School of Distance and Lifelong Learning (SDLL) Collections

Permanent URI for this collection

http://10.29.1.53:4000/handle/10570/176

Browse

Browsing School of Distance and Lifelong Learning (SDLL) Collections by Title

  • Item
    Acceptability and early impact of a parenting education programme to promote alternative discipline in Central Uganda
    ( 2019-07) Ukwai, Theodosius
    Poor parenting, especially use of harsh punishment, is associated with both behavioural and health consequences for children. A community based parenting pilot programme, ‘Parenting for Good Behaviour and Respectability’ sought to modify predictors of harsh parenting by discouraging harsh parenting and promotion of alternative discipline strategies in Wakiso district, Central Uganda. The study set to examine how the community parental education programme was culturally adapted, its influence on parent’s perceptions and practices regarding harsh punishment, and barriers to adopting positive discipline strategies. This qualitative research design, involved collection of data using in-depth interviews with parental participants and their children aged between 0 – 17 years old, plus focus group discussions and observation of sessions. Data was subjected to thematic framework analysis. In addition, the programme design involved; developing learning objectives, identifying and adapting existing materials to meet those objectives, and writing new exercises. Furthermore, parents reported that the programme improved their parenting skills, relationships with children and management of emotions. In addition, parents reported that harsh punishment ‘no-longer works’, and explored alternative discipline. However, some obstacles to adoption include limited motivation to use, and familiarity with, alternative discipline seen as time consuming, plus inequitable gender norms. Overall, this project was appreciated by parents, and has potential to discourage harsh punishment in the short term. Further research is needed to assess the long-term impact of the programme on harsh punishment and promotion of alternative discipline techniques.
  • Item
    Acquisition of child care knowledge and skills by rural non- literate women through informal learning processes
    (Makerere University, 2014-07) Nabirye, Juliet
    Although rural and urban parents differ in family resources, structure, kind of child care used, and services needed, little information is available. Significant rural/ urban differences in maternal education levels have been found with rural women having a fewer level of education and fewer advantages(Scanzori & Arnett, 1987). Rural women have been considered to be more likely to assume a traditional role of home care and maker than urban women. The central concern of the study was to understand the informal learning processes through which rural non-literate women who are mothers acquired childcare knowledge and skills, In trying to understand the informal learning processes through which rural non-literate women in Wabulungu village acquired childcare knowledge and skills, the researcher employed a qualitative case study approach in order to gain an in- depth understanding of the learning processes involved. In-depth interviews and informal observations were the main data collection methods used. Findings from the study show that non-literate women in Wabulungu village acquired child care knowledge and skills through informal learning processes that included modeling, coaching, and trial and error. Social gatherings were also an important source of information regarding childcare. Most mothers acquired child care knowledge and skills from more experienced people The knowledge and skills acquired were cumulative starting from when they were growing up, right up to date when they were married. This thesis concludes that the informal learning processes through which women acquire knowledge and skills in child care are never organized, but are contextual and always negotiated in social interaction. An important understanding which is raised when discussing child care practices and approaches is the ease that these understandings are accepted, reinforced and often go unchallenged. This study therefore recommend that Informal learning should be highly appreciated and considered in the curricular and the entire community in order to promote women groupings or meetings for the acquisition of childcare knowledge and skills .A possible explanation for this easy acceptance is that attributing maternal behaviour to nature is a comfortable and known position to justify behaviours and judgments about women as they learn to mother.
