NRU :: Browsing by Author "Bagarukayo, Emily"

Browsing by Author "Bagarukayo, Emily"

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Activity Theory as a lens to understand how Facebook develops knowledge application skills
(International Journal of Education and Development using ICT, 2016) Bagarukayo, Emily; Ssentamu, Proscovia; Mayisela, Tabisa; Brown, Cheryl
Uganda’s higher education system has generally been criticized for concentrating on theory leading to a mismatch between training received and practical skills required by employers. Studies have documented the inability of graduates from some programmes at Makerere University in applying knowledge in the work environment. This could partly be attributed the use of traditional teaching methods, which do not adequately develop higher order cognitive skills and knowledge application in real life situations. Therefore, the study explored how technological approaches can be adopted to produce better graduates with ability to apply knowledge in real life situations. The study aimed to explore 1) how Facebook affords students to transfer knowledge acquired in the lecture room to the workroom and 2) the usefulness of Activity Theory (AT) as a lens to analyze how students interact with Facebook to develop knowledge application skills. Current methods of knowledge application were reviewed to identify gaps, strengths and effectiveness of Facebook learning activities guided by AT which is a useful social learning theory for studying transfer and knowledge application in new contexts among activity systems. Second year Bachelor of Information Technology students interacted with Facebook as a mediating tool to post videos installing an operating system on the page and interact with peers and their lecturer. Analysis of students’ interaction with Facebook activities, practices and implications, and the potential of AT for research, development and dissemination is presented. Findings show the usefulness of AT in clarifying how interactions in Facebook and contradictions occur. Finally, limitations of using AT in understanding how Facebook develops knowledge application skills and recommendations for future research are highlighted.
An approach to learning by construction
(International Journal of Education and Development using ICT, 2012) Bagarukayo, Emily; Weide, Theo; Meijden, Henny
This paper proposes an innovative idea for providing affordable, sustainable, and meaningful education for students in Least Developed Countries (LDCs). The authors show how a Digital Learning Environment (DLE) can play a central role in community development. The authors develop and validate an approach for introduction of an ICT education program for Higher Order Cognitive Skills (HOCS) improvement, building capacity and infrastructure in a LDC using the DLE tool. The proposed “Learning by construction” approach, as a mechanism for the effective integration of ICT in the educational process following Bloom’s Taxonomy as a general framework for learning using the DLE is described. It combines sound educational approaches such as cognitive apprenticeship and situated learning with industrial design models to create an interdisciplinary solution that potentially results in job creators, not job seekers. Since there are many infrastructure-deprived educational institutions, financially struggling students, especially in LDCs, the proposed approach is a viable way to provide systematic training in HOCS and Knowledge, Skills and Attitudes for these students. The authors discuss how education itself also plays a role in the introduction of DLE. The overall learning system has not yet been extensively validated by data since there is no learning environment working accordingly. The validity of this approach and its soundness is discussed by describing an introduction plan.
Automated image-based diagnosis of cowpea diseases
(AGILE, 2018) Nsumba, Solomon; Mwebaze, Ernest; Bagarukayo, Emily; Maiga, Gilbert
Cowpea is the third most important legume food crop in Uganda with the eastern and northern regions accounting for most of the production in the country. However, it is vulnerable to virus and fungal diseases, which threaten to destabilize food security in sub-Saharan Africa. Unique methods of cowpea disease detection are needed to support improved control which will prevent this crisis. In this paper, we discuss automated disease detection model for cowpea based on deep neural network computational techniques that can be used by non-experts and smallholder farmers to do the field-based diagnosis of cowpea diseases. Image recognition offers both a cost-effective and scalable technology for disease detection. New transfer learning methods offer an avenue for this technology to be easily deployed on mobile devices. Using a dataset of cowpea disease images taken in the field in Uganda, we applied transfer learning to train a deep convolutional neural network to identify three cowpea diseases and to identify healthy plants as well. The best-trained model accuracies were 98% for healthy, 95% for powdery mildew, 98% for cercospora, and 96% for the mosaic virus. The best model achieved an overall accuracy of 93% for data not used in the training process. Our results show that the transfer learning approach for image recognition of field images offers a fast, affordable, and easily deployable strategy for digital plant disease detection.
