1.
Byungura, Jean Claude, 1979-
(författare)
Improving IT Integration for Higher Education Institutional Performance : Towards a Contextualised IT-Institutional Alignment Model
2019
Doktorsavhandling (övrigt vetenskapligt/konstnärligt) abstract
The integration of information technology (IT) into service delivery is currently seen as an innovative strategy to support the modernising of universities worldwide. However, in some institutions in developing countries, including Rwanda, IT has failed to add the intended value to university services, despite huge associated investments in IT. Consequently, IT-organisational alignment continues to be a primary concern for university managers. This alignment is viewed in terms of its strategic, socio-cultural, and technological dimensions. For effective IT-institutional alignment, several antecedents (alignment practices) for creating an appropriate fit between IT and organisations have been suggested in the literature. However, several studies exploring IT alignment focused mainly on general business companies, and similar research with an emphasis on higher education institutions is still scarce. Therefore, the aim of this research was twofold: firstly, it attempted to understand the process of IT integration into universities; and secondly, to propose a contextual model for IT-institutional alignment within a higher education context. A design science research methodology (DSRM) was applied in this research, using surveys and case studies as research strategies. Preliminary findings at the exploration phase of this research indicated a strong misalignment between IT and the university services caused by the lack of clearly defined alignment practices. Furthermore, as the research main outcome, an IT-Institutional Alignment Model (ITIAM) was proposed after reaching an understanding of the current state and challenges related to IT integration into teaching, learning, research and university administration. This model includes 44 alignment practices, related to both technical and non-technical dimensions. These alignment practices were clustered under six categories: (1) Communication, (2) Structure/Governance, (3) Technology Scope, (4) Competence/Value Measurement, (5) Skills, and (6) Partnership. Alignment practices related to institutional structure and governance, skills and communication were found to have a strong positive influence on the institutional performance, as compared to those related to competence and value measurement, partnership, and technology scope. Based on the research findings, the proposed ITIAM, which was iteratively tested and evaluated using case study institutions, was found to be a relevant tool for guiding the implementation of IT systems towards the improvement of institutional performance. Hence, this thesis makes a theoretical contribution by applying the concept of IT alignment within a higher education context and by documenting the empirically tested contextual alignment practices as conveyed in the ITIAM Model. Additionally, as a practical implication, the results can serve as a reference for an effective IT integration process in university services and for how to improve performance through effective use of IT in teaching, learning, research and educational management.
2.
Jobe, William, 1970-
(författare)
Do-It-Yourself Learning in Kenya : Exploring mobile technologies for merging non-formal and informal learning
2014
Doktorsavhandling (övrigt vetenskapligt/konstnärligt) abstract
The educational landscape is changing and a variety of technologies and techniques are blurring the lines between traditional and non-traditional learning. This change is substantial in low-income countries: individuals in developing countries have a great desire to educate themselves and improve their quality of life. Kenyans are adequately literate and accustomed to mobile technology despite being a largely impoverished, poorly educated populace. Kenya represents an optimal setting in which to research the use and feasibility of modern mobile and educational technologies. The broad aim of this dissertation is to explore how mobile devices can catalyze and enhance both informal and non-formal learning. In particular, this dissertation explores how technologies and concepts such as mobile web apps, Massive Open Online Courses (MOOCs), and learning incentives via a smartphone specifically affect informal and non-formal learning in Kenya. The primary research question is how can learning efforts that utilize mobile learning, MOOCs, and learning incentives combine non-formal and informal learning to develop and contribute to a do-it-yourself (DIY) approach to learning in Kenya? The primary method is action research. The first contribution of this dissertation is the finding that mobile web apps are currently better suited for data exchange than producing new content. The second contribution is the finding that a smartphone can enhance informal learning in a developing country with little or no scaffolding. The third contribution is the finding that non-formal learning efforts as a MOOC are shown to be a viable means of delivering non-formal learning in a developing country via a smartphone. The fourth contribution is the finding that the use of incentives such as digital badges provide a means by which to validate non-formal learning and contribute to a DIY attitude towards learning creation, where individuals can freely complement or replace a traditional curriculum.
3.
