Developing Framework for Adopting E-learning Pedagogical Approach in Higher Education. A Case for Makerere Univeristy, Kampala, Uganda.

ABSTRACT The overall objective of this study is to investigate the challenges of adopting e-learning pedagogical approach in higher education in higher education institutions in Uganda. The descriptive research design method was employed in this study. It involved using the questionnaires in collecting data from the respondents. The quantitative research design was used in gathering data on cases of efficiency in accessing, retrieving, securing, storing, registering and disseminating information the departments. Furthermore, this research collection technique was used because it was flexible and reliable method of data collection. The sample size 171 respondents from Makerere University, Kampala, Uganda. The researcher used simple random sampling which was a type of sampling technique that allowed researchers to collect data in which each element in the population has a known and equal probability of selection. This technique was convenient in order to achieve the research objectives because the respondents would have the same chance to be in sample. The research findings were that the students and lecturers could use the e-learning platform without any hindrance and online learning required Internet access and transmission of multimedia materials required high bandwidth. Universities could tackle some issues themselves. They could come together in order to buy bandwidth in bulk so as to reduce costs. To gain this kind of negotiating power, institutional leaders and IT departments must cooperate. Institutional managers would also have policies for using bandwidth sensibly by defining acceptable use. The recommendations are that use of new collaborative technologies required team work more than we were used to, in order for eLearning courses to produce an outcome that was competitive in the global employment market; universities need to invest carefully in online courses and before commencing an eLearning program, capacity analysis needs to be done first. 

TABLE OF CONTENTS

DECLARATION A

DECLARATION B

APPROVALSHEET H

DEDICATION iv

ACKNOWLEDGEMENT v

ABSTRACT vi

LIST OF ACRONYMS vii

TABLE OF CONTENTS ix

CHAPTER ONE 1

Problem and its Scope 1

Background of the Study 1

STATEMENT OF THE PROBLEM 1

Purpose of the Study~ 2

Objective 2

Specific Objectives 2

Research questions 3

Geographical Scope 3

Significance of the study/Justification 4

Operational Definitions of key terms 5

CHAPTER TWO

REVIEW OF RELATED LITERATURE 9

Concepts, Opinions, Ideas from Authors! Experts 9

Drawbacks of the Blackboard Learning System 10

KEWLLMS 10

KEWL features 11

Specification .12

Pedagogical approach .12

Variants 13

Dependencies, Installation and Configuration 13

Interoperability 13

Tufts University Sciences Knowledgebase (TUSK) —accessible within the School of Public

Health 15

Makerere University, Kampala-Uganda 19

Uganda Management Institute 21

Victoria University — Virtual University of Uganda 24

Zimbabwe 25

Tanzania 26

PROBLEMS OF ADOPTING E-LEARNING IN HIGHER EDUCATION 27

E-learning in developing countries: challenges and opportunities 31

THEORETICAL PERSPECTIVE 32

Technology acceptance model 32

CHAPTER THREE 36

METHODOLOGY 36

Research Design 36

Research Population 36

Sample size 36

Sampling Procedure 37

Research Instrument 37

Before the administration of the questionnaires 38

During the administration of the questionnaires 39

After the administration of the questionnaires 39

Data Analysis 39

Ethical Considerations 40

Limitations of the Study 41

CHAPTER FOUR

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FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 48

Findings 48

Conclusions 48

APPENDIX 1- TRANSMITTAL LETTER 63

APPENDIX II— CLEARANCE FROM ETHICS COMMITTEE 64

Ethical Review Checklist 64

APPENDIX III — INFORMED CONSENT 65

APPENDIX IV — Research Instrument 66

QUESTIONNAIRE 66

APPENDIX VIII 73

CURRICULUM VITAE 73