  • Item
    Adult education practices in agricultural training programs: a case of instructors at national crops resources research institute, Wakiso district, Uganda
    (Makerere University, 2023-11) Nakibinge, Rebecca
    This study explored the adult education practices in agricultural training programs at the National Crops Resources Research Institute (NaCRRI) in Namulonge, Wakiso district, Uganda. It used the interpretivist research paradigm, a qualitative research approach, and a case study research design with three specific objectives: finding out the qualities needed for facilitating adult learning that instructors are aware of and possess; examining how agricultural instructors conduct the teaching and learning process for adults; and then assessing the teaching and learning methods used. Data on awareness and possession of qualities for teaching adults was qualitatively obtained from ten (10) instructors. Data on teaching and learning processes were obtained by interviewing the instructors and observing four (4) training sessions that were conducted, and these data were manually and thematically analysed. The findings reveal that the trainers are aware of and possess the qualities and skills needed for training adults, even if they have no professional and specific training in adult education. Although instructors conduct needs analysis, use participatory methods, combine theory and practical learning, and evaluate learning, some gaps were noted. Instructors aren’t mindful of the dominance of some learners when using the group discussion method. While the teaching materials are well illustrated with pictures that depict the local farming context of learners, the texts are in English, yet some farmers are semi-literate. Besides, there’s no learner’s manual for further consultations during and after the training. In terms of teaching methods, only two participatory methods, i.e., demonstration and group discussion, are used, mainly because the content and majority of the learners they teach are semi-literate, which requires practical and experiential sharing. In line with the perspectives of Mezirow’s transformative learning theory, the trainings are on course to promote perspective change since critical thinking is elicited through some participatory teaching methods. This study concludes that adult education practices are being applied because instructors are aware of and possess the needed qualities for training adults. However, there are some gaps in the actual application of their skills, as detected by instructors not being cognizant of dominance in group discussions, learning materials’ text in English, and the absence of learners’ manuals. This study recommends that NaCRRI conduct workshops for instructors to appreciate more adult education methods for teaching semi-literate adult learners and explore the possibilities of using information and communication technologies during training and for mobile learning at a distance. Future research should investigate the absence of other participatory and adult-centred facilitation methods in agricultural training programs.
  • Item
    Adult learning in community healthcare : experiences of village health teams in Kampala District, Uganda
    (Makerere University, 2025) Bukirwa, Hannat
    Village Health Teams (VHTs) serve as a critical link between communities and the formal health system, providing basic health education, promoting preventive health measures, and facilitating access to healthcare services. The study explored the role of adult learning in equipping Village Health Team members in Kampala District to address community healthcare needs. The study employed a phenomenological-qualitative descriptive design to capture the lived experiences of the Village Health Team (VHT) members from 41 participants in Bwaise III Parish, Kawempe division, located in the northwest corner of Kampala district, Uganda between December 2024- December 2025. The study revealed that Village Health Teams (VHTs) in Kampala District play a multifaceted role in community healthcare, serving as educators, mobilizers, first-line care providers, and vital links between communities and health facilities. Their learning experiences are shaped by on-the-job practice, refresher trainings, peer-to-peer sharing, and mentorship, which build confidence and enhance service delivery, though training remains irregular and heavily dependent on NGOs. Guided by adult learning principles such as experiential and participatory learning, VHTs value practical, relevant, and continuous training that addresses real community health challenges. Despite persistent obstacles including lack of supplies, political interference, and reduced facilitation VHTs demonstrate empowered resilience, drawing strength from community trust, adaptability during health crises, and the confidence gained through continuous learning. The study confirmed that andragogy provides a powerful lens for understanding and improving VHT training and practice in Kampala. VHTs’ self-directed engagement, reliance on prior experience, and preference for problem-centered, relevant learning reflected the core elements of Andragogy theory. Through experiential and continuous learning, VHTs gain confidence, adaptability, and community trust, which enables them to respond effectively to diverse health challenges. However, systemic barriers such as inadequate facilitation, political interference, and limited government commitment undermine their potential. Strengthening community healthcare therefore requires a deliberate investment in sustainable adult learning frameworks, regular training, mentorship, provision of essential supplies, and policy reforms that prioritize VHT capacity-building. By addressing these gaps, both government and development partners can empower VHTs to deliver more effective and sustainable primary healthcare services.
  • Item
    Application of Tpack model to enhance teachers’ digital pedagogical competence: a case of selected secondary schools in Wakiso District
    (Makerere University, 2025) Tulina, Dorothy
    This study aimed at examining the digital pedagogical competence of teachers through application of the TPACK model, with the aim of developing design principles that guide teachers to effectively integrate ICT in the teaching and learning process in the New Lower Secondary Curriculum (NLSC). The study was premised on three objectives namely; to examine the teachers’ competence in using digital tools and technologies to effectively teach the subject matter during lesson delivery; to assess the teachers’ ability to design and produce digital instructional materials that meet the needs of learners and lesson objectives; and to develop design principles aimed at guiding the training of teachers in digital pedagogical competencies for effective integration of ICT in the teaching and learning process. The study used Design Based Research with a mixed-methods approach, gathering data from teachers, students, and school administrators. It found that while teachers are moderately competent and show capability in creating instructional materials aligned with learners needs, many struggle with digital tool usage and require more support. Students generally endorse their teachers' digital efforts, with smartphones and computers being the most common devices used. However, limitations such as poor internet access, scarce digital resources, and inadequate technical skills hinder effective ICT integration. Institutional challenges like limited support, restricted training access, and time constraints obstruct progress. In response to the findings, the study developed the TPACK Enabled Training (TET) Principles to aid the training of teachers in digital pedagogical competence. These principles emphasise one-on-one coaching, continuous training workshops, professional learning communities, interactive workshops, personalized coaching, learning communities, peer interaction, and institutional supportive policies and initiatives that align curriculum with digital content creation. Reward systems may further motivate teachers to strengthen their digital teaching competencies.
