School of Distance and Lifelong Learning (SDLL) Collections

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    A Study of in-service distance education for secondary school teachers in Uganda: developing a framework for quality teacher education programmes
    (University of Pretoria, 2003-10) Aguti, Jessica Norah
    This study focused on examining distance education In-Service Teacher Education (INSET) programmes for the education of secondary school teachers in Uganda. The study traced the historical development of distance education, explored some of the theories underpinning it and related these to distance education in Uganda. In addition the study explored INSET programmes provided in Uganda through Distance Education since 1990. The study then focused on Makerere University’s Bachelor of Education (B.Ed) (External) Programme. This study explored issues related to the viability of distance education to meet the increasing demands of education in Uganda, factors impacting this growth, strengths and weaknesses of the teacher education programmes that have been run in the country since 1990 especially the B.Ed. (External) programme and the possibility of integrating Information Communication Technologies (ICTs) in these programmes. To gather the relevant data, two instruments were used; questionnaires for students of B.Ed. and Bachelor of Science (External); an interview schedule for policy makers at the Ministry of Education and Sports, District Education Offices, National Teachers’ Colleges and Primary Teachers’ Colleges. A total of 305 respondents participated in this study and they were drawn from different districts – Soroti, Tororo, Masindi, Mbarara, Kampala, Entebbe, Wakiso, and Mpigi – in the country. The data gathered was then analysed using descriptive and inferential statistics; and presented descriptively, in tables and graphs. The study established that distance education has a huge potential in Uganda but there are a number of factors that may be limiting the full realization of this potential especially with regard to the running of science-oriented courses and with regard to meeting the practical demands of teacher education. However, with careful planning of the programmes, it is possible to effectively and efficiently provide any course. The study revealed a number of strengths and weaknesses in INSET programmes that have been run by distance education, and in the B.Ed (External) in particular. The specific areas included content, practical work; management and administration; study materials development and provision; student support; assessment and examination; and integration of ICT s in these programmes. To make these programmes much more effective and efficient, the study identified some strategies that could be used. Of particular note is the need to decentralise services and to put in place quality assurance mechanisms. Also, since ICTs occupy a central role in distance education programmes, the study explored the different ICT s that the B.Ed (External) stakeholders have access to, strategies of financing and making this technology more accessible, reasons for choosing a particular technology and the prerequisites that must be put in place for these to work. Furthermore, the study revealed that, in Uganda, access to the ICTs, is still a huge problem to students and staff of the B.Ed (External) programme. Personal ownership of the video, TV, computer and Internet is limited. Alternative ways especially collaborative ventures and use of centres should therefore be utilised much more. Finally, a Framework for High Quality INSET Distance Education for Secondary School Teachers in Uganda was suggested. Makerere University can use this framework as the beginning of a restructuring and reorganization process so as to ensure the B.Ed (External) achieves its objectives and produces high quality teachers
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    Christianity and rural community literacy practices in Uganda
    (Journal of research in reading, 2007) Openjuru, George Ladaah
    In this article, we examine how Christianity provides the impetus for local literacy practices in a rural community in Uganda. These Christian literacy practices form a central part of the literacy activities of the community and are manifested in a variety of contexts from public to private using a wide variety of readily available religious texts in the community. Through examination of Christian literacy practices, the authors suggest that ethnographic research has the potential to generate information that can be used to enhance literacy learning in rural community life.
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    Management of appraisal practices and performance of teachers in primary schools in Kampala district.
