http://repository.kemu.ac.ke/handle/123456789/132 Sun, 15 Mar 2026 23:22:06 GMT 2026-03-15T23:22:06Z http://repository.kemu.ac.ke/handle/123456789/1106 Supporting the Construction of Programs on a Mobile Device: A Scaffolding Framework Mbogo, Chao Charity; Blake, Edwin; Suleman, Hussein Computer programming is a difficult subject for most novice learners. Providing support that complements classroom learning could contribute to tackling the difficulties. Due to the ubiquity of mobile devices, such support can be provided by scaffolding the construction of programs on a mobile device. In order to design such a mobile intervention, learners’ needs and limitations of mobile devices need to be placed at the center of the design process. This paper combines learners’ needs and limitations of mobile devices to identify scaffolding strategies. Identification of scaffolding strategies is based on a scaffolding framework. Using specific examples, this paper will then show how the scaffolding strategies have been implemented on a mobile phone. Tue, 01 Apr 2014 00:00:00 GMT http://repository.kemu.ac.ke/handle/123456789/1106 2014-04-01T00:00:00Z http://repository.kemu.ac.ke/handle/123456789/1105 A Structured Mentorship Model for Computer Science University Students in Kenya Mbogo, Chao The Kenyan university education system has been criticized for graduating students who are underprepared to meet the skills demand of the modern workplace, and who cannot formulate effective solutions to our most pressing socio-economic problems. To address the skills gap for Computer Science (CS) students, a structured 6-month mentorship program was designed to offer skills in personal and professional development, innovation, scholarship application, and community engagement. This paper presents the results of a mixed-method study comprising of 95 CS students from 12 Kenyan universities who have participated in the mentorship program since September 2016. The study examines if structured mentorship leads to successful upskilling for CS students. The findings indicate that at least 81% of the students in the mentorship program improve in skills such as innovation and professional preparedness. Results from this study demonstrate how CS education can be complemented with a structured mentorship model towards global competitiveness. Fri, 01 Mar 2019 00:00:00 GMT http://repository.kemu.ac.ke/handle/123456789/1105 2019-03-01T00:00:00Z http://repository.kemu.ac.ke/handle/123456789/1087 INITIAL EVALUATION OF A MOBILE SCAFFOLDING APPLICATION THAT SEEKS TO SUPPORT NOVICE LEARNERS OF PROGRAMMING Mbogo, Chao; Blake, Edwin; Suleman, Hussein The aim of this paper is to explore the use of an application that scaffolds the constructions of programs on a mobile device. The application was developed to support novice learners of programming outside the classroom. This paper reports on results of a first experiment conducted to evaluate the mobile application. The main research questions are: (i) whether the use of the application is effective in supporting construction of programs on a mobile device; and (ii) how the learners experienced the use of the mobile application. Data was collected by task completion, video and audio recording, and a questionnaire. A total of 18 first-year learners of programming from two African universities took part in the experiment by participating in focus groups. Almost two thirds of the learners completed two out of three programming exercises using the mobile application, with all the learners completing the first program. The results of the study suggest that the students found the mobile application useful, as evident from high rating of its features. The results also consisted of feedback from the learners on features that would make the application more usable. The findings suggest that the use of a mobile scaffolding application may support novice learners of programming outside the classroom. The outcomes of these results lead to a clearer understanding of how to design a mobile application that scaffolds the construction of programs on a mobile device. Wed, 01 Jan 2014 00:00:00 GMT http://repository.kemu.ac.ke/handle/123456789/1087 2014-01-01T00:00:00Z http://repository.kemu.ac.ke/handle/123456789/1083 Research Matters: The Problem of non-Research-Intensive Institutions in Developing Countries Mbogo, Dr Chao Charity What if a PhD graduate starts their academic career in an environment that is not research-intensive? Such is the environment in most developing countries. This presentation will address the current situation of research facing institutions in Kenya. I will also present some suggestions that could be implemented in order to propel the research quality in institutions in developing countries. Sat, 01 Oct 2016 00:00:00 GMT http://repository.kemu.ac.ke/handle/123456789/1083 2016-10-01T00:00:00Z http://repository.kemu.ac.ke/handle/123456789/1081 Strengthening Information Society Research Capacity Alliance (SIRCA) Venter, Anja; Mbogo, Chao Engaging with open development (OD) necessitates learning in which people appropriate and adopt new technologies and socio-technical practices. This typically involves informal learning (i.e. outside of formal education), and will differ between reading relationships (as a user of OD resources) and writing relationships (for full ownership or authorship of OD). If potential participants are unable to connect with existing learning networks, OD initiatives will have limited impact. Communities that aim to be 'open' may exclude people by virtue of race, language, literacies, gender, sexuality, phone/computer ownership, access to Internet or other aspects of identity. This project will explore the situated material conditions and informal learning practices that surround processes of inclusion in (and exclusion from) OD initiatives. The project will develop more detailed ethnographic and socio-material accounts of the informal learning processes and outcomes in such encounters. It will foreground the ways that global inequities of infrastructure, default identities and the cultural practices often associated with openness can “format” participation in subtle but significant ways. Fri, 01 Jan 2016 00:00:00 GMT http://repository.kemu.ac.ke/handle/123456789/1081 2016-01-01T00:00:00Z