Ghislain Maurice Norbert Isabwe

Peer assessment based assignment to enhance interactions in online learning groups

In this paper, we report on the findings from our PhD work on how peer assessment based assignment method can enhance interaction in online learning groups. The method is explored and tried out on the research methods course on the Bachelor of Commerce Programme which is run in distance learning mode at Makerere University. Based on the idea that learning groups can enhance effective learning in online learning environments, we used the affordance eLearning framework to design the peer assessment based assignment task and then qualitative methods collect and report on data. The results reveal that there was increased interaction through peer feedback. Students were motivated because of the marks that the assignment carried. The quality of the final submission improved. The quality of peer feedback improved through the interactions. We conclude that peer assessment based assignment can increase interaction and easily help in monitoring individual students participation in the online learning groups. Since each group receives at least five peer feedbacks then the interaction is quality assured.

Supporting Learning Groups in Online Learning Environment

In this paper, we report on the initial findings on how to effectively support learning groups in online learning environments. Based on the idea that learning groups can enhance effective learning in online learning environments, we used qualitative research methods to study learning groups (interviews and observation of learning group interactions in online learning environments) and their facilitators. Preliminary results reveal that in order to have effective learning groups you need to take care of the following online design issues: develop comprehensive study guides, train online tutors, motivate learners through feedback, and foster high cognitive levels of interaction through questioning, rubrics, and peer assessment. We conclude that well thought through online learning group with appropriate questioning and feedback from facilitators and online tutors can enhance meaningful interaction and learning.

Development of a Task-driven Mobile Teaching Tool for Enhancing Teachers’ Motivation

Mobile technology is widely available and has a potential to support teaching and learning. However, teachers are not motivated to integrate new technology frequently. Therefore, innovative technology is missing in most teaching situations. This research put emphasis on teachers’ needs and requirements since they are as important stakeholders as students. To increase motivation to use mobile technology in teaching, we propose to focus on task design and distribution. That fits well to the flexibility and personalization aspects of mobile technology. In this paper we present the results of user studies conducted in Norway and Uganda, at early development stages of a task-driven mobile teaching tool for enhancing the teachers’ motivation. The study participants indicated that the use of mobile technology can help to enhance motivation to use technology in teaching. This article describes the requirements for developing an innovative task-based tool for teaching.

Improving Communication in Online Learning Systems.

In this paper, we study communication in online learning systems using both quantitative and qualitative research methods. Quantitative methods provide the interaction statistics, while qualitative content analysis was used for categorisation of the messages. It turns out that 20% of the active participants dominate the online learning interactions, and more than 80% are passive consumers. From the categorization, we learned that most of the communication is not related to learning, but to technical problems (26%), small talk (29%), sharing experience (16%), and encouragement (11%). Only 10% are related to the content. For improved communication, it is therefore important to use the right communication tools in the online learning systems. Especially, learning by content creation should be provided.

Improving Online Interaction Among Blended Distance Learners at Makerere University

This article reports on a study done to improve interaction among distance learners offering the blended Bachelor of Education (B.Ed.) programme at Makerere University. The study attempts to answer the question: How can a Learning Management System be used to improve learner interaction on the blended B.Ed. programme at Makerere University? The study adopted the Affordance eLearning Design Framework. This study was done among 54 students studying a Policy Planning and Implementation course on the B.Ed. programme. The study employed qualitative approaches to data collection and analysis. These included semi-structured interviews and observation of the interaction logs within the groups and open forums. The results revealed that LMS affordances coupled with well-structured activities increased interaction among learners. Other factors that accelerated interaction and participation included grading of contributions and regular tutor presence. In conclusion, technology alone cannot bring about interaction among students; the way the activity is structured should be emphasized for interaction.

Conceptualising Design of Learning Management Systems to Address Institutional Realities

There is growing interest in the use of E-Learning in higher educational institutions. However, studies have shown mismatches between Learning Management System (LMS) design and the general institutional context in developing countries. In this paper, we assess the design and implementation requirements for Makerere University LMS against the overall institution context. This research follows a qualitative method (interviews) and uses case study. We employ the design reality gap model to investigate the design requirements of the LMS against current institutional realities. A design reality gap of 46 was obtained implying ad-hoc measures need to be put in place otherwise the failure/stagnation of LMS is eminent. The study concludes with the need to identify hybrid approaches to LMS contextualization including use of tactical plus Strategic Information system plan (SISP), selecting/building hybrid staff and blended learning.