College Electronic Voting Environment (CEVE)
(IEEE, 2015) Mwesigwa, Ezra; Bagarukayo, Emily
The traditional usage of the pen and ballot paper to elect new student leaders at the College of Computing and Information Sciences (CoCIS), Makerere University has been rendered ineffective due to various recurring errors. Long tedious queues, ballot stuffing allegations, voting multiple times, high operational expense, depict the voting process at CoCIS. The study therefore aimed at developing an electronic voting environment to address these challenges. We reviewed literature and studied the current voting process to attain the user and system requirements. The key design tools were Entity Relationship Diagrams (ERDs), Context Diagrams and use case diagrams. Through extensive user involvement and research, we developed and implemented using Hypertext Preprocessor (PHP) and Structured Query Language (MySQL), tested and validated a fully functioning system to solve the challenges. The College Electronic Voting Environment (CEVE) automates the current manual voting process such that voters register and cast votes online from anywhere as long as they have internet access.
Enhancing Student Interactions in Online Learning: A Case of Using YouTube in a Distance Learning Module in a Higher Education Institution in Uganda
(Higher Education Research, 2020) Namubiru Ssentamu, Proscovia; Ngambi, Dick; Bagarukayo, Emily; Baguma, Rehema; Mutambo Nabushawo, Harriet; Nalubowa, Christine
One of the challenges facing higher education institutions in general and Uganda in particular, is the widening gulf between increased use of technology for teaching and learning and achieving meaningful learning outcomes, especially in the face of the COVID-19 pandemic. In this paper, we report on one use of technology where a teacher’s integration of YouTube videos in teaching increased students’ levels of interaction with the content of the video, with peers and with the instructor (teacher). Guided by the sequential mixed-method design, a series of online learning activities were designed and matched with a carefully selected YouTube video. The activity was piloted and refined for use on purposefully selected teaching staff. The staff watched the videos that were uploaded on the Virtual Learning Environment (VLE) and responded to online learning tasks at individual and group levels. The VLE served as a knowledge sharing space for reflections. The paper concludes that lesson design was critical in enriching the VLE with carefully selected YouTube videos. Our key recommendations are: focus on the learning outcomes, design for the desired interactions, build into the task reflections, and decide whether to pre-select YouTube videos for students or to allow students to find appropriate YouTube videos; use reflections and knowledge sharing spaces. Further work has built reflective questions in the video which allows student to pause and reflect.
Evaluation of elearning usage in South African universities: A critical review
(International Journal of Education and Development using ICT, 2015) Bagarukayo, Emily
Although eLearning is the use of technology for teaching, learning and assessment, there is no common approach to it across South African Higher Education Institutions. There is therefore a concern that the full potential of eLearning approach is not utilised. This paper examines the nature and the extent of eLearning activities in South African (SA) universities. The research method employed in this paper was informed by a literature review; sources from the last decade include journals, conferences, books and websites. The findings show that the level of eLearning usage and adoption varies in different universities due to several challenges such as those of technology and institutions. We give an overview of studies conducted in eLearning in SA universities, highlighting challenges and best practices. We recommend management involvement of faculties in policy decisions and investment in technological innovations to address these challenges issues.
An Evaluation Strategy for the Moodle Learning Environment based on Blooms Taxonomy.
(In CSEDU, 2011) Bagarukayo, Emily; Weide, Theo P. van der; Lubega, Jude
Learning environments are based on core foundations, describing how knowledge is acquired and used, the underlying pedagogical philosophy, the supported learning process, the role of technique and culture, and related pragmatics. Bloom's Digital Taxonomy (BDT) describes the various thinking skills, ranging from low to high order thinking skills. We relate the learning environment Moodle to BDT by relating the core foundations with the thinking skills. We evaluate Moodle from different points of views: - methods, effectiveness and comparison with the existing learning environments.``
The impact of learning driven constructs on the perceived higher order cognitive skills improvement: Multimedia vs. text
(International Journal of Education and Development using ICT, 2012) Bagarukayo, Emily; Weide, Theo; Mbarika, Victor; Kim, Min
The study aims at determining the impact of learning driven constructs on Perceived Higher Order Cognitive Skills (HOCS) improvement when using multimedia and text materials. Perceived HOCS improvement is the attainment of HOCS based on the students’ perceptions. The research experiment undertaken using a case study was conducted on 223 students split into two groups who used multimedia and text book instructional methods respectively, to determine the impact of exposure to technology on HOCS improvement of such skills as: decision-making, problemsolving, critical thinking, analysis, synthesis, interpretation. The data collected was analyzed using the independent sample t-test to examine the effects of Learning Driven constructs of multimedia and textbook on students perceived HOCS. The findings from the study suggest that multimedia materials had no measurable effect on HOCS as compared to the traditional text book approach. The study therefore concludes that there was no significant difference in the students’ attitudes, learning interest, learned from others, self reported learning, and HOCS of decision making, problem solving, critical thinking, and other skills when multimedia and text book materials were used.
