NRU :: Browsing by Author "Lubega, Jude T."

Browsing by Author "Lubega, Jude T."

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E-learning Readiness Assessment Model: A Case Study of Higher Institutions of Learning in Uganda
(pringer, Berlin, Heidelberg, 2011) Omoda-Onyait, Godfrey; Lubega, Jude T.
Uganda faces challenges in her efforts to achieve her goal “education for all”, as a developing country. E-learning has been suggested as an alternative approach that can overcome these challenges involved in reaching underserved students. It is therefore important for an institution to know if it is ready for e-learning. This study examined the readiness for e-learning by Ugandan institutions of higher learning and proposed ways to encourage the use and development of e-learning systems aimed at up-lifting the education standards of the country. Data collected from eight Ugandan universities on analysis revealed that: awareness, culture, technology, pedagogy and content need to be considered in e-learning readiness assessment. These results together with the review of existing models for e-learning readiness assessment led to the development of a modified model for e-learning readiness assessment. Each layer corresponds to the attribute that is to be used for assessing the institutional e-learning readiness.
Exploring the Implementation of Blended Learning in a Developing Country: A Case Study of Uganda
(Fountain Publishers, 2008) Ayoo, Philip O.; Lubega, Jude T.
This paper explores on how the blended learning method has been implemented in the developing country such as Uganda. Many higher education institutions in Uganda have acquired a new form of learning using technology that they combine with the traditional learning methods. Implementation of this form of learning using technology has been challenged by several factors. Many of the challenges are attributed to the conditions that exist in a developing world such as lack of appropriate technology. In spite of the several challenges blended learning has been implemented in relation to the existing internal procedures to suit the developing world context. The study strategy aimed to identify if the procedures initiated for implementing blended learning in the developing world were suitable. A case study approach was adopted in order to inspect these implementation procedures used within a higher education setting. The results from the study indicate that despite the lack of the appropriate technologies, infrastructure, pedagogical knowledge, quality assurance procedures and capital to invest, hybrid policies/frameworks are implemented. For this reason, a lot of higher education institutions are falling short of the implementation policies adopted. Therefore the paper stipulates that it is not simply adopting what the developed world has done but designing what suits the contextual setting that the particular country posses.
A Framework for e-Learning Resources Sharing (FeLRS)
(International Journal of Information and Education Technology, 2014) Ayoo, Philip O.; Lubega, Jude T.
Educational resource sharing is emerging as a viable means to improve the quality of and access to education. By pooling resources and taking advantage of each other's expertise, learning providers could build adequate capacity and reduce costs, tap into the resources that they do not have and participate in a networked resource development process. This paper describes an on-going study that was undertaken to explore the feasibility of sharing electronic educational resources within higher education. It takes the case of universities in East Africa, and proposes a Framework for e- Learning Resources Sharing (FeLRS) that is expected to maximize the utilization of available e-learning resources for academic and research purposes. Two case studies are undertaken to collect data from a sample of universities in five countries, and descriptive statistics is used to analyze and present the data. Unified Modeling Language (UML) is used to provide the notation for describing the processes which are logically grouped into two general scenarios – laying foundation for e-resources sharing, and implementation arrangements for e-resources sharing. The resultant framework is described showing the relationships between the various processes that lead to e-learning resources sharing. These main processes include establishing demand for e-resources, harmonisation of policies and processes, resources mobilization, developing ICT human resources capacity, establishing physical infrastructure, maintaining adequate e-resources, and creating awareness for e-resources.
A Framework for Instantiating Pedagogic mLearning Objects Applications
(Springer, Berlin, Heidelberg, 2011) Birevu Muyinda, Paul; Lubega, Jude T.; Lynch, Kathy; van der Weide, Theo
An increasing desire to port learning objects on mobile phones exists. However, there is limited understanding on how to pedagogically obtain access to and use learning objects on mobile phones. The limited understanding is caused by a dearth in frameworks for underpinning the development of mobile learning objects applications. Following Design Research methodology, we developed a Mobile Learning Objects Deployment and Utilisation Framework (MoLODUF) to address this problem. MoLODUF is composed of twelve dimensions, including: MLearning Objects, MLearning Device, MLearning Interface, MLearning Connectivity, MLearning Process, MLearning Costs, MLearning Resources, MLearning Context, MLearning Pedagogy, MLearning Ethics, MLearning Policy and MLearning Evaluation. The MoLODUF makes significant extensions to existing electronic and mLearning frameworks. It provides a competency set of guidelines for developing and/or evaluating applications for deploying and utilising learning objects on mobile phones.