  • Item
    The awareness levels and the use of mobile devices in teaching and learning practices in higher institutions of learning : a case of Bachelor of Adult and Community Education of Kyambogo University
    (Makerere University, 2022) Nakimwero, Mary
    This study assessed the “awareness levels and the use of mobile devices in the teaching and learning practices in Higher institutions of Learning; a case of Kyambogo University”. The main purpose in this study was to assess the influence of awareness levels on the use of mobile devices to facilitate teaching and self-directed learning among the lecturers and students of the Bachelor of Adult and Community Education of Kyambogo University. The specific objectives were: to assess the awareness levels of the educational role of mobile devices; to examine the ways through which mobile devices were used to facilitate teaching and learning and to establish the factors that determined this usage. A single case study with descriptive statistics guided a mixed methods approach to assess m-learning practices in-depth. The study used interviewed five lecturers using an interview schedule and 100 students using a semi-structured questionnaire. Qualitative data were analysed using thematic analysis while quantitative data was analysed using descriptive, factor analysis, and multiple regression methods. The key findings from the study indicate that; concerning objective 1), Most of the lecturers and students were generally aware of the educational role of mobile devices. The low levels of awareness were registered in using these devices to write down lecture notes, scheduling of academic programs, managing of students’ academic grades, and translate information from one international language to another. Key findings on objective 2) indicate that the use of mobile devices was irregular in teaching practices such as searching for relevant academic information, updating and delivering lecture content, sending coursework to students, and marking assignments online. The usage of mobile devices was also irregular in self-directed learning practices such as surfing the internet to download relevant online academic documents, developing learning schedules, collaborative learning through peer discussions, and classroom learning. Findings on objective 3) highlighted favourable attributes of mobile devices such as inbuilt applications that support online collaborative teaching and learning, portability, and compatibility with teaching and learning practices as the key enablers of m-learning. The limiting factors included the high cost of airtime and data bundles, lack of network and internet connectivity, mobile device affordances, and allocation of inadequate time, lecturers’ and students’ uncertainty concerning the privacy and security of their content, and lack of clarity about KYU policy on the mobile device used to facilitate learning. From these results, the study concluded by stressing the fact there is a ray of hope concerning M-learning practices in KYU BACE if the lecturers' and students’ awareness levels concerning the comprehensive educational roles of mobile devices were high. This would improve the regularity of using these devices. Consequently, the study recommends to KYU BACE Department sensitize lecturers and students to increase their levels of awareness on specific educational functions of mobile devices, and embrace the use of mobile devices regularly. The study also recommends that the University policymakers and administrators address the limiting factors; like strengthening network and internet service connectivity at KYU and students’ places of residence, developing and disseminating the policy on the use of mobile phones in teaching and learning, subscribing to online credible sites so that students are sure of the sources. Further research into the use of mobile devices using objective data exchanged on these gadgets on platforms used for teaching and learning since most of the data collected in this study was highly subjective to respondents’ discretion.
