Browsing by Author "Ouma, Richard"

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    Barriers and Coping Strategies to Adoption of Open, Distance and E-learning in Tertiary Institutions in Uganda
    (THE UGANDA HIGHER EDUCATION REVIEW, 2023) Ouma, Richard; Musiimaami, David
    There is a clear indication that the level of adoption of Open, Distance and e-Learning (ODeL) by tertiary institutions is still very low in Uganda. This study examines the barriers and possible strategies to improve the adoption of ODeL in tertiary institutions, which is critical in teaching and learning. This study used a qualitative research approach involving conversational focus discussion groups to explore the institutional administrators’ perspectives on the level of adoption of ODeL. The study results showed a drop in the enrolment levels in most tertiary institutions during the Covid -19 period. Whereas a few ICT facilities were available in all institutions, there was no indication that some were specifically dedicated to ODeL use. Critical barriers to ODeL adoption included the high cost of equipment needed to start ODeL, limited internet bandwidth, the high cost of data, limited skills of the staff and students, practical academic programmes requiring physical presence, declining enrolment levels, programmes examined by external bodies that did not embrace online assessment, and lack of policies for ODeL implementation and assessment. The study recommends a participative approach involving different stakeholders right from management down to individual staff and students, developing institutional policy guidelines for ODeL, conducting institutional readiness for online teaching, learning and assessment, training staff and students, and creating the awareness that integrating ODeL into curricula is critical and a necessity. Therefore, concerted efforts by the tertiary institutions and government are pivotal to enable investment in ICT Infrastructure, the development of ODeL policy, and the training of staff and students of tertiary institutions to appreciate ODeL as a valuable mode of learning delivery in the contemporary world.
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    Beyond “Carrots” and “Sticks” of On-Line Learning during the COVID-19 Pandemic: A Case of Uganda Martyrs University
    (Cogent Education, 2021) Ouma, Richard
    Listening and appreciating the views of the academic staff and students is critical in a learning period characterised by abrupt changes in the mode of classroom delivery where the traditional classroom teaching and learning is replaced by virtual classes. This study explored the “carrots” and “sticks” of on-line learning experienced by both academic staff and students at Uganda Martyrs University in Uganda. The study used a qualitative research approach involving in-depth interviews for academic staff and focus groups with selected university students from three academic Faculties. The study results showed that both students and academic staff found on-line learning beneficial in terms of incurring reduced transport expenses and chances of getting infected with Covid-19 due to reduced physical mobility. Due to increased use of technologies, the participants became more innovative and conscious in time use during the teaching-learning process. However, the effectiveness of on-line learning was limited by the challenges of limited data, unreliable internet connection, failure to record lectures, few zoom links at Faculty level, limited class control, and unstable attendance by students. Results further revealed the challenges of time constraint for computational subjects, assessment challenge, limited skills and knowledge in using , limited consultations, and speedy lecturers. The results provide valuable information on the progress in adjusting to the demands of the “new normal” in higher education teaching and learning. Concerted efforts of institutional leadership, academic staff and students should be the norm especially in acquiring and using ICT Infrastructure to enable academic staff and students’ transit to the “new normal”.
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    Overcoming Poverty: Accounting for Stagnation and Upward Mobility in Central Uganda
    (East African Researcher, 2012) Ssempebwa, Jude; Kasoma, Abisagi Ndagire; Kule, Abraham; Ssekyewa, Charles; Nnyanzi, David; Kisolo, Gelvan; Nyende, Jeremiah; Masereka, Joseph; Nambuubi, Juliet; Otaala, Laura; Akello, Lucy Dora; Odong, Moses; Okullo, Nellie Florence; Kanyandago, Peter; Lugemwa, Peter; Ouma, Richard; Akabwai, Steven
    Poverty in Uganda has been the subject of extensive scholarship and policy attention. Subsequently, several poverty alleviation programmes/ projects have been implemented in the country over the last five decades. Although successive surveys have reported notable improvements in the quality of life, there is evidence that many households are still stagnating in poverty. Why? How come the poverty alleviation programmes/ projects that are enabling some households to transit poverty are not working for the households stagnating in poverty? This study delved into these questions, taking the case of Central Uganda. The findings were that the households that are stagnating in poverty suffer from a broad syndrome of disadvantage, which affects their capacity to transit from poverty. However, it was also found that, despite their indisputable challenges, many of them are stagnating in poverty because they don’t feel that they are poor. Differences were noted between their view of poverty and the traditional view of poverty (by which they are characterized as poor). It was concluded that poverty alleviation programs/ projects have not transformed them because the interventions delivered under the programmes/ projects are based on the traditional view of poverty. Thus, it is recommended that those designing/ implementing these programs/ projects synchronize their view of poverty with the views of the poor whose poverty they are working to alleviate.
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    Pathway to Quality: Incorporating Students’ Perceptions in the University Learner Support System
    (Journal of Education and Practice, 2019) Ouma, Richard
    The provision of learner support is pivotal in understanding the development trend in distance education. A survey of the literature indicates limited incorporation of the student perspective in learner support strategies in Open and Distance Education in Uganda. To investigate the students’ perspective of the university learner support practices, this study used a quantitative approach involving a 45 questionnaire items to collect the students’ views. Using factor analysis technique, findings from the study revealed four constructs of learner support, namely; academic advising support, library and technology support, counselling and career support, and communication service support. The study concludes that analysing and incorporating the views of the students in decision making at faculty and institution level help to consolidate learner support efforts, nurtures a relevant learner support culture and creates a pathway to improved learning in Open and Distance Education. It therefore recommends that the views/voice of the students should be considered in the planning and delivery of Open and Distance Education. In addition, investment in affordable ICTs is key to the effectiveness of learner support management and delivery in Open Distance Education.
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    Perceptions of the Nature of University Learner Support Practices: Staff and Students’ Voices
    (Cogent Education, 2020) Ouma, Richard
    The incorporation of staff and students’ views is so central in the transformation of learner support management and delivery in distance education. This study explored the staff and students’ perceptions of the nature of learner support in distance education at Uganda Martyrs University in Uganda. The study used a qualitative research approach involving focus groups and in-depth interviews with selected university students and staff. The study results showed that the nature of learner support services focused on; academic advising, library and technology, counselling and career, communication and administrative services. The results provide valuable information on how to strategize learner support planning in distance education by synthesising and incorporating the voices of the students and staff. University administrators need to address the staff and students’ concerns about learner support to nurture a sustainable quality support culture.
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    Transforming University Learner Support in Open and Distance Education: Staff and Students Perceived Challenges and Prospects
    (Cogent Education, 2019) Ouma, Richard
    This article cross-examines the views of the university staff and selected students on institutional challenges in managing and delivering learner support for in-service teachers engaged in distance education in Uganda. A qualitative approach using in-depth interviews and reflective logs provided the study framework. The results showed several challenges faced by the university in administering learner support: a limited number of full-time staff at the faculty, lack of a reading culture, poor citations and referencing styles by students, untimely communication, and failure of some students to attend faculty field support. Further analysis revealed challenges of organising successful face-to-face workshops, inadequate counselling and guidance, inadequate action research supervision, students’ lack of ICT skills, inadequate library support, limited financial resource base, inadequate faculty support from the university management, and limited distance learners’ representation in their leadership and governance. The article concludes that building institutional capacity for distance education should be a driver to transform learner support challenges into opportunities for enhanced service delivery.