factors such as the technological environment and technology transfer project environment; social environmental factors such as social environment and donor involvement. These factors were used to model the proposed framework.
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    The impact of learning driven constructs on the perceived higher order cognitive skills improvement: Multimedia vs. text
    (International Journal of Education and Development using ICT, 2012) Bagarukayo, Emily; Weide, Theo; Mbarika, Victor; Kim, Min
    The study aims at determining the impact of learning driven constructs on Perceived Higher Order Cognitive Skills (HOCS) improvement when using multimedia and text materials. Perceived HOCS improvement is the attainment of HOCS based on the students’ perceptions. The research experiment undertaken using a case study was conducted on 223 students split into two groups who used multimedia and text book instructional methods respectively, to determine the impact of exposure to technology on HOCS improvement of such skills as: decision-making, problemsolving, critical thinking, analysis, synthesis, interpretation. The data collected was analyzed using the independent sample t-test to examine the effects of Learning Driven constructs of multimedia and textbook on students perceived HOCS. The findings from the study suggest that multimedia materials had no measurable effect on HOCS as compared to the traditional text book approach. The study therefore concludes that there was no significant difference in the students’ attitudes, learning interest, learned from others, self reported learning, and HOCS of decision making, problem solving, critical thinking, and other skills when multimedia and text book materials were used.
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    Impact of Multimedia Instructional Materials on the Attainment of Higher Order Cognitive Skills: A Literature Review
    (International Conference on Information Integration and Web-based Applications & Services, 2008) Bagarukayo, Emily; Mbarika, Victor
    In the past decade studies have examined the role of multimedia instructional technologies in improving Higher Order Cognitive Skills (HOCS) (Bradley et al., 2007). Some studies show that it is difficult for learners to deal with decision-making situations that require HOCS. Undergraduate learning has been repeatedly criticized for failing to develop HOCS for Problem solving and Decision making in science education (Mbarika et al., 2003a). This suggests the need for new approaches to address this dilemma. The multimedia instruction is an IT tool developed to understand complex decision making that requires HOCS. There is insufficient research on the impact of multimedia technology on teaching, learning and assessment. This is proven by the paucity of research on the effectiveness and impact of Multimedia materials on HOCS development and on generation of creative instructional delivery. Furthermore, the impact of multimedia instructional materials on “actual” learning has received little research attention. Research (Bradley et al., 2007) shows that studies based on perceived learning prove that Multimedia materials improve the students’ attainment of HOCS. Despite the attention this line of research has gained over past decade, there is no known study that has comprehensively compiled the knowledge base in this domain. In our study we present a comprehensive review of published studies that have examined the role of multimedia in improving HOCS of the learner. In all we find that these studies reveal four themes: (i) studies use only quantitative methods; (ii) studies are based on perceived learning; (iii) studies need to address actual learning; (iv) studies don’t consider students’ learning styles; (v) studies were carried out in one university. Our study aids researchers in this domain and those interested in doing work in this domain to have a sense of the direction needed to proceed.
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    Impact of Video Recorded Lectures on Learning at Radboud University, Netherlands
    (GlobDev, 2011) Bagarukayo, Emily; Mbarika, Victor; Weide, Theo van der
    Due to the continuous emergence of new technology, more and more students want to use technology for learning. Digital technology has become part of students‟ life today, hence the term Digital Natives in reference to today‟s students. A pilot survey was carried out at Radboud University, Netherlands to determine the impact of video recorded lectures on the students learning process. We present the findings from the survey indicating that students benefitted from the videos. The results we present reveal that the videos are often used to prepare for exams, future classes, catch up with missed classes, among others. The students appreciate the immediate availability of the information on video, the fact that they are able to make the most of micro moments; and they believe they perform better with the recorded videos, among other benefits. The researchers also give some recommendations for introducing the video recorded lectures in Least Developing Countries (LDCs).