Browsing by Author "Omoda-Onyait, Godfrey"

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    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.
  • Thumbnail Image
    Item
    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
  • Thumbnail Image
    Item
    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.