A Generic E-Learning Framework: A Case Study Faculty of Computing and Information Technology (CIT) Makerere University
(Fountain Publishers, 2008) Lubega, Jude T.; Ssozi Mugarura, Fiona
Advancement in Information Technology (IT) has led to better facilities and services for learning within educational organizations. Many higher educational institutions of learning have adopted technology in their learning methods in order to enhance the traditional learning method and to offer distance/purely online learning. This enhancement is in the form of management, administration, facilitation, delivery and support of the modules/courses delivered using the electronic media. Makerere University’s strategy for ICT implementation strives for use of technology during learning hence its adoption by several faculties within their teaching methods. Makerere University Faculty of Computing and Information Technology (CIT) developed a generic e-learning framework to guide it in implementing an effective blended learning process (traditional classroom and e-learning). CIT’s goal is to implement a complete e-learning program gradually by first initiating a blended learning approach. The lessons learnt from the blended learning approach would enhance implementation of a complete e-learning program. This paper describes the generic e-learning framework developed by CIT in the implementation of the blended learning approach. The framework constituents several components that are derived from the organizational environmental factors. These components include organizational policy, funding, stakeholders, services and infrastructure. The components’ constituting factors are inter networked to allow a specific learning method (blended, purely online or distance learning) to be implemented. The framework in operation is illustrated by a typical case study of blended learning in CIT.
Information Communication Technology for enhanced credit Facilitation decisions for Agricultural Cooperatives in Uganda
(International Journal of Technology and Management, 2019) Ahabyoona, Faith; Lubega, Jude T.; Kibukamusoke, Martha
This paper unveils that problem grounded Information Communication Technology based solutions (ICTs) can enhance credit facilitation decision making that can ultimately improve financial Performance in Agricultural Cooperatives. This paper is motivated by two issues. Firstly, that the current financial performance measured in terms of loan portfolio, liquidity ratio and non-repayable loans is a result of decisions made in credit facilitation by cooperative managers in Uganda. Secondly that Information Communication Technology can provide an innovative mechanism which is theoretically grounded, and can improve the way of working of credit facilitation in agricultural cooperatives. This innovative ICT mechanism is called a Decision Enhancement Credit Facilitation Approach (DECFA) which is capable of enhancing the decisions of the credit facilitation process. The design of the DECFA was two- folded that is translating credit facilitation decision challenges into credit facilitation decision requirements. The requirements were translated into case scenarios which were presented as user case diagrams. These user case diagrams were translated into suites that were implemented in a studio environment. The design of the user case diagrams was done using the Unified Modified Language (UML). A fully designed DECFA can enhance credit facilitation decisions in agricultural cooperatives and it’s supported by information communication technology.
Integrating Accessibility and Functional Requirements
(Springer, Berlin, Heidelberg, 2009) Baguma, Rehema; Stone, Roger G.; Lubega, Jude T.; van der Weide, Th.P.
Initial research on Web accessibility was focused on testing completed Web pages. More recently, the focus is moving to integrating accessibility features into coding tools such as Dreamweaver 8 and plugins notably LIFT. Thus accessibility is being considered slightly earlier in the development process. However, the state of Web accessibility is still disappointing even on websites that have followed the guidelines and or used evaluation and coding tools. We are proposing an approach to start considering accessibility much earlier. Our purpose is to address accessibility in the context of what is to be done and who will be participating. In this paper, we present views of Web developers about this approach. We then show (using a case study) how Web developers can elicit accessibility requirements alongside functional requirements and integrate the two to obtain conceptual models with explicit traces of accessibility requirements integrated with functional requirements. Finally we discuss lessons learnt from the case study and common benefits of the approach for Web accessibility and Web projects.
