Browsing by Author "Kasule, George W."

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    Measuring Digital Teaching Competence of Academic Staff in Public Universities in Uganda
    (African Journal of Education, Science and Technology, 2023) Mugizi, Wilson; Rwothumio, Joseph; Kasule, George W.
    The unanticipated lockdown of campuses of universities caused by COVID-19 disrupted education worldwide. Nonetheless, the benefit that came with the lockdowns is that, while previously interest in online learning was an emerging unique mode of delivery used by particular institutions, it expanded to virtually all universities leading to large-scale digitizing of teaching and learning. However, in Uganda, public universities have been slow at digitizing their education compared to private universities. This study measured the digital competence of academic staff in public universities. Digital competence of academic staff was anchored in the UNESCO (2018) ICT Competency Framework for Teachers and the TPACK model. Digital teaching competence was measured in terms of course design, technical competence, communication competence, and time management competence. Using the survey design, data were collected from a sample of 327 academic staff from a population of 2225 academic staff from four public universities in Uganda using a self-administered questionnaire. Descriptive statistics and structural equation modelling using partial least squares structural equation modelling (PLS-SEM) were used to analyze the data. Descriptive results revealed that; course design, technical, communication and time management competences were high. PLS-SEM indicated that the four measures appropriate measures of digital competence. It was concluded that academics in public universities have the digital competences necessary for effective digitalization of education and technical, course design, course communication, and time management competences are appropriate measures for digital teaching competences. Therefore, the study recommended that managers of universities should take advantage of course design, technical, course communication and time management competences of academic staff to roll out digital education at a large scale. Also, scholars can use course design, technical, course communication and time management competences as measures of digital teaching competence.
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    Measuring Online Classroom Self-Efficacy of Lecturers in Public Universities in Uganda
    (African Journal of Education, Science and Technology, 2023) Rwothumio, Joseph; Mugizi, Wilson; Kasule, George W.
    The Covid-19 disease that broke out in 2019 spread worldwide not only affecting health systems but also the other fields including education. Due to its high probability of infection through physical contact, educational institutions implemented physical social distancing by adopting online methods of providing education. However, in Uganda implementation of online teaching and learning was virtually resisted by lecturers and students. Up to today, online teaching and learning has failed to become fully entrenched in education delivery in public universities in Uganda with many lecturers preferring on campus face to face classrooms. Against this background, this was attracted to measure online classroom self-efficacy of lecturers. Anchoring on Self-Efficacy Theory by Bandura (1977), lecturers self-efficacy in online classrooms was measured in terms of instructional methods, classroom management and student engagement. This cross-sectional study involved a sample of 327 lecturers from four public universities in Uganda. Data were collected using a self-administered questionnaire and analysed quantitatively. Data analysis was carried out using descriptive statistics and structural equation modelling (SEM) using SmartPLS for partial least square structural equation modelling (PLS-SEM). Descriptive statistics revealed that online classroom self-efficacy of lecturers was high on all the aspects of instructional methods, classroom management and student engagement. The results indicated the different online classroom self-efficacies of lecturers namely; instructional methods, classroom management and student engagement were high. PLS-SEM indicated that the three measures appropriately measured online classroom self-efficacy of lecturers. It was concluded that university lecturers have the self-efficacy necessary for conducting online teaching and instructional methods, classroom management and student engagement measure online classroom self-efficacy. Therefore, it was recommended that university managers should exploit the online classroom self-efficacy of lecturers to increase the level of e-learning implementation in the universities. University managers should also put in place programmes for regularly enhancing online classroom self-efficacy of lecturers because online teaching technologies continuous evolve and change. Further, researchers can use the instructional methods, classroom management and student engagement as measures of online classroom self-efficacy of lecturers.