  • Item
    Blended learning and academic achievement in mathematics: a case of Budo Junior School
    (Makerere University, 2023-10) Jjuuko, Moses
    The study purpose was to find out the relationship between blended learning and academic achievement in Mathematics at Budo Junior School’. The study was guided by three specific objectives; To find out the relationship between traditional teaching approach on students achievement in mathematics in Budo Junior School. To establish the relationship between technology-mediated teaching approaches on students’ achievement in mathematics in Budo Junior School. To measure the extent to which application of both traditional and technology mediated teaching methods relate with students’ achievement in Budo Junior School. The study used a cross sectional survey design with both quantitative and qualitative research approaches. Data was obtained from a population of administrative staff, teachers, and students, who all numbered to 141 respondents. Data was analyzed using frequencies, percentages. The study objectives were analysed using Pearson Correlation Co-efficient to establish the relationship between the independent and dependent variable. Thematic content analysis technique was used to analyze qualitative data. The study found that the contribution of traditional teaching approach was insignificant value (P = .131) was greater than the alpha / threshold value. The study found out that there is a positive and significant relationship between technology-mediated teaching approaches and students’ achievement in mathematics in Budo Junior School where (r = .619; sig. value. .009<0.01). The study concluded that there is there is a positive and significant relationship between technology-mediated teaching approaches and students’ achievement in mathematics in Budo Junior School. The study found out that there is a positive and significant relationship between application of both traditional and technology-mediated teaching methods and students’ achievement in mathematics in Budo Junior School where (r = .737; sig. value .004<0.01). This means an increase of application of both traditional and technology-mediated teaching methods leads to an increase students’ achievement in mathematics in Budo Junior School. By implication therefore, the level of application of both traditional and technology mediated teaching methods can positively influence students’ achievement in mathematics in Budo Junior School positively and this calls for more improvement in application of both traditional and technology mediated teaching methods. The study concluded that traditional teaching approach has not contributed to students’ achievement in mathematics in Budo Junior School. However, the study concluded that there is a positive and significant relationship between application of both traditional and technology-mediated teaching methods and students’ achievement in mathematics in Budo Junior School where (r = .737; sig. value .004<0.01). This means an increase in of application of both traditional and technology-mediated teaching methods leads to an increase in students’ achievement in mathematics in Budo Junior School. The study recommends that the working environment for staff should also be improved upon in terms of salaries and wages, as well as the availing the necessary equipment for work. Equipment like, printers, computers and internet connectivity should be availed to the officers to facilitate their smooth operations in their daily activities. This would induce them and boost their efforts in the management of lessons, especially using an automated system. Mathematics teachers should try to rewards, prizes and incentives to students who pass and are active in class. These would help to encourage other students to develop a positive attitude towards mathematics. The study also recommends that teachers should adopt, apply and maintain excellent classroom management skills such as mathematics teacher creating and maintaining environment that is conducive to student learning, establishing and maintaining good relationships with students to help them learn better, mathematics teacher engaging in a range of class planning activities, mathematics teachers ensuring that there is noise control in the class when teaching and ensuring that there is class coordination when they are teaching.
  • Item
    Christianity and rural community literacy practices in Uganda
    (Journal of research in reading, 2007) Openjuru, George Ladaah
    In this article, we examine how Christianity provides the impetus for local literacy practices in a rural community in Uganda. These Christian literacy practices form a central part of the literacy activities of the community and are manifested in a variety of contexts from public to private using a wide variety of readily available religious texts in the community. Through examination of Christian literacy practices, the authors suggest that ethnographic research has the potential to generate information that can be used to enhance literacy learning in rural community life.
  • Item
    Climate change education for resilient smallholder farmers in Eastern Uganda
    (Makerere University, 2025) Kiggundu, Muhammed
    This study explored climate change education among smallholder farmers in Bulambuli District, Eastern Uganda. Climate change education is critical in fostering climate-conscious communities and enhancing resilience of vulnerable populations of smallholder farmers in rural Uganda. This study explored three specific objectives: investigate the kinds of indigenous knowledge integrated into local climate education, examine how farmers acquire climate-related information and skills, and assessing their experiences with climate change education initiatives. Guided by Transformative Learning Theory and interpretivist research philosophy, a qualitative case study design was employed, collecting data through in-depth interviews, focus group discussions, and direct observations with farmers from Nabongo and Cheptui villages. Data were also collected from key informants, including community leaders and educators. Findings revealed that indigenous knowledge, such as animal behavior, wind patterns, cloud formations, and lunar indicators, remain central to understanding and adapting to climate change. Such knowledge is often combined with scientific knowledge acquired from informal and non-formal learning channels like peer-to-peer sharing, NGO workshops, farmer field schools, and SACCO meetings, which proved more effective than formal education or radio broadcasts. Observations confirmed the adoption of climate-smart farming practices including soil and water conservation through terraces, crop rotation, tree planting, and cultivation of resilient crops. Farmers reported positive experiences when training was practical, participatory, and delivered in local languages, but challenges included limited follow-up, gender disparities, language barriers, high costs of adaptation, and inconsistencies between scientific knowledge and local realities. Recommendations highlight the need for hands-on, gender-responsive training, integration of local leadership, and leveraging local change agents to sustain learning, alongside the combination of indigenous and scientific knowledge supported by communal adaptation resources. Overall, the study underscores that culturally sensitive, participatory, and sustained climate change education programs that value indigenous knowledge and address local socioecological contexts enhance comprehension, behavioral change, and resilience, providing policyrelevant insights for scaling up effective climate education strategies in rural Uganda