    (Makerere University, 2007-04) Ssenabulya, Francis
    There seems to be a problem about the procedure of conducting appraisal of teachers in primary schools in Kampala district and this was intriguing enough to have the researcher conduct a study to assess the management of appraisal practices and their effect on the performance of teachers in primary schools in Kampala district. The objectives of the study were to identify the types of appraisal practices used to assess teachers’ performance in primary schools in Kampala district; assess their fairness, establish their effect on the performance of teachers and to establish the challenges of conducting them in primary schools in Kampala district. The study was carried out in the district with schools selected from Kampala Central Division. It involved both Government and private primary schools. Information was collected from head teachers, deputy head teachers and teachers using questionnaires and interviews. From the four objectives, four research hypotheses that guided the study were derived and were tested using the Chi-square test and the Pearson Product Moment Correlation Coefficient with the help of the Statistical Package for Social Scientist Programme (SPSS). The major findings of the study included the different types of appraisal practices used which include; Confidential reports, Involving teachers in target setting, Appraisal interviews using the newly introduced staff performance appraisal form for public service, self -appraisal and appraisal by fellow teachers. It was noted that there is no mutual agreement in determining targets and belief that the appraisals were conducted at the right time. Results also indicated that there were a number of challenges encountered while conducting the appraisal exercise. These challenges include; failure for the head teachers to work out performance targets with their staff early enough, say at the beginning of every academic year, in order for the teachers to know areas where they are to be assessed, head teachers failing to supervise their teachers implying that they lack information about how their teachers are performing. There is another challenge of comparing performance and favoritism in the management of the appraisal process. There is need for head teachers therefore, to exercise fairness and honest while assessing teachers performance. All these should be addressed by having joint decision making about the appraisal exercise between the teachers and the school administrators. Head teachers should supervise their teachers so that they get to know them and how they perform. This will help them to appraise them genuinely. The study concluded that; there are different kinds of appraisal methods used in appraising teachers in primary schools. It was also concluded that there is fairness in the appraisal practices used in assessing the performance of teachers in Kampala district and that there is a relationship between appraisal practices and teachers performance in primary schools in the district. It also concluded that a number of Challenges affect the appraisal process. From the results of the study, the researcher recommended the need to improve the way appraisal practices are conducted and managed. The study also recommended the need for head teachers to fully sensitize their teachers about the purpose of the appraisal process before it is carried out. There is also the need to make the appraisal practices as fair as possible to all the teachers and also to establish a system through which the teachers can be ranked in terms of performance so that action to help those who are weak is sought, and finally the study recommended the need to minimize the challenges that were found to affect the appraisal exercise.
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    An ethnographic study of rural community literacy pactices in Bweyale and their implication for adult literacy education in Uganda
    (University of Kwazulu-Natal, 2008-03-15) Openjuru, George Ladaah
    This was a study of rural community literacy practices in Uganda. I used the social practices theory of literacy as a theoretical framework to investigate literacy use in rural community life in Bweyale. The social practices theory of literacy sees literacy as variable social practice that can only be understood within the social context of its use. Consistent with the social practices theoretical perspective and following similar research traditions in this area of literacy study, I used ethnographic research methods to collect data and grounded theory methods to analyse data on literacy use in Bweyale. The study revealed that rural people, contrary to popular perceptions about their illiteracy and hence lack of literacy, actually use reading and writing in a variety of ways in different domains of literacy use. Literacy pervades most aspects of rural community life, making rural people use literacy in many rich and creative ways. Most people, regardless of their literacy status, participate in local literacy practices. The most prominent areas of literacy use in rural community life are livelihood activities, education, religion, bureaucracy, household life, and personal life. The study also found that the conception of literacy among rural people in Bweyale is similar to the dominant conception of literacy. In this conception, literacy is seen as equal to education and/or schooling and it relates to modernity. Rural people see literacy as a valuable and important aspect of life. The literacy they value most is the dominant English language literacy. This is due to the multilingual nature of Uganda and the national language policy that made English the dominant language of literacy even in rural community life. The use of English literacy is also reinforced by its use as the language of instruction in Uganda’s education system where most people learn how to read and write. This dominance of English complicates literacy use in rural community life because it brings in the need for translation, especially when people who do not understand English are involved in a literacy event. It also complicates local language literacy learning. The use of English is closely associated with the dominant non-traditional activities like school education, the police service, modern trade practices, and to some extent, Christian religious practices. Local language literacy is mainly used when communicating information relating to traditional activities, for example, traditional medicinal practices or for personal use. The study recommends that adult literacy education curricula should be tailored to the local literacy practices of the people for whom the literacy programmes are being developed. This will help to make the literacy programmes immediately relevant to the everyday literacy practices of the learners’ community. The programmes should promote literacy use in the community by exploring new areas of literacy use in rural community life. These are areas in which the use of literacy could lead to better management of some activities in rural community life. In all, rural people are literate in ways that are not acknowledged in dominant literacy thinking and hence even by rural people themselves. This way of thinking must be discouraged.
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    Distance learning library services in Ugandan universities
    (Taylor & Francis, 2013) Mayende, Jackline Estomihi Kiwelu ; Okello-Obura, Constant
    The study carried out at Makerere University and Uganda Martyrs University in 2010 aimed at providing strategies for enhanced distance learning library services in terms of convenience and adequacy. The study adopted a cross sectional descriptive survey design. The study revealed services provided in branch libraries in Ugandan universities were inadequate compared to the main libraries in the main campuses. The library services were convenient to a few of distance learners. About 209 (61.8%) learners from the two universities studied could not easily access the library services provided in the universities and 18 (5.3%) did not access them at all.
