A Framework For Adoption Of Use Of Interactive White Board System In Distance Learning At Universities: The Case Study Of Kampala International University

Table of Contents

Declaration i

Approval ii

Acknowledgements iii

Table of Contents iv

List of Tables vii

List of Figures viii

List of Abbreviations ix

Definition of Terms x

Abstract xi

CHAPTER ONE 1

INTRODUCTION 1

1.0 Introduction 1

1.1 Background of the Study 1

1.2 Problem of Statement 1

1.3 Purpose of the study 2

1.4 Objectives of the study 2

1.4.1 General Objectives 2

1.4.2 Specific Objectives 2

1.5 Research Questions 2

1.6 Scope of the study 2

1.7 Significance of the Study 3

1.8 Conceptual framework 3

CHAPTER TWO 5

LITERATURE VIEW 5

2.0 Introduction 5

2.1 IWB in the Classrooms 5

2.1.1 Types of Interactive Whiteboards 6

2.2.2 Interactivity 8

2.3 Modes of Distance Learning 9

2.4 Challenges of distance learning 10

2.5 Importance of using Whiteboards in classroom 13

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CHAPTER THREE .18

METHODOLOGY 18

3.0 Introduction 18

3.1 Research design 18

3.2 Population and sampling 18

3.2.1 Target/Accessible population 18

3.2.2 Sample size 19

3.2.3 Sampling techniques 19

3.3 Data collection 19

3.3.1 Research Instruments or Tools 19

3.3.1.1 Interviews 20

3.3.1.2 Review of Existing Documents 21

3.3.1.3 Questionnaires 21

3.4 Data Analysis 23

3.5 Trustworthiness 23

3.6 Limitations of the study 24

CHAPTER FOUR 25

FINDINGS, PRESENTATION AND ANALYSIS 25

4.0 Introduction 25

4.1 The modes of distance learning 25

4.2 The challenges of distance learning 26

4.3 The Importance of Interactive Whiteboards in Universities 27

CHAPTER FIVE 30

SYSTEM ANALYSIS AND DESIGN 30

5.0 Introduction 30

5.1 System Analysis 30

5.2 System Requirements 30

5.2.lThe Board 30

5.2.2 The Projector 31

5.2.3 The Projector Remote 32

5.2.4 The Pens, eraser and tray 32

5.2.5 The Workstation 33

5.2.6 The Document Camera 34

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5.2.7 DVD Player and Power Outlets 34

5.2.8 Switches/Buttons 35

5.2.9 Speakers/Volume 35

5.3 System Design 36

5.4 Features of Interactive Whiteboards 38

5.4.1 Interactive Capabilities 38

5.4.2 Saving and Printing 38

5.4.3 Graphics 38

5.4.4 Web Abilities 38

5.5 How to Clean an Interactive Whiteboard 39

CHAPTER SIX 40

FINDINGS, CONCLUSION AND RECOMMENDATION 40

6.0 Introduction 40

6.1 Findings 40

6.2 Conclusion 40

6.3 Recommendations 41

6.4 Recommendation for Further Research 41

References 42

APPENDICES 44

APPENDIX A:GENERAL QUESTIONS 44

APPENDIX B:TOPIC IN QUESTIONNAIRES TO TEACHING STAFF 45

APPENDIX C:TOPIC IN QUESTIONNAIRES TO STUDENTS 46

APPENDIX D:PROPOSED TIME FRAME/WORK PLAN 48

APPENDIX E:PROPOSED BUDGET FOR PROPOSAL AND REPORT WRITING 49

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Abstract The study determined a framework for adoption of use of interactive white board system

in distance learning at universities. The use of computers, projectors and different types of

whiteboards exemplified the success of the system. The study sought to establish and

recommend the types of whiteboards suitable for the system. This was in view of the fact

that circumstances and the operational environment of the Universities differed. The study

was conducted through cross-sectional survey; data was collected in December 2011,

using questionnaire, review of existing documents and interviews from 500 students and

staff of KIU selected randomly from 5 colleges in the campus, analyzed using chi-square

test of goodness of fit and percentage distribution techniques, and presented in tables and

figures. This study established that both the students and lecturers of KIU agreed that the

system was not yet in place and therefore are in support of adopting an interactive

whiteboard framework for distance learning in universities. The study concludes that the

students and lecturers concede that without which, distance learning shall not be efficient

and therefore would be as never was there. It recommends that Interactive Whiteboards

system be explored carefully and implemented in different universities that practice

distance learning.

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