  • Item
    Contribution of clinical supervision towards effective teacher performance among Early Childhood Development (ECD) teachers in Uganda. a case of three schools in Rubaga division
    (Makerere University, 2023-11) Karungi, Annet
    This descriptive qualitative research study examined the extent to which clinical supervision contributes towards effective teacher performance among ECD teachers in Uganda, taking a case of three schools in Rubaga Division. It was grounded on Proctor’s model of clinical supervision (1995) and The Theory of change, popularised by Anderson (2005) & Weiss (1995). The study was guided by three objectives that is; to find out the perceptions of school administrators about utilization of clinical supervision in ECD centers in Uganda, to analyze the contribution of clinical supervision towards improvement of teachers’ pedagogical practices in ECD and to assess the contribution of clinical supervision towards provision of quality guidance and counseling skills among ECD teachers. Data was collected using interview guides, focus group discussions, document review and lesson observation from fifteen participants recruited from three ECD centers. Three of these were school administrators while twelve were teachers. Two teachers in each school underwent four sessions of clinical supervision while the other two had administrative supervision at the beginning and end of data collection which acted as a base line survey. Findings indicate that school administrators are willing to embrace clinical supervision if trained on how to use it, and to a greater extent, teachers clinically supervised improved in many aspects of their pedagogical practices as well as guidance and counselling skills as compared to their counterparts monitored through administrative supervision. It is therefore concluded that clinical supervision significantly contributes to effective teacher performance in ECD Centres and thereby recommend that administrators should incorporate it in their day-to-day practice.
  • Item
    Designing an interactive technology enhanced learning module to improve workplace safety among custodians at Makerere University
    (Makerere University, 2025-12-19) Sunday, Seezi
    Workplace safety is a crucial aspect of custodians’ roles at Makerere University. However, limited access to tailored safety training poses challenges in enhancing their knowledge, skills, and practices. Drawing on this, the current study aimed to address the gap by designing and implementing an Interactive Technology-Enhanced Learning (ITEL) module designed to improve workplace safety among custodians. The study sought to: (1) explore the workplace safety needs of custodians at Makerere University; (2) design an ITEL module to support on-the-job learning; and (3) implement the ITEL module to improve custodians' workplace safety knowledge, skills, and practices at Makerere University. A mixed-methods approach was adopted, involving surveys, interviews, and observations to gather insights into custodians’ safety challenges and learning preferences. The module incorporated diverse learning styles thus visual, auditory, and kinesthetic and addressed key areas such as electrical safety, emergency response, equipment handling, communication skills, security awareness, and ergonomics. The study was guided by the heutagogy theory. The study findings note that custodians in Makerere University are concerned about getting knowledge about workplace needs like emergency response, communication skills, ergonomics, electrical safety, equipment safety, and security awareness. The study also noted the significant improvements in safety knowledge and practices, with custodians demonstrating increased confidence in handling workplace hazards. Moreover, the study found that custodians preferred mobile-friendly content and collaborative learning, while challenges such as limited digital literacy and access to devices were identified. Based on these findings, the study came up with designing and testing an ITEL module aimed at addressing the needs of custodians. The results proved to be a viable solution for enhancing workplace safety, fostering a culture of continuous learning, and empowering custodians with essential skills to navigate workplace risks effectively. Following these findings, the study made recommendations for institutional support to implement and sustain the ITEL module, regular updates to the content, and continued digital literacy training.
  • Item
    Developing a Chatbot to enhance learner support in the use of Makerere University learning management system
    (Makerere University, 2025) Atukunda, Shallon
    Learner support is essential for students’ academic success, particularly in online learning environments where immediate access to support services is often limited. At Makerere University, the adoption of blended learning through the Makerere University Electronic Learning Environment (MUELE) platform has provided learners with the flexibility to study at their own pace and time. Although several initiatives have been implemented to support online learners, many still struggle to effectively navigate and use the platform and frequently seek assistance. However, due to the limited availability of support staff, especially after working hours, online learners often face delays, leading to frustration, reduced motivation, which negatively impacts their overall learning experience. This study aimed at developing a chatbot to enhance learner support on the use of MUELE was guided by three objectives: (1) to assess existing learner support needs such as need for timely and interactive support intervention; (2) to develop a chatbot, informed by user needs, to respond to frequently asked questions and guide learners in using MUELE; and (3) to evaluate the chatbot’s effectiveness, by assessing usability, accuracy and its role to promote indepencent learning. A mixed-methods approach grounded in Social Constructivist learning theory was employed, targeting online students from the Bachelors of Education-External, Bachelors of Commerce -External, and Bachelors of Science external programmes, along with eLearning support staff. Quantitative data was collected through surveys, while qualitative insights were gathered using interviews and Focus Group Discussion. A total of 207 participants responded to the survey. Findings revealed that timely and personalized guidance significantly enhances learning. The chatbot served as a 24/7 scaffolding tool, enabling learners to navigate MUELE independently while fostering autonomy and engagement. The study concludes that integrating a chatbot ensures immediate assistance, especially outside working hours, reducing delays, minimising frustration, and improving the overall learning experience. Further research could explore how chatbots can be strategically integrated into LMS to provide holistic support services and automation of learning tasks.