Impact of Multimedia Instructional Materials on the Attainment of Higher Order Cognitive Skills: A Literature Review
(International Conference on Information Integration and Web-based Applications & Services, 2008) Bagarukayo, Emily; Mbarika, Victor
In the past decade studies have examined the role of multimedia instructional technologies in improving Higher Order Cognitive Skills (HOCS) (Bradley et al., 2007). Some studies show that it is difficult for learners to deal with decision-making situations that require HOCS. Undergraduate learning has been repeatedly criticized for failing to develop HOCS for Problem solving and Decision making in science education (Mbarika et al., 2003a). This suggests the need for new approaches to address this dilemma. The multimedia instruction is an IT tool developed to understand complex decision making that requires HOCS. There is insufficient research on the impact of multimedia technology on teaching, learning and assessment. This is proven by the paucity of research on the effectiveness and impact of Multimedia materials on HOCS development and on generation of creative instructional delivery. Furthermore, the impact of multimedia instructional materials on “actual” learning has received little research attention. Research (Bradley et al., 2007) shows that studies based on perceived learning prove that Multimedia materials improve the students’ attainment of HOCS. Despite the attention this line of research has gained over past decade, there is no known study that has comprehensively compiled the knowledge base in this domain. In our study we present a comprehensive review of published studies that have examined the role of multimedia in improving HOCS of the learner. In all we find that these studies reveal four themes: (i) studies use only quantitative methods; (ii) studies are based on perceived learning; (iii) studies need to address actual learning; (iv) studies don’t consider students’ learning styles; (v) studies were carried out in one university. Our study aids researchers in this domain and those interested in doing work in this domain to have a sense of the direction needed to proceed.
Impact of Video Recorded Lectures on Learning at Radboud University, Netherlands
(GlobDev, 2011) Bagarukayo, Emily; Mbarika, Victor; Weide, Theo van der
Due to the continuous emergence of new technology, more and more students want to use technology for learning. Digital technology has become part of students‟ life today, hence the term Digital Natives in reference to today‟s students. A pilot survey was carried out at Radboud University, Netherlands to determine the impact of video recorded lectures on the students learning process. We present the findings from the survey indicating that students benefitted from the videos. The results we present reveal that the videos are often used to prepare for exams, future classes, catch up with missed classes, among others. The students appreciate the immediate availability of the information on video, the fact that they are able to make the most of micro moments; and they believe they perform better with the recorded videos, among other benefits. The researchers also give some recommendations for introducing the video recorded lectures in Least Developing Countries (LDCs).
Integrating a Chatting Tool into a Learning Management System
(ICIEIS, 2014) Bagarukayo, Emily; Mpangwire, Violah; Kalema, Billy Mathias
the objective of this study was to integrate a chatting tool into a Learning Management System (LMS) at Mbarara University with the purpose of aiding interaction, communication and collaboration among users. Many LMS’s are developed far from the developing countries context. Where the developers try to put them close to this context, some functionalities that promote the learning process are unavailable. In such situations the developers forget that some tools that are left out could be of great use to teaching and learning, leaving the system to be more of a content repository and not facilitating the learning process. Therefore this study integrated a chatting tool into a LMS. The functional requirements of the system were gathered through the use of interviews and observation methods. Before the roll out of the system, learners’ efficacy with the LMS was tested with a pretest questionnaire. After roll out, the learners were allowed to use the system for a 4 months semester before the post test was carried out. Results indicate that the learners’ efficacy with the LMS usage improved. The learners said the LMS increased their interest, motivation, and improved on knowledge and performance of other subjects due to increased collaboration with peers and instructors. The increased use of the system is expected to contribute to the learners’ ease of use, learning interest and motivation which will improve their throughput.