Knowledge Management Research Using Grounded Theory Strategy: Applicability, Limitations and Ways Forward
(Computing and ICT Research, 2010) Omona, Walter; Van Der Weide, Theo; Lubega, Jude T.
Knowledge management (KM) is currently an emerging discipline in higher education, and its effective implementation is becoming a precondition for success in an increasingly globalized economy. Because it is interdisciplinary in nature, carrying out a research in KM requires that one uses appropriate research strategies that should be used to enable objectives of a study to be undertaken to be achieved. Based on review and analysis of available literatures, this paper looks at the paradigms in KM research and examines in details the applicability and limitations of grounded theory strategy in carrying out KM research. Using the explanation that KM research is a human activity system which requires both soft and hard systems methodologies to achieve study goals, a research methodological strategy is proposed for carrying out research to develop a framework for KM using ICT in higher education in Uganda as part of an on-going study. As well as contributing theoretically to the literatures on KM by providing insights into the applicability and limitations of grounded theory strategy in carrying out KM research, this paper further seeks to propose a methodological strategy that can be used in carrying out similar or related studies.
Leveraging Social Media in Higher Education: A Case of Universities in Uganda
(European Journal of Open, Distance and E-learning, 2019) Mirembe, Drake Patrick; Lubega, Jude T.; Kibukamusoke, Martha
Social media platforms have transformed the way we live and work. These platforms have opened up new opportunities for service provisioning and business models. Therefore, this paper presents findings of how leading Ugandan Universities are integrating social media in the teaching and learning processes. The researchers adopted a multi-methodology research approach which involved; collecting, analysing and integrating quantitative (surveys) and qualitative (focus group discussions and interviews) research methods. A total of 300 respondents were targeted (students and lecturers) of which 250 responded (196 male and 54 female). The respondents from Makerere University, Uganda technology and Management University (UTAMU) and Makerere University Business School. The results of the study indicated that majority (94.8%) of the respondents use WhatsApp, 86.5% Facebook, 82.1% YouTube, 53.8% Twitter, 39.8% Instagram and 9.2% snapchat. It was observed that 225 about 91.1% of student’s use social media for learning purposes. A total of 238 respondents use smartphones to access social media. While majority of students on social media platforms use these platforms for learning purposes, majority of lecturers (37.6%) never engage students on social media. Therefore, there is a mismatch on social media usage between students and lectures and this calls for the development of social media policies at universities to promote and guide the integration of these platforms in the teaching and learning processes.
Management of Credit Facilitation for Agricultural Cooperatives in Uganda: evidence From a Collaborative Approach
(BANKERS, 2021) Ahabyoona Mugisha, Faith; Lubega, Jude T.; Kibukamusoke, Martha
A Model for Scaffolding Traditional Distance Learners in Africa For Constructivistic Online Learning
(Makerere Journal of Higher Education, 2009) Muyinda, Paul B.; Lubega, Jude T.; Lynch, Kathy
How can we solve the lull in uptake and usage of online learning amongst traditional distance learners in Africa? Several online learning initiatives are taking place in Africa, but a critical assessment of their impact in terms of increasing access to higher education through distance learning indicates, in most cases, lack of value for money. A few distance learners use online learning management systems and other online resources in those institutions. How then do we interest and motivate the majority of traditional distance learners in Africa to adopt and uphold online learning practices? This paper provides a model that can be used to scaffold traditional distance learners in Africa for constructivistic online learning. The framework is built based on experiences derived from a survey of third year Bachelor of Commerce distance learning students at Makerere University who participated in an online learning pilot. The students were, for their very first time, asked to undertake three out of ten modules of an Information Technology course using an online learning mode. This course had previously been tutored using traditional face to face and print based materials methods. The three online modules were tutored using the BlackboardTM Learning Management System. The model is important for managing change from traditional distance learning delivery methods to online delivery methods and ensuring that distance learners in Africa uphold online learning practices.