Discounted Prototyping of Virtual Reality Solutions for Science Education

Science education requires experimental work for learners to achieve the intended learning outcomes, which sometimes involve abstract concepts by nature. Advances in digital technology can help learners to undertake experimental work, which would otherwise be costly, either due to the scarcity of laboratory equipment or safety requirements. However, one of the major concerns resides into how to design usable learning solutions from the users’ perspective. That would require the involvement of users at all stages of design and development process, even if the technology itself could still be in its infancy. It can be very helpful to present the new design concepts to potential users at a very early stage, with rough models or low fidelity prototypes just to communicate the solution ideas. Such a prototype helps to better understand users’ needs and requirements as well as to test and evaluate perceived usability as well the user experience at early stages of the human-centred design process. This work presents a cost-effective approach to low fidelity prototyping for virtual reality based solutions. Virtual reality is modelled through physical objects to allow sample users feel and experience the learning of chemistry concepts through active experimentation. The prototype is made out of everyday components to create an experience of virtual reality in a real physical world. That included paper, prints, boxes, bottles and a book to represent a chemical bonding experiment in an outdoor scenario. User testing proved this prototyping technique to be very practical as well as cost effective.

Using Prototyping in Authentic Learning of Human-Centred Design of Mobile Apps

Recent advances in mobile technology have seen a sharp increase in the number of mobile applications across various application domains. The challenge remains that many software development teams may lack appropriate competences to design usable and human-centred interactive systems. This can negatively affect the usability and the user experience. In this article, we present how to learn the human-centred design process using an authentic learning approach. Students need to investigate, discuss, construct new knowledge and apply theoretical concepts to address real world problems. The main purpose of authentic learning as a pedagogical approach is to position the subject of study into a realistic context. That gives life to learning content from a theoretical, abstract level into a more professional, real-world context. Our study considers a post-graduate level course. The learning experience includes flipped classroom and problem based learning through a design project. Learners define a real-world problem to be addressed by a design solution. One of the intended learning outcomes is the learner’s ability to use prototyping techniques for mastering HCD process. Learners use prototyping tools in the same way as professionals in the field. At the end of the course, students demonstrated mastery of key methods and techniques as well as the psychology foundations, and tools used in interaction design. Summative assessment results confirmed that authentic learning approach leads to deep learning of key concepts and development of a skills set necessary for designing usable interactive systems for human use.

Children’s Interactions Within a Virtual Reality Environment for Learning Chemistry

This paper presents a virtual reality based solution for learning. Multimodal interactions are proposed to support students’ engagement through active experimentation and reflective observation. Students tasks are provided within an immersive virtual outdoor environment created using a human-centred design approach. Junior high school teachers and students between ages 14 and 16 were involved in design and test activities. Observations, video recordings, and interviews were used in data collection. Three interaction modalities were provided and tested: visual, auditory and kinesthetic/tangible interactions. The students involved in user testing showed great interest to learn in such an environment as they can be supported through multi-modal interactions. The solution is fun to use and provides a satisfying learning experience. The results suggest that virtual reality technology can be an invaluable resource for experiential learning of abstract concepts such as chemistry.

High-Level Context Information for Tasks in Teaching

Tasks are often used in the teaching process. Using mobile and wearable technology, we created an application which uses sensors to support teachers in creating tasks with dependencies and feedback generation. However, in the field of sports education, a variety of non-measurable data can influence the training progress. This high-level context data can be gathered using human input. In this paper, we explain the task-based teacher supporting application and how it can be enriched with high-level context data. We use gamification for data collection and motivation of students. We conducted a survey about the acceptance of three different approaches in the field of skiing education. The survey reveals that the underlying concept is most important, so that the visual representation of the data collection can be exchanged when necessary.