Godfrey Mayende

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.

Requirements for a Seamless Collaborative and Cooperative MLearning System

There is need for mobile learning (mLearning) systems that are capable of spurring seamless collaborative and cooperative learning. Such systems would be instrumental in redefining the way academic and administrative student support services are extended to students who might find themselves situated in different learning spaces and with multiple societal roles. In this chapter, the Mobile Learning Object Deployment and Utilisation Framework (MoLODUF) was used to underpin a study from which requirements necessary for the development of a seamless collaborative and cooperative mLearning system were instantiated. The adduced requirements include the need for communication cost subsidies and putting in place mechanisms for harnessing positive mLearning policy elements. Other requirements relate to human, financial and infrastructural resources for spurring mLearning. The system also requires an authentication protocol to prevent unauthorised use and unsolicited communication. It also requires GSM and GPRS mobile network connectivity so as to embrace low- and high-end mobile phones and mobile and PC interoperability. The system needs to be designed for learners who are located in multiple contexts and with multiple roles. Text and audio media types are ideal for learning objects that are seamlessly interoperable on low- to high-end mobile phones and PCs. The system as well should be cognisant of the need for learning comfort and learning object delivery feedback. These system requirements have been used to develop a prototype seamless collaborative and cooperative mLearning systems using SMS technology.

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.

Contextualisation of eLearning Systems in Higher Education Institutions

The proliferation of digital technologies, and the emergence of global lifelong learning has steered the transformation of education from the predominant classroom based learning to more flexible technology enhanced learning. However, realizing technology enhanced learning’s much anticipated benefits towards improving the educational potential of Higher Educational Institutions (HEIs) in Developing Countries (DCs) is still a challenge because of the high information systems failure rate. Research suggests potentially substantial misalignment between DC HEIs’ E-Learning Management Systems (ELMS) and their institutional contexts. To explore this gap, this research employs a qualitative approach based on a case study of the Makerere University Electronic Learning Environment (MUELE). We employ the Aparicio eLearning systems theoretical framework to explore the extent to which DC HEIs are aligning their ELMS within their institutional contexts. Results indicate that, ELMS are not aligned to the context of DC HEIs implying that stringent measures need to be taken to close misalignment gaps.

Towards Technology for Supporting Effective Online Learning Groups

Group learning has been advocated for increasing active learning among distance learners. However, there is limited understanding on how to engage learners in online courses. Following the design science methodology, we iteratively developed guiding factors for supporting effective online learning groups. The factors for effective online learning groups cover five key dimensions, namely institutional policies, institutional technology, group activity, group composition, and facilitation. The factors are validated through repetitive evaluation using authentic online learning courses, as well as using a focus group discussion with experienced online facilitators. This way, the factors provide pedagogical and technological guidelines for introducing online course groups. Moreover, they give requirements for online learning systems supporting effective online learning groups.