  • Item
    Developing a Chatbot to enhance learner support in the use of Makerere University Learning Management System
    (Makerere University, 2025-12-22) Atukunda, Shallon
    Learner support is essential for students’ academic success, particularly in online learning environments where immediate access to support services is often limited. At Makerere University, the adoption of blended learning through the Makerere University Electronic Learning Environment (MUELE) platform has provided learners with the flexibility to study at their own pace and time. Although several initiatives have been implemented to support online learners, many still struggle to effectively navigate and use the platform and frequently seek assistance. However, due to the limited availability of support staff, especially after working hours, online learners often face delays, leading to frustration, reduced motivation, which negatively impacts their overall learning experience. This study aimed at developing a chatbot to enhance learner support on the use of MUELE was guided by three objectives: (1) to assess existing learner support needs such as need for timely and interactive support intervention; (2) to develop a chatbot, informed by user needs, to respond to frequently asked questions and guide learners in using MUELE; and (3) to evaluate the chatbot’s effectiveness, by assessing usability, accuracy and its role to promote indepencent learning. A mixed-methods approach grounded in Social Constructivist learning theory was employed, targeting online students from the Bachelors of Education-External, Bachelors of Commerce -External, and Bachelors of Science external programmes, along with eLearning support staff. Quantitative data was collected through surveys, while qualitative insights were gathered using interviews and Focus Group Discussion. A total of 207 participants responded to the survey. Findings revealed that timely and personalized guidance significantly enhances learning. The chatbot served as a 24/7 scaffolding tool, enabling learners to navigate MUELE independently while fostering autonomy and engagement. The study concludes that integrating a chatbot ensures immediate assistance, especially outside working hours, reducing delays, minimising frustration, and improving the overall learning experience. Further research could explore how chatbots can be strategically integrated into LMS to provide holistic support services and automation of learning tasks.
  • Item
    Development of blended learning among wedding professionals for enhanced creativity skills in apprenticeships in Uganda
    ( 2026-01-05) AKWEDE ESTHER
    The global wedding industry is likely to reach up to $414 billion in 2030 (Wells, 2023). The wedding industry is an important part of the creative economy and continues to grow globally and in Uganda. Traditional on-the-job training is the main way employees in the wedding industry learn. AS much as the training heavily depends on practical training where learners watch, practice, and learn directly from experienced workers they are limited in structured learning, feedback and guided reflection opportunities necessary for creativity development. This study aimed to design and evaluate a blended learning approach to enhance creativity among wedding industry professionals. Guided by a Design-Based Research (DBR) methodology and informed by the ADDIE model, the Community of Inquiry framework, and the Cognitive Theory of Multimedia Learning. The study adopted a mixed-methods approach that is Quantitative and qualitative. Data were collected from 52 wedding industry employees and 13 employees through questionnaires and from six key informants using interviews. Key challenges encountered included limited time for training, lack of systematic structure, inadequate resources, and insufficient opportunities to practice creativity. Key challenging aspects of creativity to learn through traditional OJT and apprenticeship are applying creative solutions, generating creative ideas, encouraging creative teams and evaluation of creativity solutions. Based on the results, a blended learning course was developed and was tested on 16 employees. The pictures and the videos helped the learners as it helped in the knowledge retention and the learners felt engaged. According to the pilot's findings, learner collaboration, self-directed learning, and task execution creativity all significantly improved. The study concludes that a contextually designed blended learning approach can effectively improve creativity skills in the wedding industry and offers practical guidance for strengthening vocational training and professional development in Uganda.
  • Item
    Distance learners' attitudes and experiences of MUELE ICT Support services at Makerere University.
