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Browsing Theses and Dissertations by Author "Madzvamuse, S."
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Item Open Access Cybersecurity awareness strategy for rural communities: a case study of the Mopani District in the Limpopo Province(2024-09-06) Masilane, Pholosho Wisani; Kadyamatimba, A.; Madzvamuse, S.Cybersecurity challenges persist in rural communities, exacerbated by the lack of effective cybersecurity awareness strategies. This study aimed to address these challenges by developing a tailored cybersecurity awareness strategy specifically for rural communities in Limpopo Province, Mopani District. The research focused on identifying cybersecurity challenges, factors influencing cybersecurity policies, and assessing cybersecurity awareness and attitudes within these communities. Data was collected through random multi-stage sampling and referral techniques using a questionnaire. The findings revealed a significant prevalence of cyberattacks (81%), with phishing being the most common type. Consequences included data loss, stolen personal information, service disruptions, financial loss, and reputation damage. Key challenges identified encompassed limited awareness, restricted access to resources, weak policies, and insufficient training. The developed strategy focuses on enhancing training programs, improving resource accessibility, and strengthening policy frameworks, which together lay the groundwork for fostering a cybersecurity culture and mitigating cyber threats in rural communities.Item Open Access Cybersecurity framework for cloud computing adoption in rural based tertiary institutions(2019-05-18) Patala, Najiyabanu Noormohmed; Kadyamatimba, A; Madzvamuse, S.Although technology is being progressively used in supporting student learning and enhancing business processes within tertiary institutions, certain aspects are hindering the decisions of cloud usage. Among many challenges of utilizing cloud computing, cybersecurity has become a primary concern for the adoption. The main aim of the study was to investigate the effect of cloud cyber-security usage at rural based tertiary institutions in order to compare the usage with an urban-based institution and propose a cybersecurity framework for adoption of cloud computing cybersecurity. The research questions focused on determining the drivers for cloud cybersecurity usage; the current adoption issues; how cybersecurity challenges, benefits, and quality affects cloud usage; the adoption perceptions and awareness of key stakeholders and identifying a cloud cybersecurity adoption framework. A quantitative approach was applied with data collected from a simple random sample of students, lecturers, admin and IT staff within the tertiary institutions through structured questionnaires. The results suggested compliance with legal law as a critical driver for cloud cybersecurity adoption. The study also found a lack of physical control of data and harmful activities executed on the internet as challenges hampering the adoption. Prevention of identity fraud and cheaper security costs were identified as benefits of adoption. Respondents found cloud cybersecurity to be accurate and effective, although most of the students and employees have not used it. However, respondents were aware of the value of cybersecurity adoption and perceive for it to be useful and convenient, hence have shown the intention of adopting it. There were no significant elements identified to differentiate the perceptions of usage at rural and urban-based tertiary institutions. The results of the study are to be used for clarifying the cybersecurity aspects of cloud computing and forecasting the suitability cloud cybersecurity within the tertiary institutions. Recommendations were made on how tertiary institutions and management can promote cloud cybersecurity adoption and how students, lecturers, and staff can effectively use cloud cybersecurity.Item Open Access The Adoption of Learning Management Systems by Private Schools during the Covid-19 Pandemic in Limpopo Province of South Africa(2024-09-06) Ticharwa, Beaular Lilian; Munyoka, W.; Madzvamuse, S.Learning Management Systems (LMS) are becoming essential to the educational process. The continuous adoption and usage of LMS addresses multiple flaws of the traditional education system. LMS became a crucial part of any educational process during the 2020 Coronavirus pandemic, as the circumstances made it unsafe to continue with the formal face-to-face educational process. The purpose of the study was to investigate the adoption of learning management systems by private schools during the Covid-19 pandemic in the Limpopo Province of South Africa to come up with an LMS framework that the schools could use to guide the adoption and usage of e-learning during abnormal times such as COVID-19 pandemic. This study adopted a mixed methods research methodology and utilized a cross-sectional survey and case study research designs. The study population included teachers and learners in Limpopo Province private schools. Probability and non-probability sampling methods were employed through cluster and purposive sampling techniques to arrive at the study sample. Survey questionnaires were used to collect quantitative data, while structured interviews were used to collect interview data. Quantitative data were analysed using both descriptive and inferential statistics. The descriptive statistics included frequency distributions, mean, and measures of dispersion, while the inferential statistics used the ANOVA, multiple regression analysis, Pearson correlation coefficient, and F-test. This was computed with STATA version 16. Qualitative data were subjected to thematic analysis. Both quantitative and qualitative results were converged to obtain a comprehensive assessment. The study found that ICT infrastructure availability and positive organizational and environmental factors are significantly related to LMS adoption. The challenges to LMS adoption include students’ lack of e-learning skills, negative attitudes, teacher unpreparedness, and inequalities among learners and educators. These results indicate that for schools to adopt LMS effectively, they should consider the needs of their institutions, choose user-friendly platforms, ensure that LMS are scalable, provide technical support, encourage engagement, and regularly monitor system usage and performance. The study's limitations were not addressing the long-term effects of LMS use on education or the comparative effectiveness of different LMS. This could also provide a valuable foundation for longitudinal studies tracking the effects of LMS adoption over time.Item Open Access Towards an e-learning adoption framework for rural-based higher education institutions in South Africa(2019-05-18) Patel, Naziyabanu Mohmedsalim; Kadyamatimba, A.; Madzvamuse, S.The aim of this research study is to propose an e-learning framework to deliver a guideline for the adoption of e-learning considering all major determinants such as technical, operational, organisational, cultural and socio-economical domains, in the setting of rural-based higher educational institutions. E-learning is a process which has arisen from ICT advancement, and it is coordinated together with the education programs at many universities. In South African tertiary institutions, the adoption rate for e-learning is higher in urban-based higher education institutions and colleges and lower in rural-based higher education institutions. Even though with the supposed capacity that e-learning provides, the bigger part of the e-learning approach in rural-based higher education institutions does not achieve their potential. This study focuses on identifying factors which impact the adoption of e-learning at rural-based, higher education institutions and its challenges. A case study approach is undertaken, using mixed methods for collection of data from the respondents based on e-learning adoption at student, educator and institutional level. The study identified the factors which influence the adoption of e-learning in rural-based HEIs. Eventually, the researcher proposed an e-learning framework which contributes to the e-learning adoption in rural-based HEIs, by establishing a guide for these institutions for enhanced planning, development and implementation tool for e-learning adoption using the Unified Theory of Acceptance and Use of Technology Model. The study identified that the e-learning usage and perception was lower in rural-based HEIs as compared to urban-based HEIs, and performance expectancy, effort expectancy, social influence and facilitating conditions are all major factors which influence the adoption of e-learning.