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    Acquisition of child care knowledge and skills by rural non- literate women through informal learning processes
    (Makerere University, 2014-07) Nabirye, Juliet
    Although rural and urban parents differ in family resources, structure, kind of child care used, and services needed, little information is available. Significant rural/ urban differences in maternal education levels have been found with rural women having a fewer level of education and fewer advantages(Scanzori & Arnett, 1987). Rural women have been considered to be more likely to assume a traditional role of home care and maker than urban women. The central concern of the study was to understand the informal learning processes through which rural non-literate women who are mothers acquired childcare knowledge and skills, In trying to understand the informal learning processes through which rural non-literate women in Wabulungu village acquired childcare knowledge and skills, the researcher employed a qualitative case study approach in order to gain an in- depth understanding of the learning processes involved. In-depth interviews and informal observations were the main data collection methods used. Findings from the study show that non-literate women in Wabulungu village acquired child care knowledge and skills through informal learning processes that included modeling, coaching, and trial and error. Social gatherings were also an important source of information regarding childcare. Most mothers acquired child care knowledge and skills from more experienced people The knowledge and skills acquired were cumulative starting from when they were growing up, right up to date when they were married. This thesis concludes that the informal learning processes through which women acquire knowledge and skills in child care are never organized, but are contextual and always negotiated in social interaction. An important understanding which is raised when discussing child care practices and approaches is the ease that these understandings are accepted, reinforced and often go unchallenged. This study therefore recommend that Informal learning should be highly appreciated and considered in the curricular and the entire community in order to promote women groupings or meetings for the acquisition of childcare knowledge and skills .A possible explanation for this easy acceptance is that attributing maternal behaviour to nature is a comfortable and known position to justify behaviours and judgments about women as they learn to mother.
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    Family planning education and practices amongst rural non-literate women in the reproductive age: The case of Mbaare Sub-County, Isingiro District
    (Makerere University, 2014-11) Garuzooka, John Francis
    This study aimed at finding out about the family planning education and practices of rural non-literate women in the reproductive age in Mbaare Sub-County Isingiro District. It specifically intended to assess the attitude of non-literate women towards family planning; to determine how non-literate women acquire family planning knowledge; to identify the different family planning practices used by non-literate women in the reproductive age and to find out family planning education needs of non-literate women if they are to effectively use family planning. In trying to understand the above objectives, the researcher employed an exploratory study design in order to gain an in- depth understanding of the responses regarding family planning education and practices of rural non-literate women of Mbaare. In-depth interviews and Focus Group Discussions (FGDs) were the main data collection methods used amongst thirty four (34) rural non-literate women. Findings from the study showed that rural non-literate women in Mbaare Sub-County acquired family planning knowledge and information through friends, peers, relatives, Traditional Birth Attendants, the local radio and very few from health centers. This information was mainly acquired informally and through experience and this greatly influenced their attitudes which were negative towards family planning utilization. They used the information and experience from friends, relatives and peers to make their own family planning choices and decisions than relying experts‟ knowledge. This knowledge that was acquired informally was inadequate, lacking in scientific evidence and therefore could not favorably allow women to utilize modern family planning services effectively considering many challenges they faced including lack of sexual feelings, prolonged bleeding, loss and gain of body weight among others. This research concludes that experiential and informal learning processes through which rural non-literate women acquire knowledge and information on family planning methods are never organized and planned by family planning experts an issue that has greatly created a knowledge gap between the family planning practitioners and consumers in this case the non-literate rural women. These knowledge gaps negatively influence the attitude of women towards family planning use, creating the unmet need as is the case for Mbaare S/c. This study therefore recommends that specific Village Health Teams be trained to identify and train those mothers and peers to disseminate adequate family planning information, and that the Functional Adult Literacy that teach non-literate women how to read, write and numeracy skills should be utilized to make the women access FP information. Also, a variety of media can be adopted rather than depending on just informal learning approaches.
