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“E-learning Opens Door to the Global Community: Novice Users’ Experiences of E-learning in a Somali University” Mohammed Omer, Tina Klomsri, Matti Tedre, Iskra Popova, Marie Klingberg-Allvin, Fadumo Osman, Journal of Online Learning and Teaching Vol. 11, No. 2, June 2015
The 2015 journal article co-written by Omer, Klomsri, Tedre, Popva, Klingberg-Allivin, and Osman is a case study on how novice e-learning/technology users in the Somalia University System, University of Hargeisa (UoH) fledgling internet and e-learning enabled infrastructure initially perceived, adopted and began to integrate e-learning system, resources and support supplied by a Swedish University (Dalarna University).
This journal article case study is valuable because although on the surface the number of subjects interviewed seems statistically inadequate and not transferable/repeatable, the back-story which explains modern day Somalia likely closely resembles the developmental path of many other Regional African/Non-African countries have/will travel in this area of educational technology adoption and integration. It is interesting and encouraging to note that an economically developed country (in this case Sweden) has lent support and partnered with one of its African neighbor in this enterprise. The authors describe clearly the TAM (Technology Acceptance Model) and (TAM2) successor that they applied in the process of grouping, cataloging and analyzing the factors that impact, “the student population’s acceptance and adoption of e-learning in Somalia’s higher education using University of Hargeisa (UoH) as case study.”
The journal article/case study is particularly useful because its divergent from many other topical writings and although extraordinarily narrow in its population scope (N=17), the qualitative information captured has likely value and application for other similarly situated economically developing countries with developing higher education systems that are attempting to effectively adapt, integrate and leverage e-learning technology and conventions within the confines of their own regional/national/social/religious communities. The leadership at UoH appear to be a group who are attempting to advance and leverage the science of educational technology and are as cited by Berliner in “Educational Research: The Hardest Science of All” who cites “Percy Bridgman (1947), that the researchers are, “doing their damndest with their minds, no holds barred” (pp.144–145)