Examining the Perceived Usefulness of ICTs for Learning about Indigenous Foods
Science and technology has a major impact on many
societal domains such as communication, medicine, food,
transportation, etc. However, this dominance of modern technology
can have a negative unintended impact on indigenous systems, and in
particular on indigenous foods. This problem serves as a motivation
to this study whose aim is to examine the perceptions of learners on
the usefulness of Information and Communication Technologies
(ICTs) for learning about indigenous foods. This aim will be
subdivided into two types of research objectives. The design and
identification of theories and models will be achieved using literature
content analysis. The objective on the empirical testing of such
theories and models will be achieved through the survey of
Hospitality studies learners from different schools in the iLembe and
Umgungundlovu Districts of the South African Kwazulu-Natal
province. SPSS is used to quantitatively analyze the data collected by
the questionnaire of this survey using descriptive statistics and
Pearson correlations after the assessment of the validity and the
reliability of the data. The main hypothesis behind this study is that
there is a connection between the demographics of learners, their
perceptions on the usefulness of ICTs for learning about indigenous
foods, and the following personality and eLearning related theories
constructs: Computer self-efficacy, Trust in ICT systems, and
Conscientiousness; as suggested by existing studies on learning
theories. This hypothesis was fully confirmed by the survey
conducted by this study except for the demographic factors where
gender and age were not found to be determinant factors of learners’
perceptions on the usefulness of ICTs for learning about indigenous
foods.
[1] R. Veenhoven, "Is life getting better? How long and happily do people
live in modern society?," European Psychologist, vol. 10, p. 330, 2005.
[2] J. Burke, "The Impact of Science on Society," 1985.
[3] A. Trichopoulou, E. Vasilopoulou, K. Georga, S. Soukara, and V. Dilis,
"Traditional foods: Why and how to sustain them," Trends in Food
Science & Technology, vol. 17, pp. 498-504, 2006
[4] P. Ngulube, "Managing and preserving indigenous knowledge in the
knowledge management era: challenges and opportunities for
information professionals," Information development, vol. 18, pp. 95-
102, 2002.
[5] A. Chikonzo, "The potential of information and communication
technologies in collecting, preserving and disseminating indigenous
knowledge in Africa," The international information & library review,
vol. 38, pp. 132-138, 2006.
[6] J. Sithole, "The challenges faced by African libraries and information
centres in documenting and preserving indigenous knowledge," IFLA
journal, vol. 33, pp. 117-123, 2007.
[7] N. Gorjestani, "Indigenous knowledge for development," Protecting
AND Promoting Traditional Knowledge: Systems, National Experiences
AND International Dimensions, p. 265, 2004.
[8] Mayes and S. De Freitas, "Review of eLearning theories, frameworks
and models," JISC eLearning models desk study, pp. 4, 2004.
[9] M. S. Chowdhury, "Human behavior in the context of training: An
overview of the role of learning theories as applied to training and
development," Journal of Knowledge Management Practice, vol. 7,
2006.
[10] A. Bandura, "Social cognitive theory: An argentic perspective," Annual
review of psychology, vol. 52, pp. 1-26, 2001.
[11] A. Bandura, Social foundations of thought and action: Englewood
Cliffs, NJ Prentice Hall., 1986.
[12] A. Bandura, "Self-efficacy: The exercise of control," Ed: New York:
Freeman, 1997.
[13] E. T. Straub, "Understanding technology adoption: Theory and future
directions for informal learning," Review of Educational Research, vol.
79, pp. 625-649, 2009
[14] A. Bandura and D. C. McClelland, "Social learning theory," 1977.
[15] H.Lotz-Sisitka, (Re) views on Social Learning Literature: A Monograph
for Social learning Researchers in natural resources management and
environmental education: Environmental Learning Research Centre,
Rhodes University, 2012.
[16] B. Kim, "Social constructivism," Emerging perspectives on learning,
teaching, and technology, pp. 1-8, 2001.
[17] B. De Raad and H. C. Schouwenburg, "Personality in learning and
education: A review," European Journal of personality, vol. 10, pp. 303-
336, 1996.
[18] V. V. Busato, F. J. Prins, J. J. Elshout, and C. Hamaker, "The relation
between learning styles, the Big Five personality traits and achievement
motivation in higher education," Personality and Individual Differences,
vol. 26, pp. 129-140, 1998.
[19] O. P. John and S. Srivastava, "The Big Five trait taxonomy: History,
measurement, and theoretical perspectives," Handbook of personality:
Theory and research, vol. 2, pp. 102-138, 1999.
[20] G. M. Munguatosha, P. B. Muyinda, and J. T. Lubega, "A social
networked learning adoption model for higher education institutions in
developing countries," On the Horizon, vol. 19, pp. 307-320, 2011.
