Browsing by Author "Kajumbula, Richard"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item Determinants of Student Dropout from Two External Degree Programmes of Makerere University, Kampala, Uganda(Malaysian Journal of Distance Education, 2009) Aguti, Jessica Norah; Nakibuuka, Dorothy; Kajumbula, RichardThis paper reports on the results of an analytical, cross-sectional, comparative study adopting tracer methodologies to establish the determinants of student dropout from two external degree programmes of Makerere University, Kampala, Uganda. Distance education (DE) has the capacity to increase access to education as an alternative to face-to-face instruction. Using stratified sampling, continuing students and students who dropped out of the Bachelor of Education (External) degree and the Commonwealth diploma in Youth in Development Work were selected as samples while purposive sampling was used to select lecturers and administrators. Findings showed that socio-cultural and financial factors mainly contributed to the student dropout. Other factors included environmental factors like the teaching and learning environment, transfers from one working place to another, loss of jobs, demanding jobs, sickness and feelings of isolation. It is recommended that there should be advocacy for the decentralisation of support activities so that services are moved nearer to students, hence reducing their expenses; materials should be printed and made available while funds should also be solicited by the Department of DE to construct a building that can accommodate the unique activities required by DE students. Employers of students should also be sensitised about the advantages of studying by distance so that they support the students and give them soft loans to enable them to meet the requirements for university study.Item Lived Experience of Developing a Blended Learning Academic Programme in a Traditionally Presential University(Pan-Commonwealth Forum, 2019) Muyinda, Paul Birevu; Siminyu, Samuel Ndeda; Aguti, Jessica Norah; Mayende, Godfrey; Nampijja, Dianah; Kajumbula, Richard; Mayanja, Jamiah; Ssebbowa, Dorothy Kyagaba; Nabushawo, Harriet; Kabugo, David; Walimbwa, Michael; Mbulankende, Julius Shopi; Turyakira, Nazarius; Isabwe, Ghislain Maurice NobertInformation and communication technologies (ICTs) are presenting pedagogical affordances that are not only being embraced by open distance learning universities but also traditional presential universities. Presential universities are adopting blended learning and teaching approaches in their provisions albeit with some resistance from some staff. This paper shares the experiences and lessons learned from developing the Master of Instructional Design and Technology (MIDT) blended learning curriculum in a traditional presential university. The lessons are drawn from three (3) research questions, namely: 1) What process steps are traditional presential universities taking in the design and development of blended learning curriculum? 2) What is compelling presential universities to adopt blended learning? 3) How are presential universities metamorphosing into blended learning? The paper takes a case study approach employing in-depth document analysis and personal experience explications from staff at the heart of developing curriculum. Findings indicate that contemporary realities such as globalization, increased emphasis on learner-centeredness, increased proliferation of ICTs and others are disrupting the ivory tower traditions and practices of presential universities. These universities are being compelled to open up their gates to non-traditional learners through blended learning, but with a lot more caution. The caution is evidenced by the great amount of rigor invoked in the process of approving blended learning curricula as compared to traditional face-to-face curricula. As such champions of blended learning curricula in presential universities should be prepared to spend more time, energy and resources to have blended learning curricula approved. Putting in place policies and strategies for spurring blended learning; sensitizing staff on the affordances of blended learning and training faculty on how to employ blended pedagogy should take centre stage. Further, the top management of these universities need to be involved at all levels of blended learning curriculum development.