Paul Birevu Muyinda

MLearning Pedagogical, Technical and Organisational Hypes and Realities

Purpose – There are two purposes to this article. First, to explore the hypes and realities around theoretical, technical and organisational aspects of the fast evolving field of MLearning as a complementary paradigm to online and classroom learning. Second, to review challenges and the future of MLearning.Design/methodology/approach – The paper reviews literature related to: the mobile phone and learning with a view of bringing out its capabilities and capacities for use in learning; theories and pedagogies of learning with the view of imbuing them for MLearning; applications; and challenges of MLearning with a view of gauging its acceptability.Findings – The development of successful MLearning solutions requires a better understanding of its pedagogical, technical and organizational setting in order to contextualise it for learner‐centeredness. Literature reveals that MLearning is taking root in all aspects of learning.Practical implications – It is not only the rapid developments in mobile device techn...

A social networked learning adoption model for higher education institutions in developing countries

Purpose – The purpose of this paper is to establish a model for adopting social networked learning in higher institutions of learning in developing countries of Africa. Design/methodology/approach – Mixed methods research methodology involving survey and interviews was adopted in the collection of data for building the model. The model was theoretically underpinned by the Technology Acceptance Model and the social constructivist learning theory, and was built and validated using structural equation modelling and Delphi techniques respectively. Findings – Adoption of social networked learning in developing countries of Africa requires self efficacy, reliable technical and administrative support, infrastructure, system interactivity, adequate budgeting and accountability, and a flexible organisational culture. Practical implications – The model provides a framework for integrating social software tools with the traditional learning systems of developing countries of Africa. This has a positive outcome of providing social constructivist information and communication technology (ICT) supported learning at low or no cost. Social implications – The model has the potential to encourage formation of communities of practice to encourage development of social learning and a student-centered pedagogy. Originality/value – The novelty of this research lies in the extension of the traditional technology acceptance models with constructs for proper budgeting and accountability and organisational culture. Time and other resources need to be devoted to developing social networked learning and the model takes this into account.

Open and Distance Learning in Dual Mode Universities: A Treasure Unexploited

Open and distance learning (ODL) has garnered increasing interest from not only lifelong learners but also traditional high school leavers. Conventional universities are repositioning themselves to become dual mode universities in order to satisfy the ensuing demand for ODL. Dual mode universities are those which offer both distance and on-campus based programmes of study (Aguti, 2009; Muyinda et al., 2009).

A framework for instantiating pedagogic mLearning objects applications

An increasing desire to port learning objects on mobile phones exists. However, there is limited understanding on how to pedagogically obtain access to and use learning objects on mobile phones. The limited understanding is caused by a dearth in frameworks for underpinning the development of mobile learning objects applications. Following Design Research methodology, we developed a Mobile Learning Objects Deployment and Utilisation Framework (MoLODUF) to address this problem. MoLODUF is composed of twelve dimensions, including: MLearning Objects, MLearning Device, MLearning Interface, MLearning Connectivity, MLearning Process, MLearning Costs, MLearning Resources, MLearning Context, MLearning Pedagogy, MLearning Ethics, MLearning Policy and MLearning Evaluation. The MoLODUF makes significant extensions to existing electronic and mLearning frameworks. It provides a competency set of guidelines for developing and/or evaluating applications for deploying and utilising learning objects on mobile phones.

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 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.

Integration of ICT in teaching and learning: a review of theories

The integration of ICT in teaching and learning (IITL) brings about powerful learning environments and helps students to deal with knowledge in active, self-directed and constructive ways. Thus, all avenues to foster it should be explored. One such avenue is to isolate the factors underpinning IITL. In deriving these factors, several theories can be considered. This paper reviews six of these theories, namely, Theory of Reasoned Action (TRA), the Technology Acceptance Model (TAM), the Technology-Organisation-Environment (TOE) framework, the Theory of Planned Behaviour (TPB), the Unified Theory of Acceptance and Use of Technology (UTAUT), and the Technological Pedagogical Content Knowledge (TPACK) framework. The review is chronological. Though the paper may be of interest to researchers working on innovation adoption, it arose as part of a study on higher education. Keywords: ICT; Pedagogy; Innovation adoption