Browsing by Author "Nampijja, Dianah"

Now showing 1 - 4 of 4
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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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    Enhancing critical thinking through academic collaborations
    (African Educational Research Journal, 2024) Lamaro, Gloria; Kimoga, Joseph; Nampijja, Dianah; Frank, Reichert
    This study investigated the role of academic collaborations in enhancing critical thinking skills among graduate students, drawing on Critical Theory. A qualitative research approach was utilized, incorporating an exploratory case study design to investigate the effects of collaborative academic practices on the development of critical thinking. Data collection methods included personal interviews, focus group interviews (FGIs), and document analysis, involving current graduate students, alumni from the 2015 cohort, and teaching staff. The findings revealed that academic collaborations significantly contribute to the development of critical thinking skills. Participants reported that interdisciplinary teamwork, resource sharing, and expertise exchanges enable students to approach problems from multiple perspectives, thereby, broadening their analytical capabilities. The study highlighted that collaborative efforts facilitate access to diverse methodologies and knowledge which enriches students' educational experiences and enhances their problem-solving abilities. Moreso, the study found that collaborative projects and joint research initiatives provide practical opportunities for students to engage with real-world issues, promoting a deeper understanding and application of theoretical concepts. This process not only fosters intellectual growth but also prepares students to tackle complex challenges in their professional fields. The research aligns with established theories on collaborative learning and critical thinking, supporting the view that academic collaborations are vital for intellectual development. It underscores the importance of creating a supportive environment for interdisciplinary work and effective communication among collaborators. This study recommends prioritising interdisciplinary projects, offering faculty training for collaborative initiatives, and developing assessment frameworks to evaluate the impact of these collaborations on students' critical thinking skills. These insights highlight the benefits of academic collaborations in higher education and suggest practical steps to improve collaborative practices for better educational outcomes.
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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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    Staff Capacities for Inclusive Teaching and Learning of Students with Visual Impairment: A Case of Public Universities in Uganda
    (East African Journal of Education Studies, 2023) Sikoyo, Leah; Ezati, Betty Akullu; Nampijja, Dianah; Asiimwe, Joyce Ayikoru; Walimbwa, Michael; Okot, Daniel
    Enrolment of students with visual impairment (SVIs) into higher education is rising globally, hence the need for inclusive learning environments and practices in universities. Academic staff are pivotal in ensuring inclusive practices in universities, given their pedagogic roles. Drawing on a larger project, this paper explores academic staff capacities for inclusive teaching and learning of SVIs in three public universities in Uganda. The study employed a qualitative interpretivist approach, specifically a case study design, and was theoretically informed by the social model of disability. Data was collected from three purposively selected public universities that enrol SVIs, from a sample of 73 respondents, comprising 17 academic staff, 09 academic leaders (4 Faculty Deans, 5 Heads of departments), 29 SVIs, and 18 administrative staff, using interviews, focus group discussions (FGDs), document analysis and non-participant observations. All data sets were analysed thematically. Findings show minimal staff capacities for inclusive teaching and learning of SVIs. The majority of the staff lacked awareness and sensitivity to the SVIs’ learning needs due to poor coordination and information flow across university units that interface with students with disabilities. Staff capacities to adapt teaching and assessment processes for SVIs were also low, attributed to a lack of formal training and orientation in teaching SVIs, except for staff with academic backgrounds in special education and disability studies. The findings underscore the role of staff training in inclusive practices informed by Universal Design for Learning (UDL) principles and better coordination among university units for holistic, inclusive participation of SVIs