Browsing by Author "Walimbwa, Michael"

Now showing 1 - 4 of 4
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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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    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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    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.