[21] S. N. Baraghani, "Factors influencing the adoption of internet banking,"
Lulea University of Technology, 2008.
[22] A. Punnoose, "Determinants of Intention to Use eLearning Based on the
Technology Acceptance Model," Journal of Information Technology
Education: Research, vol. 11, pp. 301-337, 2012.
[23] N. Sompong and C. Kheerajitt, "Development of Online Courseware on
Thai Food Good Health," Turkish Online Journal of Educational
Technology-TOJET, vol. 11, pp. 390-393, 2012.
[24] D. V. Rau and M.-C. Yang, "ELearning in Endangered Language
Documentation and Revitalization," Documenting and Revitalizing
Austronesian Languages, p. 111, 2007.
[25] D. E. Marcial, "Experiences in the Preservation of Local Knowledge and
Indigenous Practices using eLearning Tools," Malaysian Journal of
Distance Education, vol. 13, pp. 99-115, 2011
[26] A. A. Alyan, "An intercultural email project for developing
students’intercultural awareness and language skills."
[27] M. B. Ligorio and K. Van Veen, "Constructing a successful crossnational
virtual learning environment in primary and secondary
education," AACE Journal, vol. 14, pp. 103-128, 2006.
[28] L. Naing, T. Winn, and B. Rusli, "Practical issues in calculating the
sample size for prevalence studies," Archives of Orofacial Sciences, vol.
1, pp. 9-14, 2006.
[29] T. Teo and J. Hwee Ling Koh, "Assessing the dimensionality of
computer self-efficacy among pre-service teachers in Singapore: A
structural equation modeling approach," International Journal of
Education and Development using ICT, vol. 6, pp. 7-18, 2010.
[30] D. H. McKnight, V. Choudhury, and C. Kacmar, "Developing and
validating trust measures for e-commerce: an integrative typology,"
Information systems research, vol. 13, pp. 334-359, 2002.
[31] C. MacCann, A. L. Duckworth, and R. D. Roberts, "Empirical
identification of the major facets of conscientiousness," Learning and
Individual Differences, vol. 19, pp. 451-458, 2009.
[32] The department of basic education, “Further education and training
phase: Curriculum and Assessment Policy Statement grade 10-12
Hospitality studies, “South African National Curriculum statement, 201.
[1] R. Veenhoven, "Is life getting better? How long and happily do people
live in modern society?," European Psychologist, vol. 10, p. 330, 2005.
[2] J. Burke, "The Impact of Science on Society," 1985.
[3] A. Trichopoulou, E. Vasilopoulou, K. Georga, S. Soukara, and V. Dilis,
"Traditional foods: Why and how to sustain them," Trends in Food
Science & Technology, vol. 17, pp. 498-504, 2006
[4] P. Ngulube, "Managing and preserving indigenous knowledge in the
knowledge management era: challenges and opportunities for
information professionals," Information development, vol. 18, pp. 95-
102, 2002.
[5] A. Chikonzo, "The potential of information and communication
technologies in collecting, preserving and disseminating indigenous
knowledge in Africa," The international information & library review,
vol. 38, pp. 132-138, 2006.
[6] J. Sithole, "The challenges faced by African libraries and information
centres in documenting and preserving indigenous knowledge," IFLA
journal, vol. 33, pp. 117-123, 2007.
[7] N. Gorjestani, "Indigenous knowledge for development," Protecting
AND Promoting Traditional Knowledge: Systems, National Experiences
AND International Dimensions, p. 265, 2004.
[8] Mayes and S. De Freitas, "Review of eLearning theories, frameworks
and models," JISC eLearning models desk study, pp. 4, 2004.
[9] M. S. Chowdhury, "Human behavior in the context of training: An
overview of the role of learning theories as applied to training and
development," Journal of Knowledge Management Practice, vol. 7,
2006.
[10] A. Bandura, "Social cognitive theory: An argentic perspective," Annual
review of psychology, vol. 52, pp. 1-26, 2001.
[11] A. Bandura, Social foundations of thought and action: Englewood
Cliffs, NJ Prentice Hall., 1986.
[12] A. Bandura, "Self-efficacy: The exercise of control," Ed: New York:
Freeman, 1997.
[13] E. T. Straub, "Understanding technology adoption: Theory and future
directions for informal learning," Review of Educational Research, vol.
79, pp. 625-649, 2009
[14] A. Bandura and D. C. McClelland, "Social learning theory," 1977.
[15] H.Lotz-Sisitka, (Re) views on Social Learning Literature: A Monograph
for Social learning Researchers in natural resources management and
environmental education: Environmental Learning Research Centre,
Rhodes University, 2012.
[16] B. Kim, "Social constructivism," Emerging perspectives on learning,
teaching, and technology, pp. 1-8, 2001.