Interaction with a Digital Learning Environment of a University
(CSEDU, 2012) Bagarukayo, Emily; Weide, Theo P. van der
We discuss the position of the Digital Learning Environment (DLE) in a general architecture for an educational institution, and discuss its efficiency and effectiveness. Then we discuss the related generic educational approach in terms of the architectural model of competence and Blooms Digital Taxonomy when using a DLE. We discuss the completeness of such a methodology by relating the DLE to the methodology framework. As a case study and proof of concept we look at the DLE of Radboud University, Nijmegen by studying how it was implemented and how it has made the learning process more efficient. We show some figures that give an impression of the effects of the DLE on learning.
‘Jobs256’ Mobile App Linking Job Seekers to Job Opportunities
(IST-Africa Week Conference, 2017) Bagarukayo, Emily; Mwesigwa, Ezra
There is a challenge of unemployment among the youth in Uganda today. Many University graduates fail to get jobs because the job market seems saturated since the available jobs cannot be found. The study therefore aimed at linking the job seekers and available jobs. To achieve this aim we developed a mobile app that aggregates existing job postings from web portals to improve accessibility, timeliness and efficiency. Agile methodologies particularly Scrum and eXtreme Programming were used to develop the mobile application (app). Results showed the app is not only saving employers monetary resources but provides a sustainable and practical way to link Job seekers and to available job vacancies.
Online Learning Challenges in Academia: The Case of Uganda
(CSEDU, 2020) Bwire, Felix; Bagarukayo, Emily; Birevu Muyinda, Paul
Online learning is the access of learning experiences by the use of technology and internet, making the learning experience more convenient and accessible. Despite the wide adoption of Information and Communication technologies (ICT) in teaching and learning, ICT integration in teaching is still ad hoc and a lot more work has to be done to realize the full potential of online learning. This study was carried to establish the challenges that were hindering the wide adoption of online learning in universities in Uganda. It was discovered that internet connectivity and power supply were not reliable most especially in universities situated in rural areas. Teachers also lacked the required skills for designing online courses even in universities where infrastructure was not a problem. Therefore, we argue that for online learning to be widely adopted, teachers need to be adequately trained in online course design and mechanisms put in place to motivate the teachers to teach online.
Social Media Use to Transfer Knowledge into Practice and Aid Interaction in Higher Education
(International Journal of Education and Development using ICT, 2018) Bagarukayo, Emily
Employers have criticised graduates for having inadequate skills to apply knowledge into practice. One of the causes of this challenge is the traditional teaching and learning methods which concentrate more on theory than practice. Technology affords several teaching and learning tools like social media which students are already motivated to use. Social media aids in sharing learning experiences, research, academic events and getting the latest information. However, there is a paucity of research on its use for learner-centric teaching, learning and academic purposes in Africa. The research uses Facebook (FB) technology to facilitate a task of students’ applying operating systems knowledge to record and upload a video installing a virtual machine and operating system onto a group; to promote content access, and interactive and cooperative learning. Bowers Affordance analysis eLearning design methodology framework was used to match requirements of this task with affordances of the Facebook tool (Bower, 2008). A questionnaire already validated by previous research was used to determine the attitudes and perceptions of students on the use of FB to accomplish the video upload assignment task. The results show positive effects of FB on students learning process and experience, include students’ putting knowledge into practice, sharing, collaboration, interaction, flexibility and learner–centered activities, among others. In this light we recommend that FB should be integrated as a tool for learning at the university since students appreciate it, find it easy to use and familiar.