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    Mobile phone use and family literacy practices of Gayaza Family Learning Resource Centre beneficiaries
    (Makerere University, 2015-04) Sumani, Michael David
    Many research studies exist to confirm that mobile phone use support learning activities in different formal learning practices. These however, do not give in-depth insight of how mobile phones are used to facilitate learning in informal learning contexts. This study examined mobile phone use and family literacy practices of Gayaza Family Learning Resource Centre (GFLRC) beneficiaries. GFLRC is a non formal learning institution offering family literacy activities to parents in Gayaza parish, Nangabo Sub-County, Wakiso District in Uganda. This was a multiple-case study interested in examining several cases (beneficiaries) to establish how the cases use mobile phones to enhance family literacy practices. Specifically, the study examined how beneficiaries use mobile phones, content of messages they exchange and how content engages beneficiaries in family literacy activities. This was a qualitative case study informed by the fundamental assumptions and beliefs of interpretative paradigmatic perspective. Literacy as social practice was a theoretical perspective whose lens was used to illuminate the literacy practices enhanced by use of mobile phones. As a common practice with qualitative case study design, a variety of methods were used to generate data. They included document review, interviews and observations. Findings revealed that GFLRC beneficiaries socially use mobile phones to send text messages, pictures and videos, make phone calls, do a mobile data backup, play games, listen to the radio and use the web browser to access information. They use such technologies to exchange messages with religious content, emergencies and news items and messages on livelihood activities such as mobile money transfers. The social use enhances the writing and reading, numeracy, oral and visual, leisure and new technology family literacy practices of the beneficiaries but the nature of mobile phones used affects the practices. Unfortunately, most of the messages which provoked beneficiaries to engage in family literacy were not generated by GFLRC. Mobile phones would enhance family literacy activities but GFLRC has not maximized their usage. I therefore, recommend that GFLRC Management provide necessary technical training to facilitators if they are to introduce mobile learning solutions and opportunities in facilitating family literacy activities. They should also avail all the beneficiaries with high end mobile phones which open up learning opportunities in all contexts.
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    The questioning techniques and teaching reading comprehension in English language in lower secondary classes
    (Makerere University, 2015-06) Munaba, Sarah
    The research was carried out to investigate whether the teachers used the questioning techniques to teach reading comprehension in English language in lower secondary classes, how the teachers used the questioning techniques to teach reading comprehension in English Language and if so, what reading skills were developed during the use of questioning techniques to teach reading comprehension in English Language. The study was carried out in six secondary schools under private and government aided with a population of 600- 2000 students. The characteristics of the population comprised of 3 single sex and 3 mixed secondary schools located in the central region of Jinja District. Each secondary school had adequate structures, facilities and staff working in a conclusive environment for teaching- learning. These schools provided the utmost findings that addressed the dilemma under investigation. A pilot study was also carried out in one selected secondary school in Iganga district outside the study area with a population of 2879 students and 16 teachers of English Language. This was purposely to find out if they understood the questionnaire the same way as those given to respondents in the area of study. The respondents were mainly teachers of English Language, Heads of Department Languages and Head teachers in the selected secondary schools in the study area. The sample size was represented by a total 24 teachers of English Language and (4) teachers in the pilot study. The researcher constructed questionnaires structured according to the research objectives moderated at various levels by fellow researchers and finally by the supervisor to justify the validity and reliability of data. An interview guide was used to gather information relevant to the study that was excluded in the teachers’ questionnaire. An observation checklist was also used to 11 find out how the teachers used questioning as a technique to teach reading comprehension in English Language in selected lower secondary school classes. The findings were presented using tables and frequencies and analysed data using the content validity index. Hypotheses were advanced to determine the null hypotheses of the study. The hypotheses stated that there was no significant relationship between the questioning techniques and teaching reading comprehension in English Language in lower secondary classes, there was no significant relationship between how questioning techniques were used and teaching reading comprehension in English Language in Lower secondary classes and there was no significant relationship between the use of questioning techniques and development of students’ reading skills in English Language in lower secondary classes. After using the content validity index, the hypotheses in all the sub hypotheses was rejected because the content validity index was greater than the critical value. This meant that there was a significant relationship that existed between the use of the types of questioning techniques, how they were used and the effect they had on the student’ development of the reading skills in English Language in lower secondary classes. Conclusion and recommendations were put forward from the findings of the study which called the attention of teachers to reconsider questioning techniques as an effective method for teaching reading comprehension in lower secondary school classes.