Kahiigi Kigozi, Evelyn, 1974-
(författare)
A Collaborative E-learning Approach : Exploring a Peer Assignment Review Process at the University Level in Uganda
2012
Doktorsavhandling (övrigt vetenskapligt/konstnärligt) abstract
There is an increasing need, driven by the job market, for quality education and that requires expertise which is continuously being developed. The integration of e-learning into the education system is viewed as one way to meet this growing need for high-quality education. In developing country contexts, however, where there is a genuine need to join the knowledge society there is limited knowledge about the use of e-learning to facilitate learning. In fact, the actualization of e-learning for this purpose is very limited and in some cases lacking altogether.This thesis is about how collaborative e-learning can be integrated in the teaching and learning process to support learning at the university level in a developing country context. The main research question to be answered is how collaborative e-learning support can student learning at the university level in Uganda. In an effort to answer this research question three exploratory case studies were carried out at Makerere University, Uganda. A mixed-methods approach was adopted to collect data and analyse the findings. The thesis explores an approach to supporting students' learning, a peer assignment review process model for collaborative e-learning employing development research. The model uses students to support each other’s learning through four process stages: familiarization, assignment, review and feedback.Initial findings indicate that the current learning and teaching environment challenges the adoption and effective use of collaborative e-learning to support student learning. This is mainly attributed to the pedagogical culture and curriculum which is predominantly traditional, lecturers’ ability to use ICT pedagogy effectively, and the readiness of the environment to support collaborative e-learning. Notwithstanding the challenges, it was established that the peer assignment review process model for collaborative e-learning facilitated the students' learning. Students were able to participate actively in the course, gain experience in critical reading and evaluating peers' work, and reflect on their own work.This thesis provides a practical approach for designing and implementing collaborative e-learning approaches to support student learning at the university level in a developing country context. It further highlights factors that are pertinent to supporting and sustaining student learning in a collaborative e-learning environment under the following categories: Institutional Readiness (44 factors), Technology/Infrastructure Readiness (40 factors) and Pedagogical Change (45 factors).
4.
5.
Kahiigi Kigozi, Evelyn, 1974-, et al.
(författare)
Collaborative E-learning in a Developing Country : A University Case Study in Uganda
2011
Ingår i: Proceedings of the 10th European Conference on e-Learning. - 9781908272232 ; , s. 101-102
Konferensbidrag (refereegranskat) abstract
Universities in developing countries are increasingly adopting and using eLearning in their teaching and learning processes as one of the means for leapfrogging into the knowledge driven world. However, despite the recognition eLearning has received, it has not fulfilled the expectations in terms of impact on the delivery and quality of learning, pointing to the need for improved or new approaches. This paper explores the collaborative eLearning approach as one of the strategies for effective adoption and use of eLearning. Using the first stage of development research this paper presents an empirical study that aimed to explore and understand the current practices of collaborative eLearning in a developing country context. The study was carried out with university students in Uganda and placed focus on the value derived from and challenges encountered in adopting and using collaborative eLearning. From a general perspective, it was evident that learning and teaching methods are predominantly traditional, with limited/no integration of eLearning and there were inconsistencies in understanding the integration of technology into teaching and learning processes. The findings obtained indicated that students through collaborative eLearning were able to share and gain knowledge, understand course concepts and access various views and learning material. Factors such as inadequate bandwidth, inadequate Internet/computer access, conflict resolution, adequate ICT skills and face to face interaction challenged the adoption and use of collaborative eLearning in this context.
6.
Kahiigi Kigozi, Evelyn, 1974-, et al.
(författare)
Criticism of e-learning Adoption and Use in Developing Country Contexts
2009
Ingår i: IADIS International Conference e-Learning 2009. - 9789728924836 ; , s. 273-277
Konferensbidrag (refereegranskat) abstract
While e-learning has been widely accepted and used there has been only very limited benefit to the learning process and its effectiveness. This is especially critical for developing countries where the integration of “e” into the learning process is mostly in the development stages, and the demand for the required investment in technology vis-à-vis institutional resources is disproportionately high. This paper provides a picture of the current e-learning implementation trends in developing countries, highlighting the challenges as well as suggesting strategies for effective adoption and use. The analysis of issues indicates 1) the need to move from fragmented approaches that mainly focus on ICT infrastructure acquisition to approaches that support adoption and utilization of e-learning to support student learning; 2) that policy formulation; transforming the pedagogical culture; utilization of the available ICTs, student involvement, training and localization of content among other factors are key aspects to be addressed if e-learning implementations within developing country contexts is to bring real benefit.
7.
Kahiigi Kigozi, Evelyn, 1974-, et al.
(författare)
Explorative Study of E-learning in Developing Countries : A Case of the Uganda Education System
2008
Ingår i: IADIS International Conference e-Learning 2008. - 9789728924584 ; , s. 195-199
Konferensbidrag (refereegranskat) abstract
The development and use of e-learning in education has gained global recognition as a learning method that facilitates the teaching and learning processes. As a result it comes as no surprise that, education institutions have been forced to embrace new education strategies to a large extent due to the increasing student needs seeking to constantly acquire and apply new knowledge and skills. This paper provides an overview of e-learning development in the Uganda Education System. It briefly highlights ICT developments in Uganda at the different education levels and how they impact elearning. The paper further discusses emerging issues from which we develop theoretical assumptions aimed at realizing suitable approaches for effective adoption and utilization of e-learning to support teaching and learning process at the higher education level for which we seek to test.