[17] B. De Raad and H. C. Schouwenburg, "Personality in learning and
education: A review," European Journal of personality, vol. 10, pp. 303-
336, 1996.
[18] V. V. Busato, F. J. Prins, J. J. Elshout, and C. Hamaker, "The relation
between learning styles, the Big Five personality traits and achievement
motivation in higher education," Personality and Individual Differences,
vol. 26, pp. 129-140, 1998.
[19] O. P. John and S. Srivastava, "The Big Five trait taxonomy: History,
measurement, and theoretical perspectives," Handbook of personality:
Theory and research, vol. 2, pp. 102-138, 1999.
[20] G. M. Munguatosha, P. B. Muyinda, and J. T. Lubega, "A social
networked learning adoption model for higher education institutions in
developing countries," On the Horizon, vol. 19, pp. 307-320, 2011.
[21] S. N. Baraghani, "Factors influencing the adoption of internet banking,"
Lulea University of Technology, 2008.
[22] A. Punnoose, "Determinants of Intention to Use eLearning Based on the
Technology Acceptance Model," Journal of Information Technology
Education: Research, vol. 11, pp. 301-337, 2012.
[23] N. Sompong and C. Kheerajitt, "Development of Online Courseware on
Thai Food Good Health," Turkish Online Journal of Educational
Technology-TOJET, vol. 11, pp. 390-393, 2012.
[24] D. V. Rau and M.-C. Yang, "ELearning in Endangered Language
Documentation and Revitalization," Documenting and Revitalizing
Austronesian Languages, p. 111, 2007.
[25] D. E. Marcial, "Experiences in the Preservation of Local Knowledge and
Indigenous Practices using eLearning Tools," Malaysian Journal of
Distance Education, vol. 13, pp. 99-115, 2011
[26] A. A. Alyan, "An intercultural email project for developing
students’intercultural awareness and language skills."
[27] M. B. Ligorio and K. Van Veen, "Constructing a successful crossnational
virtual learning environment in primary and secondary
education," AACE Journal, vol. 14, pp. 103-128, 2006.
[28] L. Naing, T. Winn, and B. Rusli, "Practical issues in calculating the
sample size for prevalence studies," Archives of Orofacial Sciences, vol.
1, pp. 9-14, 2006.
[29] T. Teo and J. Hwee Ling Koh, "Assessing the dimensionality of
computer self-efficacy among pre-service teachers in Singapore: A
structural equation modeling approach," International Journal of
Education and Development using ICT, vol. 6, pp. 7-18, 2010.
[30] D. H. McKnight, V. Choudhury, and C. Kacmar, "Developing and
validating trust measures for e-commerce: an integrative typology,"
Information systems research, vol. 13, pp. 334-359, 2002.
[31] C. MacCann, A. L. Duckworth, and R. D. Roberts, "Empirical
identification of the major facets of conscientiousness," Learning and
Individual Differences, vol. 19, pp. 451-458, 2009.
[32] The department of basic education, “Further education and training
phase: Curriculum and Assessment Policy Statement grade 10-12
Hospitality studies, “South African National Curriculum statement, 201.
@article{"International Journal of Business, Human and Social Sciences:68808", author = "K. M. Ngcobo and S. D. Eyono Obono", title = "Examining the Perceived Usefulness of ICTs for Learning about Indigenous Foods", abstract = "Science and technology has a major impact on many
societal domains such as communication, medicine, food,
transportation, etc. However, this dominance of modern technology
can have a negative unintended impact on indigenous systems, and in
particular on indigenous foods. This problem serves as a motivation
to this study whose aim is to examine the perceptions of learners on
the usefulness of Information and Communication Technologies
(ICTs) for learning about indigenous foods. This aim will be
subdivided into two types of research objectives. The design and
identification of theories and models will be achieved using literature
content analysis. The objective on the empirical testing of such
theories and models will be achieved through the survey of
Hospitality studies learners from different schools in the iLembe and
Umgungundlovu Districts of the South African Kwazulu-Natal
province. SPSS is used to quantitatively analyze the data collected by
the questionnaire of this survey using descriptive statistics and
Pearson correlations after the assessment of the validity and the
reliability of the data. The main hypothesis behind this study is that
there is a connection between the demographics of learners, their
perceptions on the usefulness of ICTs for learning about indigenous
foods, and the following personality and eLearning related theories
constructs: Computer self-efficacy, Trust in ICT systems, and
Conscientiousness; as suggested by existing studies on learning
theories. This hypothesis was fully confirmed by the survey
conducted by this study except for the demographic factors where
gender and age were not found to be determinant factors of learners’
perceptions on the usefulness of ICTs for learning about indigenous
foods.
", keywords = "E-learning, Indigenous Foods, Information and Communication Technologies, Learning Theories, Personality.", volume = "8", number = "11", pages = "3687-8", }
