Online Courseware Development in Public Universities in Uganda: The Precepts of Active, Passive and Exclusive Participation
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Date
2018
Journal Title
Journal ISSN
Volume Title
Publisher
Springer, Cham
Abstract
Irrespective of the maturity or infancy of e-learning adoption in a
university, the academic staff always have varying levels of commitment to
online courseware development and delivery. Some will be actively engaged,
some will be passively involved while others will remain ignorant about online
courses’ issues. This paper investigates trends in online courseware development
in Uganda and classifies emerging participation levels into three, namely
active, passive and exclusive engagement. The latter clustering followed a
survey of 120 academic staff from six public universities in Uganda, with
general findings indicating low participation of instructors in courseware
development. For instance, whereas 60% of the respondents had been trained in
the use of authoring tools, only about a half of them had continued to use these
tools for courseware development. Essentially, the survey revealed that the
variation in courseware development engagement is caused by both the individual
and institutional strengths (active case) and weaknesses (passive and
exclusive scenarios). As such, institutional support strategies for improvement in
courseware development for each of these three categories are explored and
discussed. Future researchers are encouraged to test the developed institutional
support strategies in their e-learning or blended learning practice.
Description
Keywords
E-learning, Blended learning, Courseware development, University education
Citation
Oyo, B., Maiga, G., & Muyinda, P. B. (2018, November). Online Courseware Development in Public Universities in Uganda: The Precepts of Active, Passive and Exclusive Participation. In International Conference on e-Infrastructure and e-Services for Developing Countries (pp. 12-23). Springer, Cham. https://doi.org/10.1007/978-3-030-16042-5_2