Browsing by Author "Kajumbula, Richard"

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    Open Access
    Enabling Success of Students with Disabilities on Teacher-training Distance Education programs in Uganda: A comparison of Two Dual Mode Universities
    (2010-11) Kajumbula, Richard
    Various universities in Uganda handle students with disabilities using several approaches. In some, access is difficult for student with specific disabilities because of the provisions and practices. Makerere University and Kyambogo University are both public Universities recognized by the National Council for Higher Education and they are two of the thirty one universities in Uganda (NCHE, 2010). They both offer teacher-training DE programs.
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    Open Access
    Improving Access to Research Supervision and Supervisors: Use of Email In the Supervisory Relationship among Selected Distance Education Research Students of Makerere University, Kampala, Uganda
    (2008-09) Kajumbula, Richard
    PCF5 Sub-theme: Cross-cutting Themes // The Distance Education (DE) programme of Makerere University (MAK), Uganda is designed to widen the potential of DE for access to learning for development. Research students on the Bachelor of Commerce collect data from business enterprises, analyse it and apply it in the communities. Using email in this exercise saves time in supervision since scattered students can have access to their supervisors anytime. Using a questionnaire on a purposively selected sample of students and small businesses, findings showed that use of internet creates an opportunity for distant students to access their supervisors, progress on their reports and keep in touch with the business owners. Students can therefore have a positive experience of their own learning at a distance and improve their relevance in being able to apply the findings to improve performance of business enterprises. These findings indicate that email can be an effective medium of improving access to learning for development. However, there was a difference between actual usage and planned usage. Students expected immediate feedback, high marks and fulltime interaction with their supervisor. Limited access to internet peers meeting physically with supervisor and need for clarity led to some students not using email. It is recommended that supervisors visit centres where research students cannot be reached by email, sensitisation be done to encourage students and tutors to use internet for supervision, public private partnerships be made between the university and the business community and more study centers with internet connectivity be opened up. // Paper ID 731
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    Open Access
    Lived Experience of Developing a Blended Learning Academic Programme in a Traditionally Presential University
    (2019-09) Muyinda, Paul B; Siminyu, Samuel N; Aguti, Jessica N; Mayende, Godfrey; Nampijja, Dianah; Kajumbula, Richard; Mayanja, Jamiah; Ssebbowa, Dorothy K; Nabushawo, Harriet; Kabugo, David; Walimbwa, Michael; Mbulankende, Julius S; Turyakira, Nazarius; Isabwe, Ghislain M N
    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. // Paper ID 167
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    The Effectiveness of Mobile Short Messaging Service (SMS) Technologies in the Support of Selected Distance Education Students of Makerere University, Uganda
    (2006-10) Kajumbula, Richard
    PCF4 // This paper reports the results of an exploratory study undertaken to test the effectiveness of Short Messaging Service (SMS) communication among selected first year Bachelor of Commerce External upcountry Distance Education students in Makerere University, Uganda. It is proposed that these results and their findings can inform more effective future usage of mobile technologies in Distance Education in Uganda. Using a questionnaire on a cluster sample of the students, and an interview guide on a purposively selected sample of tutors and administrators, SMS communication was found to be more effective in conveying information about upcoming programs and developments at the main campus. Students were enthusiastic about it. The sample will be studied for a number of semesters to establish the trend of the performance of the objectives. // Paper ID 98