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    Exploring barriers in accessing university education by hearing impaired students: A case study of Makerere and Kyambogo Universities
    (Makerere University, 2015-11) Kyazze, Ssanyu Edward
    The study explored the barriers in accessing university education by hearing impaired students using Kyambogo and Makerere Universities as a case study. The study employed a qualitative research approach using a case study design since it is suitable for detailed analysis of a situation. The study had input from 28 key participants who were selected using purposive, snowball and convenience sampling techniques. Data was collected using focus group discussions and interviews. The study was to identify the barriers faced by hearing impaired students (HIS) in Makerere and Kyambogo Universities and to investigate coping strategies used by hearing impaired students at the two Universities in dealing with their academic and social barriers, and which also examined mechanisms that are used to support the teaching and learning of Hearing impaired students It was found out that, Hearing Impaired Students (HIS) at a university experience a range of barriers and frustrations, some of which included, social isolation within the universities, difficulties in note taking, identifying and paying for interpretation services among others. In addition, private hearing impaired students suffer the most. More so, Uganda has no specific university for Students With Disabilities (SWDs). However, with the provision of support services from fellow peers, university and external world; HIS have managed to cope with university education. The study concludes by noting that, HIS face a number of barriers that are either institutional, social cultural or attitudinal but with the provision of a series of support services within the universities to enable (HIS) to move on the same pace with their hearing peers. Creating an enabling environment gives hope for addressing such barriers. However, this requires a philosophical shift towards a Universal Instructional System that incorporates students of different abilities. This would enable access to education by HIS to take its natural course. since meeting the needs of HIS goes beyond addressing issues of campus climate and student life to examine the culture of learning and teaching, This therefore requires attitudinal change and our critical obligation is to expand our notions of whom and what represents successful learning. In-service training to university key staffs, awareness workshops, sign language interpreters monitoring system, free services to all HIS, promotion of sign language education, establishment of a disability based university and English lessons for HIS are the study recommendations. The culture of teaching and learning vice- versa needs of HIS; impact of an integrated education system on successful accessibility and completion of HIS and public investment in the education of HIS emerged as areas that require further research.
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    Widely articulated but lowly utilised: Congruencing ODL acclaim with utilisation
    ( 2017) Muyinda, P. B.
    Is a multi-dimensional concept aimed at bridging the time, geographical, economic, social, educational and communication distance between student and institution, student and academics, student and courseware and student and peers. Open distance learning focuses on removing barriers to access learning, flexibility of learning provision, student-centeredness, supporting students and constructing learning programmes with the expectation that students can succeed
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    Learning groups in MOOCs: Lessons for online learning in Higher Education
    (International Journal of Engineering Pedagogy, 2017) Mayende, Godfrey ; Prinz, Andreas ; Isabwe, Ghislain Maurice Norbert ; Muyinda, Paul Birevu
    When there is interaction within online learning groups, meaningful learning is achieved. Motivating and sustaining effective student interactions requires planning, coordination and implementation of curriculum, pedagogy and technology. For our aim to understand online learning group processes through identification of effective online learning group mechanisms, comparative analysis was used on a massive open online course (MOOC) run in 2015 and 2016. Qualitative (interaction on the platform) and quantitative (survey) methods were used. The findings revealed several possible ways to improve online learning group processes. This paper concludes that course organization helped in increasing individual participation in the groups. Motivation by peers helped to increase sustainability of interaction in the learning groups. Applying these mechanisms in higher education can help making online learning groups effective.
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    Acceptability and early impact of a parenting education programme to promote alternative discipline in Central Uganda
    ( 2019-07) Ukwai, Theodosius
    Poor parenting, especially use of harsh punishment, is associated with both behavioural and health consequences for children. A community based parenting pilot programme, ‘Parenting for Good Behaviour and Respectability’ sought to modify predictors of harsh parenting by discouraging harsh parenting and promotion of alternative discipline strategies in Wakiso district, Central Uganda. The study set to examine how the community parental education programme was culturally adapted, its influence on parent’s perceptions and practices regarding harsh punishment, and barriers to adopting positive discipline strategies. This qualitative research design, involved collection of data using in-depth interviews with parental participants and their children aged between 0 – 17 years old, plus focus group discussions and observation of sessions. Data was subjected to thematic framework analysis. In addition, the programme design involved; developing learning objectives, identifying and adapting existing materials to meet those objectives, and writing new exercises. Furthermore, parents reported that the programme improved their parenting skills, relationships with children and management of emotions. In addition, parents reported that harsh punishment ‘no-longer works’, and explored alternative discipline. However, some obstacles to adoption include limited motivation to use, and familiarity with, alternative discipline seen as time consuming, plus inequitable gender norms. Overall, this project was appreciated by parents, and has potential to discourage harsh punishment in the short term. Further research is needed to assess the long-term impact of the programme on harsh punishment and promotion of alternative discipline techniques.
