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It reviews integration projects of ICT in education in developing contexts and highlights limited ICT resources and financial constraints as major obstacles. Literature-based arguments show that instructional principles, not ICT alone, determine learning effectiveness. The paper also provides theoretical and practical support for testing generalizability across ICT availability levels.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/towards-an-instructional-design-model-for-learning-environments-with-limited-ict-resources-in-higher-education/590811/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/towards-an-instructional-design-model-for-learning-environments-with-limited-ict-resources-in-higher-education/590811.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address about higher education and ICT?","Question",{"text":112,"@type":113},"It addresses how higher education systems struggle to improve quality and how ICT integration is expected to help, especially in settings with limited resources.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"According to the paper, what are major difficulties in integrating ICT in education in developing countries?",{"text":117,"@type":113},"Limited ICT resources and financial constraints are identified as the main difficulties affecting integration efforts.",{"name":119,"@type":110,"acceptedAnswer":120},"Does the paper argue that ICT alone makes learning effective?",{"text":121,"@type":113},"No. It argues that effective learning comes from the real principles of instruction, while ICT is not the determining factor by itself.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590811,1792208756,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal  \nVol. 2(2), pp. 85-95, June 2014 ISSN: 2354-2160  \nReview  \nTowards an instructional design model for learning environments with limited ICT resources in higher education  \nFrederick Kwaku Sarfo 1* and Jan Elen2  \n1 Department of Educational Leadership, University of Education, Kumasi Campus, Winneba, P.O. 1277 , Kumasi Ashanti, Ghana.  \n2Center for Instructional Psychology and Technology, Katholieke Universiteit Leuven Vasaliustraat 2, 3000 Leuven, Belgium.  \nAccepted 27 May, 2014  \n\n| ABSTRACT\u003Cbr>This paper provides grounds for creating an integrated instructional design model that can be used to guide the design of quality classroom instruction in higher education also in countries with limited resources. To achieve its purpose the paper investigates various projects on integration of ICT in education in developing countries and identifies that limited ICT resources and financial constraints are major difficulties they face. The paper further elucidates, based on the findings from the literature that limited ICT resources are considered as a major barrier to successful integration of ICT in teaching and learning. In line with the literature on instructional design and technology, the paper argues that it is the effective use of the real principles of instruction rather than ICT that makes learning effective. Based on this proposition and the deficits of the current instructional design models, the paper presents theoretical and practical justifications for testing the generalizability of the basic instructional design models in the context of higher education classrooms with limited, moderate, and adequate ICT resources.\u003Cbr>Keywords: Instructional design model, learning environment, developing countries, Africa, limited ICT resources, ICT integration, access, higher education. |\n| --- |\n| *Corresponding author. E-mail: [sarfofredk2001@yahoo.com](sarfofredk2001@yahoo.com). |\n\nINTRODUCTION  \nMany countries all over the world are struggling with how to improve their higher educational systems. This is because quality higher education is considered as a critical factor to the development of individuals’ potentialsand/or democratic development; gross domestic product (GDP); infrastructure development; and ability for a country to participate fully in the global economy. The integration of ICT in education, to some great extent, has become one of the issues in improving the quality of educational systems. Already twenty years ago, Harvey (1993) postulated that the effectiveness of the use of computers in education may be the important factor in determining which countries will succeed in the future. Kozma (2014) affirms Harvey’s proposition by saying that a common rationale for investing in educational ICT is the  \nrole it can play in preparing a future workforce and supporting economic development (Kozma, 2014) . Kozma emphasizes that with ICT: 1) industrialized countries can reform their education systems to advance an information economy and knowledge society and 2) developing countries can support education and economic development at a lower operational cost and greater time and space advantage with ITC. In this paper, ICT or IT refers to digital technologies. Examples are computer, internet, bandwidth, wireless networks and related software.  \nAccording to Pelgrum and Law (2003), the issue of computers in education started to become popular, mostly in the developed countries, in educational policymaking in the early 1980s when relatively cheap  \nmicrocomputers became available for the consumer market. Since then many computer determinists entertain the expectation that the introduction of computers itself in education would bring about quality teaching and learning (Elen et al. , 1999) . For instance, Papert (1980) proposed that technology would change the educational landscape forever and in ways that would engender a dramatic increase in the performance of learners. The availability o","cbCaivCW7dnuMrfJ","https://ap.wps.com/l/cbCaivCW7dnuMrfJ","pdf",103642,11,"English","# Introduction\n## Background on higher education quality challenges\n## Role of ICT in education\n## Historical and scholarly perspectives on ICT use\n## Emerging technologies and ongoing debates","[{\"question\":\"What problem does the paper address about higher education and ICT?\",\"answer\":\"It addresses how higher education systems struggle to improve quality and how ICT integration is expected to help, especially in settings with limited resources.\"},{\"question\":\"According to the paper, what are major difficulties in integrating ICT in education in developing countries?\",\"answer\":\"Limited ICT resources and financial constraints are identified as the main difficulties affecting integration efforts.\"},{\"question\":\"Does the paper argue that ICT alone makes learning effective?\",\"answer\":\"No. It argues that effective learning comes from the real principles of instruction, while ICT is not the determining factor by itself.\"}]","Towards an instructional design model for learning environments with limited ICT resources in higher education | PDF",1792070468,28]