Browsing by Author "Mayende, Godfrey"

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    Applicability of ADDIE model in Analysis of Content Resources for Blended Learning in Universities: Case of Bachelor of Science External at Makerere University
    (East African Journal of Education Studies, 2025) Mugisha, Arthur; Lazareva, Alexandra; Ezati, Betty Akullu; Walimbwa, Michae; Mayende, Godfrey
    This article draws from a study on the applicability of the ADDIE model in the Analysis of Content Resources for Blended Learning at Makerere University. The study analyzed the current content resources for Blended Learning (BL) and strategies for improving content resources for BL on Bachelor of Science External at Makerere University. The connectivism theory was used as lens to explain findings in this study. The qualitative research design and interpretivism paradigm were adopted to explore opinions of the respondents for this study. The multi-stage sampling method with purposive technique was used to determine the general student population on the Bachelor of Science External program, identifying and selecting students in their various subject combinations. The first stage was identification of the college ‘College of Natural Sciences’, followed by purposive selection of B.Sc. External program. The selection of a B.Sc. program was followed by identification of various subject combinations and lastly purposive selection of students with consideration of the year of study and their lecturers. Interview data was analyzed in Atlasti. coding In-vivo to create the quotations and memo of network view for findings of this study. The Atlas ti was used to organize uploaded transcribed interview data to generate the network views that contained meaningful information aligned with the objectives of the study. The analyze phase of ADDIE model involves the determination of instructional goals by understanding the competency gaps through which academic progress is catered for within the intended learning outcomes both in Biological and Physical sciences to address the needs in society. Target audience analysis require taking consideration of; gender, learners’ experiences, learning interests, geographical location, motivation for learning, economic status, language proficiency, learners’ abilities and intimate pattern for inclusivity in BL. Required resources were smart phones and laptops to access the internet based content resources, artificial intelligence such as Chat GPT for learning, and digital learning using communication tools like; zoom, WhatsApp, google meet and TikTok. The well-designed lecture theatres, smart rooms and multimedia studios facilitate the preparation of content resources fit for BL. Strategies were; understanding of marital status of learners, experiences, motivation to pursue a course, excellent search engines such as refseek.com, worldcat.org, link.springer.com, bioline.org.br among others all important in designing of content resources for BL. Continuous professional development programs for lecturers and orientation of learners with support of a cross cutting course, buy your own device policy at subsidized price from pre-qualified vendors like Stanbic at Makerere University and adoption of MUELE to build effective BL solutions for universities.
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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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    Contextualisation of eLearning Systems in Higher Education Institutions
    (Springer Nature, 2017) Gwamba, Gerald; Renken, Jaco; Nampijja, Dianah; Mayende, Godfrey; Birevu Muyinda, Paul
    The proliferation of digital technologies, and the emergence of global lifelong learning has steered the transformation of education from the predominant classroom based learning to more flexible technology enhanced learning. However, realizing technology enhanced learning’s much anticipated benefits towards improving the educational potential of Higher Educational Institutions (HEIs) in Developing Countries (DCs) is still a challenge because of the high information systems failure rate. Research suggests potentially substantial misalignment between DC HEIs’ E-Learning Management Systems (ELMS) and their institutional contexts. To explore this gap, this research employs a qualitative approach based on a case study of the Makerere University Electronic Learning Environment (MUELE). We employ the Aparicio eLearning systems theoretical framework to explore the extent to which DC HEIs are aligning their ELMS within their institutional contexts. Results indicate that, ELMS are not aligned to the context of DC HEIs implying that stringent measures need to be taken to close misalignment gaps.
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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.
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    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 Nobert
    Information 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.
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    Widely Acclaimed but Lowly Utilized: Congruencing ODL Utilization with its Wide Acclaim
    (Universal Journal of Educational Research, 2019) Birevu Muyinda, Paul; Mayende, Godfrey; Maiga, Gilbert; Oyo, Benedict
    World over, open distance learning (ODL) is widely articulated and vouchered as a panacea pedagogy for increased access and flexibility to higher education. In reality, however, the actual use of ODL approaches in higher institutions of learning in developing regions is unexpectedly low and not in tandem with its wide favorable regional and international vouchering. This paper has the goal to suggest a framework for congruencing the low utilization levels of ODL approaches with their wide acclaim. Using a cross sectional survey, an inquiry was conducted among faculty across institutions of higher learning in Uganda to establish: i)the factors explaining the wide acclaim for ODL; ii) theutilization level of ODL; iii) the factors that explain the present utilization levels of ODL; and iv) a framework for congruencing low ODL utilization with the hype surrounding it. The study revealed that being an ICT-driven pedagogy, ODL has the potential to transform higher education since ICTs are transforming other sectors. Further, the majority of institutions have put in place policies to spur ODL, but even then, ODL utilization has largely remained voluntary, implying lack of policy enforcement. This has left about 50% of the faculty with no presence whatsoever on their universities’ LMSs. Low utilization was explained by factors personal or institutional in nature. Personal factors related to lack of will by faculty to get out of their perceived comfort zones and limited ODL pedagogy capacity. Institutional factors related to limited connectivity and access to ICT systems. Others were defective LMSs and lack of ODL pedagogy support. Institutions wishing to spur ODL utilization must first address people issues (soft dimensions) as they address the technological issues (hard dimensions). This way the hype will match the reality.