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    Leaning to lead : the case of water source committee members of Labongolayamu sub-county in Kitgum District
    (Makerere University, 2019-11-25) Afoyochan, Winfred
    Water source committee (WSC) members are the management bodies of rural water facilities. Their roles encompass paying hand pump mechanics, hand pump maintenance, recording of financial flows, planning of weekly and monthly meetings about progress, managing community use of the water system including arbitration of any disputes and prevention against damage, amongst other roles. To understand whether WSC members learnt to carry out their roles, this study was designed. Three key questions asked and answered by this study were; what roles and responsibilities are held by the different WSC members in Labongolayamu Sub County, Kitgum district? How have members of the WSCs learnt to perform their specific roles and responsibilities in Labongolayamu Sub County, Kitgum district? and how does the learning meet the needs of the WSC members in Labongolayamu Sub County, Kitgum district? By answering the above questions, the results from the study would inform policy revisions to address challenges facing WSCs in the area and across Uganda. This research adopted the transformative learning theory by Jack Mezirow, and the theory of education of Paulo Ferire, focusing on dialogue, praxis, problem posing education vs banking education and conscientization. The study was qualitative in nature and qualitative data collection methods like Focus Group Discussions (FGD), in-depth interviews, document review and observation were used to collect data from thirty (30) respondents. The study also drew so much from the Interpretive or constructivist paradigm, which holds that knowledge or reality is constructed according to how people make meaning in their lives. Key conclusions where that the different roles and responsibilities performed by the WSCs included collecting user fees on a regular or monthly basis and paying HPMs, Individual behaviour like lack of trust by the water user community in their WSCs was the main reason for water users not willing to pay user fees and the reason why other water users preferred individual water facilities. There were other water sources where community members were able to collect water without paying. WSC members have learnt to lead, through performing their roles and responsibilities as WSC members, although their work is hindered by several factors. Recommendations were drawn and when they are implemented, operation and maintenance (O&M) will improve.
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    Distance learners' attitudes and experiences of MUELE ICT Support services at Makerere University.
    (Makerere University., 2021-02-23) Kasula, Susan
    Delivering relevant support services using a Learning Management System (LMS) demands an understanding of the type of learner being reached, and provision of the right guidance for them to use the LMS. This study set out to explore Makerere University Bachelor of Commerce (External) learners’ attitudes and experiences of MUELE ICT support services. The objectives of the study were to: assess the student proficiency skills, use the revised Technology Acceptance Model (LMS-TAM) to predict the factors that affected their behavioural intent to use MUELE, and explore the lecturers' perceptions about the students' experiences with MUELE ICT support. This descriptive cross-sectional study involved distribution of self-administered questionnaires to 95 students and interviews of two lecturers. Quantitative data was exported to STATA and R programme for statistical analysis, where Logistic Regression, generated information for E-readiness skills, and Structural Equation Modelling, predicted factors that influenced the behavioural intention of learners to use the LMS. Audio recordings of oral interviews were transcribed, saved as text files and exported to the RQDA package in R programme for content analysis where data was coded then categorized into themes . Students showed e-readiness in form of: significant proficiency at using Microsoft Office applications and ownership of Information and Communication Technologies. Enjoyment and perceived usefulness were predicted as factors that significantly influenced the students’ behavioural intention to use the LMS, while themes that emerged out of the interviews were: benefits and challenges that learners experienced in using the LMS, including the role of the lecturer and the institute. There is room to exploit students' digital capabilities and related ownership of a large number of smart phones, including the fact that they are more likely to use the LMS when they perceive it as enjoyable and useful. Lecturers also suggested that appropriate training on how to use the LMS is important for each student.
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    Issues in women learning to be entrepreneurs in Uganda: the case of the women at Buganda road craft Africa village,Kampala.
    (Makerere University, 2021-04-29) Nyangoma, Jessica
    The study investigated the process of women learning to become entrepreneurs and specifically focused on the experiences of the self-employed women working at the Buganda Road Craft Africa Village in Kampala, the capital City of Uganda. Immersed in a qualitative approach and using a case study design, the study sought to: (i) examine factors that drive women at Buganda Road village crafts in Kampala to join entrepreneurship ventures; (ii) establish strategies they adopt to learn to become entrepreneurs; (iii) analyze the nature of empowerment the women gain through starting up businesses; and document some of challenges the women experience in their course of learning to become entrepreneurs. Qualitative data from 40 purposively sampled women analyzed thematically revealed that whereas there are many factors drove to join business, the most important ones were unemployment and the desire to increase their personal income. Women learned to become entrepreneurs using various strategies but the majority referred to their experience and networking with others through different activities that helped them to incidentally learn some of the skills and abilities of being an entrepreneur. The study further revealed that the ability to work independently and the discovery of some latent talents made women feel empowered. The challenges women face are numerous including high taxes, seasonality of crafts business and stiff competition from people who use modern technology to duplicate local crafts and come back to sell them expensively. Amongst others, the study recommended that women liaise with relevant government authorities and Civil Society Organizations that can help them access integrated literacy and numeracy programmes to enhance their business management skills and also pursue learning as a lifelong process. Lastly efforts should be made to advocate for women to enjoy equal rights with men in the business sector and government should intervene on issues related to high taxes and rents that affect women’s businesses negatively.