    (Makerere University., 2021-02-23) Kasula, Susan
    Delivering relevant support services using a Learning Management System (LMS) demands an understanding of the type of learner being reached, and provision of the right guidance for them to use the LMS. This study set out to explore Makerere University Bachelor of Commerce (External) learners’ attitudes and experiences of MUELE ICT support services. The objectives of the study were to: assess the student proficiency skills, use the revised Technology Acceptance Model (LMS-TAM) to predict the factors that affected their behavioural intent to use MUELE, and explore the lecturers' perceptions about the students' experiences with MUELE ICT support. This descriptive cross-sectional study involved distribution of self-administered questionnaires to 95 students and interviews of two lecturers. Quantitative data was exported to STATA and R programme for statistical analysis, where Logistic Regression, generated information for E-readiness skills, and Structural Equation Modelling, predicted factors that influenced the behavioural intention of learners to use the LMS. Audio recordings of oral interviews were transcribed, saved as text files and exported to the RQDA package in R programme for content analysis where data was coded then categorized into themes . Students showed e-readiness in form of: significant proficiency at using Microsoft Office applications and ownership of Information and Communication Technologies. Enjoyment and perceived usefulness were predicted as factors that significantly influenced the students’ behavioural intention to use the LMS, while themes that emerged out of the interviews were: benefits and challenges that learners experienced in using the LMS, including the role of the lecturer and the institute. There is room to exploit students' digital capabilities and related ownership of a large number of smart phones, including the fact that they are more likely to use the LMS when they perceive it as enjoyable and useful. Lecturers also suggested that appropriate training on how to use the LMS is important for each student.
  • Item
    Distance learning library services in Ugandan universities
    (Taylor & Francis, 2013) Mayende, Jackline Estomihi Kiwelu ; Okello-Obura, Constant
    The study carried out at Makerere University and Uganda Martyrs University in 2010 aimed at providing strategies for enhanced distance learning library services in terms of convenience and adequacy. The study adopted a cross sectional descriptive survey design. The study revealed services provided in branch libraries in Ugandan universities were inadequate compared to the main libraries in the main campuses. The library services were convenient to a few of distance learners. About 209 (61.8%) learners from the two universities studied could not easily access the library services provided in the universities and 18 (5.3%) did not access them at all.
  • Item
    Embracing digital revolution in teaching and learning: a case of Nakaseke teacher training college institution.
    (Makerere University, 2025) Gabunga, Anthony Kiribaki
    This study sought to examine the integration of digital technologies in teaching and learning in Primary Teachers Colleges, with a focus on Nakaseke Primary Teachers College. The objectives of the study were: (1) to assess the professional needs and competencies influencing tutors’ use of digital technologies; (2) to examine the types of digital technologies and information resources available at Nakaseke Primary Teachers’ Colleges (3) to identify best practices for implementing digital technologies in primary teacher education. A descriptive case study design was employed. Data were collected from 45 participants using interviews, focus group discussions, and observation checklists. Purposive sampling was used to select the college principal and three IT personnel, while twenty students were identified through convenience strategy sampling to address challenges within the institution. The findings revealed that tutors’ effectiveness in integration of digital technologies is influenced by their computer literacy levels, access to reliable internet, and the availability of digital curriculum materials. The study further established that although several digital resources such as internet services, stable power supply, and digitalized tutorial demonstration rooms are available, gaps remain in the reliability of internet services for distance learners and in the financing of digital curriculum devices. The study concludes that meaningful digital integration in Primary Teachers’ Colleges requires strengthening institutional systems, sustained professional development for tutors, and increased investment in digital learning resources. It recommends institutional system re-engineering, regular digital skills training for tutors, and enhanced funding to support digital curriculum implementation in teacher education.
  • Item
    Enhancing a syncronous tutor-student interaction on MUELE in a blended programme : a case of Bachelor of Youth Development Work at Makerere University (Unpublished Masters dissertation). Makerere University , Kampala, Uganda.
    (Makerere University, 2025) Egesa, Geofrey
    Abstract The study seeks to come up with guidelines to help in improving tutor-student interaction in Blended courses on Learning Management System. The study attempts to answer What is the nature and extent of tutor-student interaction on Makerere University E-Learning Environment (MUELE) in BYDW course?, What are the requirements needed for the framework which can improve the level of tutor-student interaction on MUELE? , What influences tutor-student interaction on MUELE?, How can tutor-student interaction on MUELE be improved?, What framework can be used to improve tutor-student interaction on MUELE platform?, How effective is the designed framework in supporting learning online on MUELE?. The study is using Focus Group Discussion to get an insight from BYDW students on their tutor-student interaction on MUELE, the study is also using in depth interviews to get an insight from BYDW tutors, BYDW course Coordinator and MUELE Administrator. Data collection is still on going, preliminary results indicate that their BYDW students are not getting enough and prompt feedback from their tutors on their submission on MUELE especially in the discussion forums, BYDW students reported various challenges they go through due to lack of support from their tutors. Therefore, it can be concluded that there is need for Makerere university to come up with a policy to compel the Tutors to give feedback to students’ submission on MUELE, Makerere university should frequently retool both students and Tutors on the usage of MUELE, Tutors time spent on MUELE should be considered as workload to motivate them to give students feedback on time, Makerere University should start giving BYDW tutors monthly data to enable them respond promptly to students. Keywords: Blended course, Learning Management System, Makerere University E-Learning Environment.
