• Login
    View Item 
    •   NRU
    • Journal Publications
    • Social Sciences
    • Social Sciences
    • View Item
    •   NRU
    • Journal Publications
    • Social Sciences
    • Social Sciences
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Lived Experience of Developing a Blended Learning Academic Programme in a Traditionally Presential University

    Thumbnail
    View/Open
    Lived Experience of Developing a Blended Learning Academic Programme in a Traditionally Presential University (233.2Kb)
    Date
    2019
    Author
    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
    Metadata
    Show full item record
    Abstract
    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.
    URI
    https://nru.uncst.go.ug/xmlui/handle/123456789/2806
    Collections
    • Social Sciences [1235]

    Related items

    Showing items related by title, author, creator and subject.

    • Thumbnail

      Addressing Virtual Learning Challenges in Higher Institutions of Learning: A Systematic Review and Meta-analysis 

      OMONA, Kizito (Journal of STEAM Education, 2022)
      Many universities across the globe are set to keep lectures online, more especially in this era of COVID-19 and yet there is an increased spotlight on the challenges faced by learners. Some of these challenges include; ...
    • Thumbnail

      Facebook Mediated Interaction and Learning in Distance Learning at Makerere University 

      Mayende, Godfrey; Muyinda, Paul Birevu; Isabwe, Ghislain Maurice Norbert; Walimbwa, Michael; Siminyu, Samuel Ndeda (International Association for the Development of the Information Society., 2014)
      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. ...
    • Thumbnail

      Online Learning Resources Enhanced Teaching and Learning of Medical Mycology among Medical Students in Gulu University, Uganda 

      Bongomin, Felix; Erima, Bernard; Kwizera, Richard; Odongo-Aginya, Emmanuel I. (Education Research International, 2020)
      The burden of serious fungal diseases has significantly increased in the past few decades; however, the number of health-care workers with expertise in the management of fungal diseases remains low, especially in low- and ...

    Research Dissemination Platform copyright © since 2021  UNCST
    Contact Us | Send Feedback
    Partners
     

     

    Browse

    All of NRU
    Communities & CollectionsBy Issue DateAuthorsTitlesSubjects
    This Collection
    By Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Research Dissemination Platform copyright © since 2021  UNCST
    Contact Us | Send Feedback
    Partners