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    Learner engagement through co-creation of knowledge in a blended online learning environment at Makerere University in Uganda
    (Makerere University, 2022) Inapat, Abigail Salome
    The increased adoption and integration of technologies into teaching and learning in Higher Education Institutions has created opportunities for more collaborative and participatory relationships among teachers and learners. This has implications for the changed teacher-learner roles, for course design and for the strategies and approaches to be used to enhance learner engagement and facilitate knowledge co-creation in technology mediated learning environments. This study provided an understanding of the design requirements of blended learning environments for knowledge co-creation, the extent and strategies of learner engagement through knowledge co-creation and the approaches of knowledge co-creation in blended courses. The research was underpinned by the concepts of active learning based on Lev Vygotsky’s social learning/constructivism theory and Jean Piaget’s theory of Constructivism. The two theorists argue respectively that learning primarily happens through social interactions and communication with others such as peers and teachers alike and that learning is an active, constructive process where the learner is a knowledge constructor, creating their own subjective representations of objective reality. A qualitative research design within the Design-Based Research (DBR) approach was used in the study which involved undergraduate students and lecturers who designed blended course modules in a Virtual Learning Environment. Data were collected through 6 structured interviews and 3 focus group discussions with an average of 5 to 8 students in each group. Thematic analysis method was used to analyze data. Data from the VLE were accessed and analysed. The study established nine (9) themes with different design requirements that facilitate knowledge co-creation in blended learning environments. The findings of the study showed that knowledge co-creation to a great extent increases student engagement despite the unique challenges presented by technology, and that developing broad and competence-based activities, use of real time interactive tools and the lecturers’ involvement in the discussion forums are some of the approaches for enabling co-creation in blended courses. These findings support the call for the integration of knowledge co-creation approaches in the design of blended learning environments rather than solely relying on the teacher-centred pedagogy.
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    The awareness levels and the use of mobile devices in teaching and learning practices in higher institutions of learning : a case of Bachelor of Adult and Community Education of Kyambogo University
    (Makerere University, 2022) Nakimwero, Mary
    This study assessed the “awareness levels and the use of mobile devices in the teaching and learning practices in Higher institutions of Learning; a case of Kyambogo University”. The main purpose in this study was to assess the influence of awareness levels on the use of mobile devices to facilitate teaching and self-directed learning among the lecturers and students of the Bachelor of Adult and Community Education of Kyambogo University. The specific objectives were: to assess the awareness levels of the educational role of mobile devices; to examine the ways through which mobile devices were used to facilitate teaching and learning and to establish the factors that determined this usage. A single case study with descriptive statistics guided a mixed methods approach to assess m-learning practices in-depth. The study used interviewed five lecturers using an interview schedule and 100 students using a semi-structured questionnaire. Qualitative data were analysed using thematic analysis while quantitative data was analysed using descriptive, factor analysis, and multiple regression methods. The key findings from the study indicate that; concerning objective 1), Most of the lecturers and students were generally aware of the educational role of mobile devices. The low levels of awareness were registered in using these devices to write down lecture notes, scheduling of academic programs, managing of students’ academic grades, and translate information from one international language to another. Key findings on objective 2) indicate that the use of mobile devices was irregular in teaching practices such as searching for relevant academic information, updating and delivering lecture content, sending coursework to students, and marking assignments online. The usage of mobile devices was also irregular in self-directed learning practices such as surfing the internet to download relevant online academic documents, developing learning schedules, collaborative learning through peer discussions, and classroom learning. Findings on objective 3) highlighted favourable attributes of mobile devices such as inbuilt applications that support online collaborative teaching and learning, portability, and compatibility with teaching and learning practices as the key enablers of m-learning. The limiting factors included the high cost of airtime and data bundles, lack of network and internet connectivity, mobile device affordances, and allocation of inadequate time, lecturers’ and students’ uncertainty concerning the privacy and security of their content, and lack of clarity about KYU policy on the mobile device used to facilitate learning. From these results, the study concluded by stressing the fact there is a ray of hope concerning M-learning practices in KYU BACE if the lecturers' and students’ awareness levels concerning the comprehensive educational roles of mobile devices were high. This would improve the regularity of using these devices. Consequently, the study recommends to KYU BACE Department sensitize lecturers and students to increase their levels of awareness on specific educational functions of mobile devices, and embrace the use of mobile devices regularly. The study also recommends that the University policymakers and administrators address the limiting factors; like strengthening network and internet service connectivity at KYU and students’ places of residence, developing and disseminating the policy on the use of mobile phones in teaching and learning, subscribing to online credible sites so that students are sure of the sources. Further research into the use of mobile devices using objective data exchanged on these gadgets on platforms used for teaching and learning since most of the data collected in this study was highly subjective to respondents’ discretion.
