Browsing by Author "Nabushawo, Harriet"

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    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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    Open Access
    Open and Distance Learning (ODL) as a Strategic Tool for Improving Employability and Entrepreneurship in New Frontier Markets: The Case of Uganda
    (2019-09) Mbalyohere, Charles; Aguti, Jessica; Nabushawo, Harriet
    In light of efforts to make higher education (HE) more accessible in African countries, Open and Distance Learning (ODL) has emerged as one of the most promising solutions. A key area of application is duo-mode HE delivery which is designed to overcome the deficiencies of traditional single-mode, campus-based delivery. Successful application has however been generally limited by, among others, inadequate foundational infrastructure, weak demonstration of equivalency with traditional qualifications and low supporting research. Trends in Foreign Direct Investment inflows and growing participation in the global economy by African countries further necessitate ODL that offers the international qualifications increasingly sought by employers. // The current study is based on the following research question: How can ODL be more effectively integrated into HE programs of duo-mode delivery to improve employability and entrepreneurship in African new frontier markets? It relies on an inductive, qualitative case study that feeds on evidence from focus group discussions and semi-structured interviews with relevant senior staff at the case HE institution in Uganda. The findings indicate a need for a stronger linkage between duo-mode delivery and direct employability and entrepreneurship using dynamic capabilities. Prominent among such capabilities are adaptive resilience, choice of foundational courses, engagement with international partnerships and anticipation of future changes. We extend organisational capabilities theory, especially from a dynamic capabilities perspective. // Paper ID 187