Browsing by Author "Bwire, Felix"

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    A Collaborative Curriculum Review Process: Applicability to Higher Education Institutions
    (51st Hawaii International Conference on System Sciences, 2018) Egwar, Andrew Alunyu; Bwire, Felix; Arinaitwe, Irene; Male, Vincent; Mpirirwe, Hilda; Baguma, Kenneth; Kamukama, Ismail; Ndagire, Lillian; Nabukenya, Josephine
    Curriculum review is mandatory for all higher education institutions (HEIs). The process brings together different stakeholders’ expertise to evaluate and revise an existing curriculum, positioning the field of study within the current market and industry trends. Although this process is repetitive, it still remains complex, majorly due to divergent stakeholders’ interests, varying levels of expertise, uncertain activity paths and multiple desired outcomes. The paper thus presents a Collaborative Curriculum Review Process (ColCuRP) to support the review of varying curricula in HEIs. We followed a mixed research approach (design science and action research) to design and evaluate the ColCuRP. It underwent four iterations during its evaluation and proved to be successful regards reduction in time for the review process, and supporting the different teams of departmental faculty to review Bachelors, Post Graduate Diploma, Masters and PhD curricula, at four HEIs in Uganda. Moreover, the ColCuRP can be used by inexperienced facilitators.
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    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.