Perceptions of the nature of university learner support practices: Staff and students’ voices

Ouma, Richard

doi:10.1080/2331186x.2020.1812473

Cited by 4 publications

(3 citation statements)

References 37 publications

(70 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the nationwide lockdown during the Covid-19 period, physical assessments, just like physical classroom lessons, were not possible as the examining bodies had not provided for online assessments, hence the inability of the majority of tertiary institutions to mount their programmes using the ODeL mode. Similarly, an earlier study in Uganda attributes the reluctance of higher institutions to embrace ODeL to the fear of possible court cases brought by students based on the claim that their admission letters had no clause relating to either online learning or examination (Ouma, 2020).…”

Section: Challenges Posed By Examining Bodiesmentioning

confidence: 99%

Barriers and Coping Strategies to Adoption of Open, Distance and E-learning in Tertiary Institutions in Uganda

Ouma,

Musiimaami

2023

UHERJ

View full text Add to dashboard Cite

There is a clear indication that the level of adoption of Open, Distance and e-Learning (ODeL) by tertiary institutions is still very low in Uganda. This study examines the barriers and possible strategies to improve the adoption of ODeL in tertiary institutions, which is critical in teaching and learning. This study used a qualitative research approach involving conversational focus discussion groups to explore the institutional administrators’ perspectives on the level of adoption of ODeL. The study results showed a drop in the enrolment levels in most tertiary institutions during the Covid -19 period. Whereas a few ICT facilities were available in all institutions, there was no indication that some were specifically dedicated to ODeL use. Critical barriers to ODeL adoption included the high cost of equipment needed to start ODeL, limited internet bandwidth, the high cost of data, limited skills of the staff and students, practical academic programmes requiring physical presence, declining enrolment levels, programmes examined by external bodies that did not embrace online assessment, and lack of policies for ODeL implementation and assessment. The study recommends a participative approach involving different stakeholders right from management down to individual staff and students, developing institutional policy guidelines for ODeL, conducting institutional readiness for online teaching, learning and assessment, training staff and students, and creating the awareness that integrating ODeL into curricula is critical and a necessity. Therefore, concerted efforts by the tertiary institutions and government are pivotal to enable investment in ICT Infrastructure, the development of ODeL policy, and the training of staff and students of tertiary institutions to appreciate ODeL as a valuable mode of learning delivery in the contemporary world.

show abstract

Section: Challenges Posed By Examining Bodiesmentioning

confidence: 99%

Barriers and Coping Strategies to Adoption of Open, Distance and E-learning in Tertiary Institutions in Uganda

Ouma,

Musiimaami

2023

UHERJ

View full text Add to dashboard Cite

show abstract

“…Previous research on (online) distance learning outside prison has emphasized that students need to have a high level of autonomy as they should be able to plan their study, set up goals, and self-evaluate [35]. Therefore, proving support to the learners is essential [36]. Throughout the interviews, it emerges that learner support is offered from the Netherlands and in the detaining country.…”

Section: Professionals and Volunteers' Perspectives On The Progress O...mentioning

confidence: 99%

Distance Education for Dutch Citizens Detained Abroad: A Mixed-Methods Case Study of the Foundation ‘Education behind Foreign Bars’

Brosens

Marynissen

Lemmers³

et al. 2021

Education Sciences

View full text Add to dashboard Cite

Foreign national prisoners have less educational opportunities than national prisoners. Therefore, the Dutch foundation ‘Education behind Foreign Bars’ (Eabt) provides distance education to Dutch nationals detained abroad. A mixed-methods case study is carried out to gain insight into the perspective of professionals and volunteers who are involved with Eabt and of the students taking a course from Eabt. This study consists of individual interviews with volunteers and professionals and pre- and post-surveys among students. The qualitative results show that following a course from Eabt happens in three steps: (1) Informing, (2) applying for the course, and (3) starting with the course, doing homework, and being assessed. During the course, students receive motivational and content-related support from the Netherlands and, depending on the local prison context, also from the detaining country. The professionals and volunteers identify various success factors and challenges of Eabt. The quantitative results demonstrate that students are primarily motivated to participate by their wish to acquire knowledge and skills and to prepare for life after detention. The students are satisfied about the support received and they seem to have more confidence in the future due to the course. Overall, Eabt is highly valued by both students, professionals, and volunteers.

show abstract

“…Like any new practice or change in what was considered the normal practice especially in developing countries in general and Uganda in particular, on-line learning has brought in several benefits in higher education. However, the same on-line learning now considered the "new normal" has posed several challenges in the delivery and access to learning in the contemporary world (Hoq, 2020;Ouma & Cunha de Araújo, 2020;Sadeghi, 2017). Indeed, Universities in the developing world (Uganda inclusive) are benefitting less than those from developed World from the many opportunities that information and communication Technologies (ICTs) have created (Gauci & Nwuke, 2001;Sanga, 2012;Sokal et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Beyond “carrots” and “sticks” of on-line learning during the COVID-19 pandemic: A Case of Uganda Martyrs University

Ouma

2021

Cogent Education

Self Cite

View full text Add to dashboard Cite

Listening and appreciating the views of the academic staff and students is critical in a learning period characterised by abrupt changes in the mode of classroom delivery where the traditional classroom teaching and learning is replaced by virtual classes. This study explored the "carrots" and "sticks" of on-line learning experienced by both academic staff and students at Uganda Martyrs University in Uganda. The study used a qualitative research approach involving indepth interviews for academic staff and focus groups with selected university students from three academic Faculties. The study results showed that both students and academic staff found on-line learning beneficial in terms of incurring reduced transport expenses and chances of getting infected with Covid-19 due to reduced physical mobility. Due to increased use of technologies, the participants became more innovative and conscious in time use during the teaching-learning process. However, the effectiveness of on-line learning was limited by the challenges of limited data, unreliable internet connection, failure to record lectures, few zoom links at Faculty level, limited class control, and unstable attendance by students. Results further revealed the challenges of time constraint for computational subjects, assessment challenge, limited skills and knowledge in using , limited

show abstract

Perceptions of the nature of university learner support practices: Staff and students’ voices

Cited by 4 publications

References 37 publications

Barriers and Coping Strategies to Adoption of Open, Distance and E-learning in Tertiary Institutions in Uganda

Barriers and Coping Strategies to Adoption of Open, Distance and E-learning in Tertiary Institutions in Uganda

Distance Education for Dutch Citizens Detained Abroad: A Mixed-Methods Case Study of the Foundation ‘Education behind Foreign Bars’

Beyond “carrots” and “sticks” of on-line learning during the COVID-19 pandemic: A Case of Uganda Martyrs University

Contact Info

Product

Resources

About