Browsing by Author "Muyinda, Paul Birevu"

Now showing 1 - 6 of 6
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    Adoption of the SAMR Model to Asses ICT Pedagogical Adoption: A Case of Makerere University
    (International Journal of e-Education, e-Business, e-Management and e-Learning, 2014) Lubega, T. Jude,; Mugisha, Annet Kajura,; Muyinda, Paul Birevu
    For the past decade, Makerere University seen integration of ICTs as an enhancement tool in its pedagogical processes. The level of enhancement has been slow and not satisfactory considering the low number of staff that pedagogically integrate ICT for teaching and learning. Several studies had indicated in the past how e-learning has been implemented in Makerere University but there was no empirical evidence to explain the slow pedagogical ICT adoption in the University. Lack of such information contributed to the lack of concrete interventions that could be devised to transform pedagogical integration of ICT at Makerere University. Using a mixed research approach, a comparative study was undertaken to find out the actual causes of slow pedagogical integration and at the same time suggest interventions that could improve the situation from using ICT as an enhancement tool but a transformative tool as per the SAMR model. These interventions arising from this study could be utilized by any other institution which has slow adoption of ICT for pedagogical purposes.
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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.
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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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    The Role of Public Libraries and Emerging Technologies in Accessing Oers to Distance; Learners at Makerere University
    (African Education Indices, 2016) Mutambo Nabusbawo, Harriet; Ndeda Siminyu, Samuel; Muyinda, Paul Birevu
    Open Education Resources (OERs) have potential to facilitate teaching and learning in Open and Distance Learning (ODL). However, with emerging technologies, it is possible to access these resources ubiquitously, say using mobile devises. These resources however are not available to all students, especially those in areas with limited internet connectivity. This paper seeks to examine the role of public libraries in enabling students of Makerere University to access OERs using emerging technologies. Using the Bachelor of Education program as a case study, a cross sectional survey was carried out, with 422 respondents who included students and off campus librarians. Questionnaires, Interviews, focus group discussions, observations and document analysis were used to collect data on the state of ICT infrastructure in public libraries, mobile phones and their utilization by ODL students. The findings revealed that ICT infrastructure in public libraries in Uganda have been upgraded with support from British Council. The libraries have been facilitated with computers and internet connectivity accessing students to OERs and several data bases subscribed to by the libraries. This support from public libraries is however ad hoc and not streamlined. This informal nature of learner's engagement with OERs at the public libraries has bred collaborative practices outside the control or influence of the university. There is therefore need to acknowledge and fully integrate it into the University policy provisions for effective learner support.