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Integration of Technology-Enabled Learning at Higher education in Developing Countries: A Case of Uganda Management Institute (UMI)
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Abstract
Globally, Higher Education
Institutions have adapted Technology Enabled Learning (TEL) in their strategic plans so
as to improve their learning outcomes as well as fit with the new trends of digitization. Uganda Management
Institute (UMI) also followed suit, however, the feasibili
ty
of integrating TEL at UMI was
still unknown.
An
institutional survey to establish UMI’s readiness to transform its pedagogical practices using TEL was therefore
conducted on advisory of the Commonwealth of Learning (COL). A
target population
of 827 out of
3514 learners
and 47 out of 59
faculty
were surveyed
and; institutional ICT Infrastructure and Policies audit was conducted.
The
findings indicated that UMI was developing preparedness, as it possessed some aspects of a TEL system, policy, and
infrastruc
ture. There existed a robust ICT infrastructure, however not well optimized for teaching and learning as
staff used the laptops and desktops basically for PowerPoint presentations. Students expressed TEL readiness
however , there existed inadequate ICT ski
lls mostly among the facilitators. TEL such as Moodle, social media,
OER existed but utilization remind undocumented and not shared. UMI, also lacked a specialized unit to offer TEL
support to both the academic staff and students.
This survey recommended t
hat UMI’s management provides
continued support to the enactment of the TEL policy; establishes a TEL steering committee to guide the TEL
integration; staff students TEL capacity development; designing and development of TEL content and; establishes
an ins
titutional research cluster on TEL practices. This would enable UMI benefit from increased engagements
between the students , facilitators and content hence improved learning outcomes.// Paper ID 76
Country
Uganda
Region
Africa
DOI
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Date
2019-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)