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Developing a Mobile Learning Application for Entrepreneurship Education in Uganda and Zambia


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Entrepreneurship educations in developing countries have not yet been able to take advantage of digital tools. The Ugandian non-profit YoungDrive has 60 coaches teaching entrepreneurship to 12 000 youth in rural areas. The coaches have a problem during and after their education with assessing and improving their abilities to learn and teach entrepreneurship. The purpose of this study was to investigate how an app can be designed to address this issue. Methods within service design, agile development and interaction design has been used and combined to construct and analyse interviews, workshops, question sets, and app tests with the coaches in Uganda and Zambia. In total, three months were spent testing and iterating on low-detailed and high-detailed prototypes. The result is a launched hybrid app for Android, iOS and web. A formative test shows coaches are more reliably correct using an improved design of multiple-choice questions than a standard multiple-choice design. Interviews shows the coaches has become more aware of what they know and do not know, and feels more confidence before their youth lesson with an increased quiz result. Further research should evaluate that the actual quality of the youth lesson improves. Increasingly well-constructed multiple-choice questions with thoughtful feedback could stimulate creativity and problem-solving, deemed important by entrepreneurship education research. After overcoming usability issues, the final app could reach both low and high-order learning objectives within entrepreneurship. The app did seemingly improve the quality of entrepreneurship education for the coaches in this specific developing world context. Further research should also investigate the design and implications of a digital-only entrepreneurship education for the coaches, having in mind that the teacher is believed the main factor of entrepreneurship education. As of now, the app is an effective compliment and assistance to the physical training.
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... The education system in all developed countries is experiencing not only quantitative but also qualitative changes. The problems of the post-Soviet countries are similar to those being addressed by developed economies that are forced to adapt to technological changes quickly [4,5]. The number of people of all ages interested in learning specific subjects and getting a second degree is growing; education types and duration are being changed, and its tasks are becoming more complicated. ...
... The higher education system of the Republic of Azerbaijan is characterized by the problems commonly found in all post-Soviet economies [3], and the transformation of education follows the pattern of developing countries [4,5,22]. The higher education system in Azerbaijan is changing in accordance with global trends. ...
... The development of mobile learning is ahead of schedule as it does not require high costs and relies on free common solutions [6,24]. This is evidenced by the experience of a number of countries and confirmed by numerous studies [5,6,8,22,25]. ...
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... Entrepreneurship education in developing countries has not yet been able to take advantage of digital tools [29]. This may not be unconnected with cost, corruption, and manpower problems. ...
... The use of technologies can help address some of these challenges if properly applied. Digital learning has had a tremendous impact both outside and inside the classroom but some research so far shows that digital education is difficult and risky, but potentially rewarding [29,30]. Considering the fact that entrepreneurship courses involves different vocations from which students are expected to choose their areas of interest, it may be difficult for institutions to provide the technologies needed to run all the vocations due to limited resources and space. ...
... It is accessible to users from any location provided they are connected to the internet. This is in line with an earlier assertion by [29] that mobile-learning platform could be used to assess and teach entrepreneurship skills, and it can be accessible to the entrepreneur whenever and wherever deemed most important. ...
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... From the research view perspective, while application of E-learning system presents exciting opportunities to bridge the above mentioned barriers, and promising research studies have been reported in the literature to achieve the same mission [15][16][17][18][19][20][21][22][23][24]. Nevertheless, E-learning systems themselves have their own implementation barriers such as: poor ICT infrastructure [25], User technicalities and system usability concerns [26][27], and lack of a systematic approach to guide implementation of E-learning systems in developing countries like Uganda [29]. ...
... Project done by Nygren, also presents a hybrid mobile system for youth coaches running on android, iOS and web service to improve on youth coaches abilities to learn and teach entrepreneurship skills desired by disadvantaged youth in different parts of Uganda and Zambia [23]. However, it should be noted that the application was designed specifically for youth coaches not the youth. ...
... A mobile learning platform could assess and train entrepreneurs on setting up their businesses. It could complement a physical entrepreneurship education or be accessible to entrepreneurs, whether in person, via the internet, phone, or even by video link [19]. The gadget utilizes technological developments worth positive and valuable as a learning medium. ...
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