Browsing by Author "Nabushawo, Harriet"

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    Energy resource centres (ERCs) as vehicles for extracting higher benefits from solar power in rural and suburban areas of developing countries (the case of Uganda)
    (Open Impact Conference, 2019) Mbalyohere, Charles; Aguti, Jessica; Nabushawo, Harriet
    The very low access to energy in African countries, where over 70% of the population still live in the dark, is significantly hindering development (World Bank, 2019).1 While some progress has been made in recent years to improve access to traditional on-grid and new off-grid systems, the rate of change is low. The problem is particularly evident in rural and suburban areas where over 80% of the population are resident. A major barrier is that the understanding of the use of solar power systems has been left to the startup companies that offer the systems. In most cases, these companies are located far from the rural areas. Consequently, they are not well positioned to systematically investigate solar usage patterns of their customers. The loophole in turn weakens the capability of these firms to develop suitable training and effective customer care services (Amankwah-Amoah, 2015). It has further hindered the capability of these firms to develop products and services that are more strongly adapted to local needs. The potential for value-added use not only in homes, but also for farming, entrepreneurship and broader income-generating activities, has hence remained largely unexploited. Key economic activity like farming and rural/suburban entrepreneurship has as a result not benefited from solar power to the extent that would have been needed to accelerate development.
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    Learner Support in Distance Education: Unlocking the Potential of Public Libraries in Supporting Teaching and Learning In Open and Distance Learning
    (In EDEN Conference Proceedings, 2015) Nabushawo, Harriet; Aguti, Jessica Norah; Winterbottom, Mark
    This study examined the nature of services and facilities available and accessible in public libraries to ODL students in sub-Saharan Africa and the challenges these services face. Library services are central in teaching and learning processes because they expose the students to a variety of resources which facilitate in-depth study and lead to development of intended competencies. However, according to Pernell (2002), traditional library services often fail to adapt to the needs of Open and Distance Learning students especially in dual mode universities. This in the end affects students' final grades as well as the quality of education they receive. Using a cross sectional survey, from 422 respondents who include students, staff (both on campus and off campus) and librarians, data were collected though questionnaires, interviews, focus group discussions and documentary analysis. The findings reveal that due to inadequate library resources in study centres where ODL students are meant to receive remote support, the students have been utilizing library resources from the public libraries. This support from public libraries however needs to be acknowledged and fully integrated in the University policy provision for effective collaboration and knowledge sharing to ensure smooth coordination of library activities. This paper seeks to examine the potential of public libraries in supporting distance learners in Makerere University and the need for policy to guide the collaborations and while sharing library resources.
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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.