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)

SDG 3 Good Health and Well-being
SDG 9 Industry, Innovation, and Infrastructure
SDG 17 Partnerships for the Goals

Cite this

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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

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