8.
Kahiigi Kigozi, Evelyn, 1974-, et al.
(författare)
Exploring the e-Learning State of Art
2008
Ingår i: Electronic Journal of e-Learning. - 1479-4403. ; 6:2, s. 77-88
Tidskriftsartikel (refereegranskat) abstract
e‑Learning implementation is an area in progress that continues to evolve with time and further research. Researchers in the field argue that e‑Learning is still in its infancy, resulting into numerous implementation strategies across a wide e‑Learning spectrum. This paper explores the e‑Learning state of art. It provides a general overview of the learning process, evaluates some current implementation trends pointing out a range of frameworks and strategies used in the past decade. It further looks at the changes created by the adoption of e‑Learning within the higher education process. This is followed by an identification of emerging issues from which two problems are identified; 1) the limited uptake of technology as an instruction delivery method; and 2) the ineffective use of technology to support learning. In respect to this, future research should therefore seek to further investigate these aspects and to explore suitable approaches for effective implementation of e‑Learning to support learning. Not the least in higher education contexts.
9.
Mozelius, Peter, et al.
(författare)
Important factors in ICT4D projects - towards a model for quality assessment
2008
Ingår i: Proceedings of the ICDE World Conference on Open Learning and Distance Education.
Konferensbidrag (refereegranskat) abstract
Information and Communication Technology for Development (ICT4D) is an approach adopted to improve the socio-economic situation in poor countries. It includes e-learning, open and free software, e-democracy, digital media, e-government, capacity building and infrastructure development. Billions of dollars are invested in such programs financed by international aid organizations, state funded aid agencies and multinational private companies. Well known problems are poor infrastructure, crime and poor adaptations to the socio-cultural context. It is a complex multidisciplinary, multi stakeholder and multimedia field with an emerging theoretical framework.This paper identifies and examines important quality aspects of ICT4D projects and provides empirical ICT4D examples illustrating each aspect. The overall research question in this study is: What makes some ICT4D projects more successful than others?Based on the authors own experience of projects in Sri Lanka, Uganda and Vietnam as well as analysis of other projects, the following quality aspects are considered as crucial for successful implementation of ICT in development projects: 1) Authentic local needs, 2) Local ownership, 3) Realistic limitations, 4) Competence network, 5) Communication strategy, 6) Planning horizon, 7) Documentation/measurable results, 8) Resources and sustainability and 9) Fun/Motivation. The relevance of these aspects are discussed and exemplified in the article.The thematic areas identified provide a basis for an emerging model, intended to be useful in the design and planning phase as well as in monitoring and evaluation of ICT4D projects.
10.
Peiris, Colombage Ranil, 1973-
(författare)
A Framework for Designing Learning Management Systems to Support Undergraduate Thesis Projects : With a Focus on Sri Lankan Universities
2022
Doktorsavhandling (övrigt vetenskapligt/konstnärligt) abstract
In Sri Lankan public universities about 41000 undergraduate projects are conducted every year, and on average, the total man-hours spent on the thesis projects is about 1.2 million. Although the universities widely use information technology to support teaching and learning, a specific system supporting undergraduate thesis projects is lacking and literature documents many problems related to these projects. Hence, the present research endeavour was commenced in a Sri Lankan university to develop a framework to guide the design process of a Learning Management System (LMS) that can be used to address those problems and support Undergraduate Thesis Projects (UTP). The following three research questions guided the study: 1) What are the problems of UTP? 2) Which learning theories and pedagogical concepts should be considered when designing an LMS to support the UTP? 3) What are the requirements and components of an LMS which would support the UTP? The Soft Design Science Research Methodology was applied to answer three research questions, and the main findings are as follows: 1) Six main problems areas were identified based on a specific case, 2) These problems were related to unsatisfied requirements of student student-supervisor interaction, scaffolding, and self-regulation processes 3) These requirements further analysed using related learning theories and specific problems were condensed into a general problem. The general problem is the lack of a learning environment that supports the theoretical foundation (pedagogical implications) and practical facilitation (Information and Communication Technology tools), which could support the student-supervisor interaction, scaffolding, and self-regulation processes, 4) The general problem was analysed, comparing the theoretical foundations and pedagogical implications and a framework was suggested as a general solution for designing an LMS with four basic modules. These modules include software subcomponents that can be used to enhance student-supervisor interaction, peer collaboration, students’ self-regulation skills, and students’ motivation, 5) The general solution was evaluated, and it was shown that supervisors accepted the proposed components as parts of an LMS that supports UTP. The findings show that this framework offers features and components that enhance the quality and importance of thesis projects.
