Suitable research paradigms for social inclusion through enhancement of Web applications development in developing countries
Johnson Dehinbo, Tshwane University of Technology, South Africa
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This study involves the determination of suitable paradigm for a specific aspect of “Social Inclusion and ICT” problem by examining the problem using different paradigms. We consider the case of a proposed research titled “Enhancing the adoption of Web and mobile applications and the production of Web applications development expertise in higher institutions in developing countries: the case of Tshwane University of Technology”. We first give background of the particular aspect of the problem for the topic before proceeding to view the topic through the lenses of Positivism, Interpretivism and Critical social theory while pointing out the ontological, epistemological and methodological implications for the topic. We then present the findings on a literature survey of existing related papers written on the subject using different paradigms. While Interpretivism dominates research on this topic, this article is concluded with a well-reasoned recommendation for using critical social theory for the topic.
Dehinbo, J. (2008). Suitable research paradigms for social inclusion through enhancement of Web applications development in developing countries. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2585-2592). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from https://www.learntechlib.org/primary/p/30034/.
© 2008 Association for the Advancement of Computing in Education (AACE)
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