Prior access to modern learning technologies as a predictor of post-admission cognitive dissonance in African universities: Evidence from Namibia and Zimbabwe

F Saruchera; A Makasi

Prior access to modern learning technologies as a predictor of post-admission cognitive dissonance in African universities: Evidence from Namibia and Zimbabwe

F Saruchera, A Makasi

Plymouth Business School

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Original language	English
Title of host publication	Technology Driven Curriculum for 21st Century Higher Education Students in Africa
Pages	27-50
Number of pages	0
Volume	0
Publication status	Published - 1 Jan 2017

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

@inbook{8f8828dfe8314a5f970252d3ba43aa1f,

title = "Prior access to modern learning technologies as a predictor of post-admission cognitive dissonance in African universities: Evidence from Namibia and Zimbabwe",

author = "F Saruchera and A Makasi",

year = "2017",

month = jan,

day = "1",

language = "English",

isbn = "9789956762477",

volume = "0",

pages = "27--50",

booktitle = "Technology Driven Curriculum for 21st Century Higher Education Students in Africa",

}

Prior access to modern learning technologies as a predictor of post-admission cognitive dissonance in African universities: Evidence from Namibia and Zimbabwe. / Saruchera, F; Makasi, A.
Technology Driven Curriculum for 21st Century Higher Education Students in Africa. Vol. 0 2017. p. 27-50.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Prior access to modern learning technologies as a predictor of post-admission cognitive dissonance in African universities: Evidence from Namibia and Zimbabwe

AU - Saruchera, F

AU - Makasi, A

PY - 2017/1/1

Y1 - 2017/1/1

M3 - Chapter

SN - 9789956762477

VL - 0

SP - 27

EP - 50

BT - Technology Driven Curriculum for 21st Century Higher Education Students in Africa

ER -