Multimedia to Enhance Blended Learning Experience in Constrained Low Bandwidth Environment
(Springer, Berlin, Heidelberg, 2012) Ahmad Suhail, Nazir; Lubega, Jude T.; Maiga, Gilbert
This paper identifies multimedia compatible with the challenges of constrained low bandwidth environment by using a Multi Level Systematic Approach (MLSA) through literature investigation, aimed to enhance blended learning experience in developing countries. At level I, a huge database for various media formats was identified. At level II, most commonly used visual media was selected based upon the usability characteristics. At Level III, we conducted a critical deep investigation of selected very commonly used media formats using different characteristics. The analysis of Level III investigation was done at Level IV. The study concluded that MP4, MP3 and JPEG or PNG are, respectively, the video, audio and graphic formats compatible with the challenges of constrained low bandwidth environment. This paper extends some sections of the previous work published by the same authors.
On Addressing Design Issues That Hinder Reusability of Learning Objects in Instruction Design
(International Journal of Information and Education Technology, 2014) Agaba, Joab E.; Lubega, Jude T.
A good number of repositories equipped with millions of standard-based learning objects exist and this presents a great boost in instruction design based on learning objects. However, instructional designers face a number of challenges in reusing these learning objects. This paper presents the design issues that hinder reusability of learning objects and proposes the approaches that can be used to address them.
Optimization Based Multimedia Performance to Enhance Blended Learning Experience in Constrained Low Bandwidth Environment
(Springer, Berlin, Heidelberg., 2011) Ahmad Suhail, Nazir; Lubega, Jude T.; Maiga, Gilbert
The efficient transmission of multimedia applications and time sensititive applications in particular, over the heterogeneous networks is a challenging research problem that requires investigation. This paper focuses on an experimental testbed designed to verify the theoretical concept; performance of multimedia content can be improved by optimizing both network and application. User-driven parameter ‘latency’ was used to achieve the objective, during transmission of multimedia files (video, audio, graphics, and text) over a wireless network. Results indicated that latency factor was reduced significantly, when optimization technique was applied on both network and multimedia content as compared to applying on each component individually. This work falls within the scope of “Optimization Technique for Implementation of Blended Learning in Constrained Low Bandwidth Environment” [1].
Requirements Framework for Personalized Real-Time Feedback in Interactive Agent-Based E-Learning Systems
(Springer, Berlin, Heidelberg., 2013) Omoda-Onyait, Godfrey; Lubega, Jude T.; Maiga3, Gilbert
E-learning systems at the market do not adequately support learning in a constructivist way because they do not adapt to the special needs and personal attributes of individual learners. Eliciting complete and correct requirements is a major challenge in personalized learning. Literature review and Interviews conducted with twenty lecturers helped in the design of questionnaires administered to three hundred second and third year students of Bachelor of Science Education and IT related courses from two universities in Uganda. Respondents were allowed to interact with two types of systems A that gave feedback at the end of each task and B at every stage during a learning process. The nine attributes used in the design of the questionnaire got the lowest response being 55.8% (feedback) and the highest 74.2% (Personalizing learning). These were used to design the basic requirements framework
Towards an Interactive Agent-Based Approach to Real-Time Feedback (IAARF) in E-Learning System
(Springer, Berlin, Heidelberg, 2012) Omoda-Onyait, Godfrey; Lubega, Jude T.; Maiga, Gilbert; Angole, Richard O.
E-learning management systems use an interactive approach that presents the learner with learning objects to interact with during the learning process. Several interactive platforms for sharing learners’ ideas, integrating mutual knowledge or providing feedback have been proposed. However, these approaches have met with limited success. Furthermore, although design education is already taking full advantage of the current state and economy of online information, online teaching materials suffer from scanty content, poor interactivity, and insufficient participation. This paper proposes an interactive agent-based approach to real-time feedback (IAARF) generation in e-learning systems for higher institutions of learning. This approach presents the possible way to use agents in an interactive manner to create learner profiles, guide the learners to set the learning goals, learner activities, and extract learner resources during the learning process. The major strength of this approach is the high level of learner engagement, with real-time feedback (RF) to the learner, shaping and transforming their learning dynamics.
