Browsing by Author "Isabwe, Ghislain Maurice Norbert"

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    Conceptualising Design of Learning Management Systems to Address Institutional Realities
    (Springer, Cham, 2017) Gwamba, Gerald; Mayende, Godfrey; Isabwe, Ghislain Maurice Norbert; Muyinda, Paul Birevu
    There is growing interest in the use of E-Learning in higher educational institutions. However, studies have shown mismatches between Learning Management System (LMS) design and the general institutional context in developing countries. In this paper, we assess the design and implementation requirements for Makerere University LMS against the overall institution context. This research follows a qualitative method (interviews) and uses case study. We employ the design reality gap model to investigate the design requirements of the LMS against current institutional realities. A design reality gap of 46 was obtained implying ad-hoc measures need to be put in place otherwise the failure/stagnation of LMS is eminent. The study concludes with the need to identify hybrid approaches to LMS contextualization including use of tactical plus Strategic Information system plan (SISP), selecting/building hybrid staff and blended learning.
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    Facebook Mediated Interaction and Learning in Distance Learning at Makerere University
    (International Association for the Development of the Information Society., 2014) Mayende, Godfrey; Muyinda, Paul Birevu; Isabwe, Ghislain Maurice Norbert; Walimbwa, Michael; Siminyu, Samuel Ndeda
    This paper reports on an investigation of the use of Facebook as a tool to mediate learning amongst distance learners at Makerere University, a dual-mode institution offering both conventional and distance learning programs. While conventional courses take 17 weeks in a semester, the distance learners come in for two residential sessions, each lasting for two weeks. The study focused on Bachelor of Commerce (External) students doing an Introduction to Information and Communication Technology course. This course was run through face-to-face sessions and the use of Facebook to increase interaction among learners. Out of the 650 students on the course, 621 joined the Facebook class page. In this paper we report on the students' perceptions about using Facebook for teaching and learning, and specifically if it mediated interactive learning. The Facebook class page was used as a discussion board. The questionnaire on which this evaluation was based was uploaded two months after the course ended. Interactive feedback through posts, 'likes' and comments were received from students. Results show that learners appreciated the use of Facebook for interactive learning, hence fostering meaningful learning. We also tried to match the affordances of Facebook for modeling, contingency management, feedback, instructing and questioning. Feedback and questioning were well received on Facebook during the course, indicating that Facebook mediated interaction and learning. We contend that if Facebook is to be used for meaningful teaching and learning, then there must be an appropriate and systematic mechanism for integrating educational activities in the platform.
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    Learning Groups in MOOCs Lessons for Online Learning in Higher Education
    (Springer, Cham, 2016) Mayende, Godfrey; Prinz, Andreas; Isabwe, Ghislain Maurice Norbert; Muyinda, Paul Birevu
    when there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes through identification of effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can help making online learning groups effective.