Spatiotemporal Analysis of Nodding Syndrome in Northern Uganda 1990-2014
(Scientific Research Publishing, 2020) Ongaya, Kizito; Aturinde, Augustus; Farnaghi, Mahdi; Mansourian, Ali; Maiga, Gilbert; Oyo, Benedict; Bagarukayo, Emily
The emergence of nodding syndrome (NS) in Northern Uganda has generated controversial views with respect to patterns, natural history, and aetiology of the disease which is yet unknown. This study explored spatial patterns of NS using spatial-temporal methods to establish its clustering patterns across both space and time. Village and year of NS onset for individual patients between the years 1990 and 2014 were entered as input for spatial and temporal analysis in the 6 districts in northern Uganda where it is prevalent. Our temporal results showed that NS onset started before the population was moved in Internally Displaced People’s (IDPs) camps. It also shows that NS continued to be reported during the IDPs and after people had left the IDPs. Our spatial and spatiotemporal analysis showed that two periods had persistent NS clusters. These were 2000-2004 and 2010-2014, coinciding with the period when the population was in the IDP camps and when the population was already out of the camps, respectively. Our conclusion is that the view of associating NS outbreak with living conditions in IDP camps is thus coincidental. We, therefore, contend that the actual aetiological factor of NS is still at large.
A Systematic Review: Vulnerability Assessment of Wi-Fi in Educational Institution
(IST-Africa Conference, 2020) Alueendo, Rauha; Suresh, Nalina; Hashiyana, Valerianus; Bagarukayo, Emily
Wi-Fi has been widely accepted in today’s generation since it provides liberty to gain access to the network without being physically bonded. Some institutions believe this results in an increase in service and productivity, while reducing the cost of physical wiring; as users bring their devices such as laptops and tablets. With embracing the benefits of Wi-Fi, potential cyber threats can arise through this usage. This paper discusses the greater concern on security issues arising and assessment while embracing the benefits of Wi-Fi. Existing literature was used to evaluate the vulnerability assessment mechanisms available and propose recommendations that educational environments can further adopt, in addition to existing measures to better protect its users.
Using Facebook to Transfer Knowledge into Practice and Aid Student, Lecturer and Content Interaction A Case of Bachelor of Information Technology Undergraduate Students at Makerere University
(2017) Bagarukayo, Emily; Ng’ambi, Dick; Baguma, Rehema; Namubiru Ssentamu, Proscovia
Employers have criticised graduates for inadequate skills to apply knowledge into practice due to the traditional teaching and learning methods which concentrate more on theory than practice. Technology affords several teaching and learning methods like social media which students are already motivated to use. The research therefore used Facebook technology to facilitate students’ application of operating systems knowledge to record and upload a video installing a virtual machine and operating system onto a group; to promote content access, and interactive and cooperative learning. The results from the study show that the overall effect of Facebook on students learning process and experience was positive because it enabled putting knowledge into practice, sharing, collaboration, interaction, flexibility and learner – centred activities, among others. Therefore, to increase learning outcome, motivation, desire and interest, new educational technologies should continuously be explored by educational institutions, educators and learners for teaching and learning in the digital era. In this light we recommend that Facebook should be assessed in more studies and integrated as a tool for learning at the university since students appreciate it, find it easy to use and familiar.
Using WhatsApp in Teaching to Develop Higher Order Thinking Skills-a Literature Review Using the Activity Theory Lens
(International Journal of Education and Development Using Information and Communication Technology, 2019) Baguma, Rehema; Bagarukayo, Emily; Namubiru, Proscovia; Brown, Cheryl; Mayisela, Tabisa
Most universities in Uganda encourage memorization as the predominant method of learning. This has been partly linked to limited practical pedagogical skills among educators, to effectively engage students to develop Higher Order Thinking Skills (HOTS). Consequently, students are not well prepared for the world after university. WhatsApp Enabled Learning (WAEL) has been found to support approaches to learning that promote development of HOTS, like inquiry, creativity, critical reflection and dialogue. Although many universities in Uganda have been using LMSs, there is little evidence that use of an LMS has enhanced development of HOTS. While the Ugandan society is catching on fast with use of WhatsApp due to increased access to mobile technology devices and Internet connectivity, use of WhatsApp in education is still limited. Additionally, there is limited research on the benefits of WAEL to development of HOTS in African countries. This paper examines how WAEL can facilitate development of HOTS through a general literature analysis and using the Activity Theory (AT) framework. The results show that WhatsApp has a great potential to support development of HOTS due to its affordances such as ubiquity, and AT provides a systematic and practical way to demonstrate this potential and how it can be applied.

Browsing by Author "Bagarukayo, Emily"

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