Browsing by Author "Walimbwa, Michael"

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    Blended Learning Pedagogy and the Development of Digital Competences among Teacher Trainees in a Predominantly Face to face Teacher Education Program
    (SN Social Sciences, 2021) Buluma, Alfred; Walimbwa, Michael
    This paper examines the influence of blended pedagogy in facilitating the development of digital competences among teacher trainees in a leading University in Uganda. This is an action research that took place between August and November, 2019, in which data were collected from third-year teacher trainees at School of Education in a pre- and post-intervention survey environment. At the beginning of August 2019, a self-administered questionnaire (SAQ) seeking the opinions about the teacher trainees’ digital competences was administered. In the course of the semester, the researchers introduced a blended pedagogy approach through offering online tutorials to the teacher trainees using a MOODLE learning management system referred to as Makerere University Electronic Learning Environment (MUELE) in the course unit known as Evaluation of Instruction. Prior to the beginning of semester one examinations in November 2019, the same SAQ was administered to teacher trainees to examine the influence of blending online tutorials in nurturing their digital competences. Findings indicate improved competences in teacher trainees’ digital competences in line with navigation in the internet environment, operating mobile internet, operating internet-based search engines, and formal internet skills. Other competences that teacher trainees demonstrated improvement include digital information and communication competences. The study, however, indicated minimal improvement in teacher trainees’ digital competences in content creation. Consequently, it is recommended that teacher educators should deliberately adopt the use of blended pedagogy to enable teacher trainees develop the various digital competences expected from the twenty-first-century teacher.
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    Creating an Enabling Environment for Learning Chemistry: A Case of Using Mobile Phone Apps for Attitude Change in Resource Constrained Private Secondary Schools in Uganda
    (JRIIE, 2021) Luyima, Jimmy; Walimbwa, Michael; Sentongo, John
    Intrigued by reports ranking chemistry as one of the worst performed science subjects over the years at Uganda Certificate of Examination level, citing attitude towards the subject as one of the explanations, this study investigated the effect of integrating WhatsApp supported instructional resources in the out of classroom teaching learning process on students’ attitude towards the subject, as a possible intervention measure. The study used a mixed methods approach, taking on a quasiexperimental pretest –posttest none equivalent group design. The Solomon’s Four Group design was specifically employed because of its high internal and external reliability and validity. Data from a sample of 240 student respondents, distributed between two experimental and two control schools was analyzed using the SPSS Independent and Paired samples t-tests for quantitative data, to establish whether there was a statistically significant difference between the experimental and control groups. Qualitative data was analyzed thematically, which was collaborated with the quantitative data. It was found out and later concluded that, the integration of WhatsApp supported instructional resources outside the classroom setting improved students’ attitude towards chemistry with more students in experimental schools ranking the chemistry as one of the science subjects they liked most.
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    Exploring Affordances of Online and Offline Strategies for Continuity of Learning in Secondary Schools during Pandemics: Lessons from Uganda's Response to the COVID-19 Pandemic
    (East African Journal of Education Studies, 2024) Namulondo, Veronica; Najjuma, Rovincer; Kasirye, Gillian K.; Walimbwa, Michael
    The COVID-19 pandemic led to widespread school closures, disrupting learning in institutions worldwide. This study examined the online and offline strategies implemented in Uganda's secondary schools during the pandemic and draws lessons from the country's response. This study was conducted in two schools in Kampala District, the research employed a qualitative multiple case study approach, gathering data through interviews, observations, and focus group discussions. The findings revealed that both online and offline strategies played significant roles in facilitating home-based learning. Printed learning materials, such as textbooks and workbooks, were valued by teachers and students for providing a sense of continuity in their studies. However, limitations such as the lack of immediate clarification and two-way communication were identified. Logistical challenges in distributing the materials also posed difficulties, particularly for students in remote areas. Radio broadcasts emerged as a pivotal offline strategy for reaching students without internet access. Parents and students appreciated the insightful educational content delivered through radio programs, even in remote areas. However, accessibility concerns and the lack of interactivity were highlighted as limitations. These findings are not only pertinent for Uganda but also contribute to the global conversation on resilient educational systems in times of unforeseen disruptions. It is crucial to address the limitations of online and offline strategies to ensure equitable access and effective learning experiences for all students, especially those in remote areas
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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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    In-Service Teacher Reflections on Program Innovations towards Education Responsive to Local Communities
    (East African Journal of Education Studies, 2022) Walimbwa, Michael; Mugisha, Arthur; Buluma, Alfred; Mbulankende, Julius
    Innovation in teacher training encompasses additions to a program so as to serve the most recent skills required by stakeholders. Innovation requirements push the redesign of in-service teacher education program which has seen embedding of an internship aspect. Using the theory of partnering pedagogy, these innovations focus on provision of education that is relevant and responsive to the local communities around and beyond the school. The innovations engage principles of effective pedagogy to design activities that involve and promote local community engagement practices and learning experiences. Using educational design research, ten in-service teachers participated a program that was recently reviewed with some innovation brought aboard. This study is qualitative which explored in-service teachers’ reflections on having gone through a recently reviewed in service program with innovations on board. The in-service participated in a reflection on their lived experiences and impact on their pedagogic practice having gone through the reviewed program. The resultant qualitative data was subjected to content analysis. Findings indicate that program review innovations that bring local stakeholders aboard allow integration of competencies beneficial to in-service teachers, learners, and the local community in which the school is located. Innovation design that engages communities lead to pedagogic practices that emphasize learning by doing and not just transmission and accumulation of theoretical knowledge. Innovation in program design and review should therefore focus on activities that engage the in-service teacher, learners, and the local community. This leads to the design of innovations that focus on quality learning and development of contextually purposed skills for the local community. However, because of the collaborative attribute among stakeholders, there are challenges in the implementation of innovative suggestions. It is concluded that innovations in program design and review need to be contextually relevant because then, their impact extend to the local communities surrounding the school. In these ways, innovations provide avenues for schools to provide quality learning opportunities and skills to serve the local communities and beyond.
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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