Understanding the knowledge sharing process among rural communities in Tanzania: a review of selected studies

Knowledge Management & E-Learning, 2013; 5(2): 205–217.The study investigated how knowledge sharing process takes place among communities in rural areas in Tanzania. Specifically, the study determined how knowledge was created; assessed how rural people shared knowledge; and evaluated the impacts of social-cultural practices, individual and institutional factors on knowledge creation and sharing. The study also assessed how ICTs were used in knowledge creation and sharing among rural people. The study employed a meta-analysis where studies on knowledge acquisition and sharing among rural people in Tanzania were critically analysed. The findings reveal that rural people created and shared knowledge in need for their day to day activities. Knowledge was created through observations, personal experiences and social interactions and shared mainly through discussions and conversations held on several occasions. Individual, institutional, social-cultural practices and technological factors influenced the knowledge creation and sharing process. It was further established that rural people consulted some knowledge sources more and shared knowledge through formal and informal groups. Decisions on sources consulted were influenced by socio-economic, demographic and geographical factors surrounding rural people. However, the poor link between the knowledge-rich and knowledge- poor units limited the knowledge sharing and creation processes. It is recommended that the link between units creating knowledge and those using it should be improved so that rural communities can easily acquire and share it. Because rural people depend on exogenous knowledge from other institutions, institutional knowledge creation and sharing capacities should be improved to enhance knowledge sharing in rural communities. Rural communities should try to eliminate the individual factors and social-cultural practices hindering knowledge creation and sharing process

Understanding the knowledge sharing process among rural communities in Tanzania: a review of selected studies

Knowledge Management & E-Learning, 2013; 5(2): 205–217.The study investigated how knowledge sharing process takes place among communities in rural areas in Tanzania. Specifically, the study determined how knowledge was created; assessed how rural people shared knowledge; and evaluated the impacts of social-cultural practices, individual and institutional factors on knowledge creation and sharing. The study also assessed how ICTs were used in knowledge creation and sharing among rural people. The study employed a meta-analysis where studies on knowledge acquisition and sharing among rural people in Tanzania were critically analysed. The findings reveal that rural people created and shared knowledge in need for their day to day activities. Knowledge was created through observations, personal experiences and social interactions and shared mainly through discussions and conversations held on several occasions. Individual, institutional, social-cultural practices and technological factors influenced the knowledge creation and sharing process. It was further established that rural people consulted some knowledge sources more and shared knowledge through formal and informal groups. Decisions on sources consulted were influenced by socio-economic, demographic and geographical factors surrounding rural people. However, the poor link between the knowledge-rich and knowledge- poor units limited the knowledge sharing and creation processes. It is recommended that the link between units creating knowledge and those using it should be improved so that rural communities can easily acquire and share it. Because rural people depend on exogenous knowledge from other institutions, institutional knowledge creation and sharing capacities should be improved to enhance knowledge sharing in rural communities. Rural communities should try to eliminate the individual factors and social-cultural practices hindering knowledge creation and sharing process

Awareness and use of Web 2.0 technologies in sharing of agricultural knowledge in Tanzania

It is based on a research and training on e-resource usage by agricultural professionals in TanzaniaThe current study investigated the extent to which agricultural researchers and extension workers were aware of Web 2.0 technologies and put them into practice in their daily work. The study involved 107 respondents in the first phase and 148 in the second phase. Respondents were from agricultural research and training institutions as well as agricultural extension departments from selected districts across the country. Structured questionnaires were administered to selected respondents. Findings show that 43.9% of the respondents were aware of Web 2.0 while 56.1% knew nothing about this concept. Facebook and Wikipedia were found to be the most used Web 2.0 tools by many respondents while Delicious, Pbworks, Picasa and Digg were identified as among the less commonly used tools by majority of the respondents. The study recommends the need for providing appropriate Web 2.0 training packages to agricultural extension workers, researchers, trainers and other stakeholders in order to enhance knowledge sharing among them for improved agricultural productivity in the countryElsevie

The usage of e-resources among agricultural researchers and extension staff in Tanzania

Library and Information Research, Volume 38 Number 119, 2014This article investigates the accessibility and usage of e-resources among agricultural researchers and extension staff in five out of seven agricultural zones in Tanzania. The study identifies sources of e-resources used by these researchers and staff, as well as assessing their information literacy levels and the factors influencing their usage of e-resources. The research used a survey approach based on convenient non-probability sampling. Findings show that usage of e-resources from popular agricultural databases remains low. Factors limiting access to e-resources include poor institutional ICT infrastructure, limited funds for e-resources and low information literacy levels. Recommendations include improvements to ICT infrastructure and budgets, as well as developing electronic institutional repositories to improve extension staff access to research outputs, creating a sustainable link between agricultural research and farming activities. Information literacy modules in agricultural training institutes could also support effective access to, and use of, e-resources.Elsevier Foundatio

The usage of e-resources among agricultural researchers and extension staff in Tanzania

Library and Information Research, Volume 38 Number 119, 2014This article investigates the accessibility and usage of e-resources among agricultural researchers and extension staff in five out of seven agricultural zones in Tanzania. The study identifies sources of e-resources used by these researchers and staff, as well as assessing their information literacy levels and the factors influencing their usage of e-resources. The research used a survey approach based on convenient non-probability sampling. Findings show that usage of e-resources from popular agricultural databases remains low. Factors limiting access to e-resources include poor institutional ICT infrastructure, limited funds for e-resources and low information literacy levels. Recommendations include improvements to ICT infrastructure and budgets, as well as developing electronic institutional repositories to improve extension staff access to research outputs, creating a sustainable link between agricultural research and farming activities. Information literacy modules in agricultural training institutes could also support effective access to, and use of, e-resources.Elsevier Foundatio