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    Learning management system as an authentic assessment tool : the case of Makerere University
    (Makerere University, 2022) Namutebi, Hellen Sylvia
    The latest advances in technology have transformed teaching, learning and assessment in the higher education landscape. The transformations have enabled several universities to utilize the Learning Management System (LMS) to reach out to distance learners. Whereas distance learning requires that students collaborate on their learning tasks and obtain timely feedback, it is not the practice with lecturers at universities. Their practice of using LMS does not meet students’ requirements in distance learning since it is not adequately authentic. This research seeks to answer the following questions: How is content designed on the MUELE platform? What skills do learning activities promote among students on MUELE? Which learning supports are utilized in the assessment of students on MUELE? An action research case study was adopted where 6 course units were observed and 8 participants interviewed, guided by Herrington’s nine elements for authentic learning. Data was analyzed and the results revealed that some content was not designed in line with authentic principles especially in theoretical courses which contradicts Herrington’s elements for authentic learning. Concerning learning activities, students are given more of individual tasks rather than collaborative tasks, which limits their opportunity to reflect, collaborate and articulate their responses on the system. More to that, concerning learning support, there is limited support and untimely feedback on students’ activities. In conclusion, authentic learning principles provide effective guidelines for implementing authentic assessments in an online environment. Therefore, the study generates principles to guide lecturers to utilize MUELE as an authentic assessment tool and recommends instructors to adopt all the affordances of MUELE when designing content, learning activities and supporting learners. Lastly, teacher motivation and training on how to assess students in an online environment needs to be encouraged.
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    Pedagogical strategies for enhancing interaction in blended learning: a case of Makerere University
    (Makerere University, 2022-01-11) Nakitto, Betty
    Learning is a social activity which can only be enhanced through pedagogical strategies. However, whereas the pedagogical strategies for enhancing interaction are being used, learning remains a passive exercise to most learners. It is more of individual submissions of other people’s works rather than learners’ own work from the interactive knowledge creation process. There is a need to integrate and use interactive pedagogical strategies to deliver instruction and achieve collaborative learning and imbue learners with the confidence to engage in knowledge construction for transformative learning. This study, therefore, taking the College of Education and External Studies of Makerere University as a case, explores pedagogical ways of increasing interaction in the learning processes. It is guided by the social-constructive theory, which challenges the individualist conception of learning by stressing the interaction between the learner, culture and social environment. The theory argues that true learning occurs when learners are involved in the social-construction of knowledge rather than merely consume already constructed knowledge. The study answers the following questions: 1) How are pedagogical strategies used for enhancing interaction in blended learning at Makerere University? 2) What opportunities do pedagogical strategies provide in blended learning at Makerere University? 3) What challenges do learners and facilitators encounter while using pedagogical strategies, and what recommendations can be used to enhance interaction in blended learning at Makerere University? A mixed research approach was used. Quantitative data complemented qualitative data for reliable and valid conclusions. Quantitative data were obtained from 164 learners who filled the questionnaires while qualitative data were obtained from interviews with 28 facilitators, two learning management system administrators and five course designers in the blended course at the College of Education and External Studies. Quantitative data were analyzed using the SPSS software while the qualitative data were analyzed using a thematic system. Initial findings indicate that although pedagogical strategies like collaborative learning are being used, they are still more individualistic and with low interactions. It was noted that if these pedagogical strategies are utilized for interaction in the blended learning process, they provide opportunities like exposing true issues in the course and have facilitators revise their course design accordingly. There are challenges in raising awareness on the effectiveness of blended learning in comparison to traditional learning. This not only affects the successful adoption of the new mode of learning but also leads to challenges in designing and facilitating blended learning courses. The study therefore recommends guiding principles that can aid professional development and support of facilitators to adopt the new mode of learning. It gives guidance on how learners can be helped to adapt to the new mode of learning. Keywords : Teacher training, pedagogical strategies, interaction, blended learning