Unleashing mobile phones for research supervision support at Makerere University, Uganda: the lessons learned
(International Journal of innovation and Learning, 2010) Muyinda, Paul B.; Lubega, Jude T.; Lynch, Kathy
This paper provides the lessons learned in an m-learning initiative to support distance learning students undertaking a field research project. Learner survey and staff interview data revealed that m-learning overcomes the odds that inhibit the implementation of ‘conventional’ e-learning and creates a platform for regular interaction. M-learning creates a customer care attitude and intimacy between the interacting parties, hence removing the phobia that students attach to lecturers. It encourages active learning, paces learners and improves learner satisfaction and motivation. On the contrary, m-learning creates cognitive overload for a lecturer facilitating a large group of students and introduces a strange vocabulary.
Using ICTs to enhance duty bearer accountability and transparency to citizens in Eastern and Northern Uganda
(International Journal of Information Technology, Communications and Convergence, 2019) Mirembe, Drake Patrick; Lubega, Jude T.; Kibukamusoke, Martha
This article explores the use of ICTs to enhance engagement between citizens and leaders in Eastern and Northern Uganda. It highlights how ICT empowers citizens to demand accountability and transparency from leaders. The key objective was to establish the extent to which the use of ICT promoted leaders responsiveness to citizens’ concerns about accountability and transparency. A participatory action research was used through key informant interviews, focus group discussions and survey targeting 180 citizens and leaders. Findings show that nearly 83.1% of the citizens (108 of the 120 who responded to the question) do use ICT to engage duty bearers on government programmes and accountability issues and the most commonly used ICTs by citizens to engage with leaders are mobiles phones (about 83.1%) and radios (64.6%). It was clear that use of ICT does indeed improve leader responsiveness to citizen concerns.
Web Content Filtration according to context of use: Case Study of Accessibility Guidelines
(Fountain Publishers, 2009) Baguma, Rehema; Lubega, Jude T.; Stone, Roger G.; van der Weide, Th.P.
In this paper, we propose an approach for filtering Web based content according to context of use based on user roles and other use case scenarios. The purpose of the filtration approach is to make such Web content easier to use for the target audience. Context of use is important for the usability of Web based content particularly that used by different groups of people with different roles, interests and skill base. We use the Web content accessibility guidelines (WCAG) to demonstrate how the approach can be used to improve usability of Web based content. Other than accessibility guidelines, the approach is relevant to ANY Web based content for any subject if intended for multiple classes of users.
A Web Design Framework for Improved Accessibility for People with Disabilities (WDFAD)
(International World Wide Web Conference., 2008) Baguma, Rehema; Lubega, Jude T.
Information and Communication Technology (ICT) such as the World Wide Web (WWW) has increasingly become embedded in everyday life and is progressively becoming indispensable for public, business, personal efficiency or even improvement of livelihoods [1]. Web users including People with Disabilities (PWDs) can conveniently undertake a number of tasks that would otherwise be difficult or impossible. But many Web applications such as e-learning, e-commerce and e-government are not accessible to PWDs including the blind. Through Web accessibility guidelines, Web developers can develop Web applications that are accessible to PWDs. However, majority of the available accessibility guidelines are difficult to integrate into existing developer workflows and rarely offer specific suggestions that are developer oriented. In this paper, we propose a Web Design Framework for Improved Accessibility for People with Disabilities (WDFAD). The WDFAD provides precise guidelines on how to develop Web applications that are accessible to PWDs particularly the blind. These are packaged according to the three components of Web applications namely; content, navigation and user interface. Using constructs of the Non Functional Requirements (NFR) Framework, Web accessibility design objectives are represented as primary goals and sub goals. The primary goals represent the high level accessibility design objectives, while the sub goals represent the requirements that need to be met in the Web development process in order to meet each primary goal. WDFAD also illustrates the overlaps between the process of meeting each primary goal. This unveils the optimal ways of achieving Web accessibility during Web design. The precise nature of WDFAD and its packaging according to the main components of Web applications makes Web accessibility requirements potentially easier to understand and apply by Web developers. Web Developers prefer precise and familiar tools due to their busy work life and daily interface and expression in formal instructions. In addition, the global versus local classification of Web accessibility requirements in WDFAD modularizes the web accessibility guidelines hence making them easier to understand, apply and update.

Browsing by Author "Lubega, Jude T."

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