  • Item
    Enhancing learning outcomes for learners with visual impairment through Makerere University E-learning environment.
    (Makerere University, 2023-10-23) Rwabu, Elizabeth
    The study sought to examine the experiences of learners with visual impairment in using the Makerere University E-learning Environment in their learning process. Due to the challenges occasioned by the COVID-19 pandemic, all educational institutions were closed down and no physical meetings were permitted. However, institutions of higher learning were permitted to reopen using a blended learning mode that included online learning. At Makerere University, online learning is carried out using the Makerere University E-Learning Environment (MUELE) – a Moodle based Learning Management System. This study was guided by three research questions; what are the learning needs of learners with visual impairments on MUELE? What challenges do learners with visual impairment face while using MUELE? How can MUELE be enhanced to support the e-learning needs of learners with visual impairment at Makerere University? Through the Sequential mixed methods research approach, data was collected using a questionnaire with open and closed ended questions, an Observation check list and Focus Group Discussion guide tools. Using these tools helped in giving a clear understanding of the research problem. Design Based Research design was applied right from analysis of the problem to guidance of the design of an accessibility course for learners with visual impairment on MUELE. Data was collected and the intervention improved iteratively. The findings indicate that most learners with visual impairment are struggling to adapt to online learning. Learners reported various challenges which include; lack of appropriate technology, inadequate technology skills and knowledge in the use of screen readers to navigate the learning management system, and inaccessible content. The study concludes that there is need to enhance the capacity of MUELE since it is an important tool used to measure and monitor progress of the learning outcomes at the University and more specifically for learners with visual impairment (LVIs) that attend the mainstream classes. Thus, the study recommends that MUELE should be tailored to meet the learning needs of Learners with Visual impairment (LVIs) to enable them access and use content that is accessible to all learners regardless of their status.
  • Item
    An ethnographic study of rural community literacy pactices in Bweyale and their implication for adult literacy education in Uganda
    (University of Kwazulu-Natal, 2008-03-15) Openjuru, George Ladaah
    This was a study of rural community literacy practices in Uganda. I used the social practices theory of literacy as a theoretical framework to investigate literacy use in rural community life in Bweyale. The social practices theory of literacy sees literacy as variable social practice that can only be understood within the social context of its use. Consistent with the social practices theoretical perspective and following similar research traditions in this area of literacy study, I used ethnographic research methods to collect data and grounded theory methods to analyse data on literacy use in Bweyale. The study revealed that rural people, contrary to popular perceptions about their illiteracy and hence lack of literacy, actually use reading and writing in a variety of ways in different domains of literacy use. Literacy pervades most aspects of rural community life, making rural people use literacy in many rich and creative ways. Most people, regardless of their literacy status, participate in local literacy practices. The most prominent areas of literacy use in rural community life are livelihood activities, education, religion, bureaucracy, household life, and personal life. The study also found that the conception of literacy among rural people in Bweyale is similar to the dominant conception of literacy. In this conception, literacy is seen as equal to education and/or schooling and it relates to modernity. Rural people see literacy as a valuable and important aspect of life. The literacy they value most is the dominant English language literacy. This is due to the multilingual nature of Uganda and the national language policy that made English the dominant language of literacy even in rural community life. The use of English literacy is also reinforced by its use as the language of instruction in Uganda’s education system where most people learn how to read and write. This dominance of English complicates literacy use in rural community life because it brings in the need for translation, especially when people who do not understand English are involved in a literacy event. It also complicates local language literacy learning. The use of English is closely associated with the dominant non-traditional activities like school education, the police service, modern trade practices, and to some extent, Christian religious practices. Local language literacy is mainly used when communicating information relating to traditional activities, for example, traditional medicinal practices or for personal use. The study recommends that adult literacy education curricula should be tailored to the local literacy practices of the people for whom the literacy programmes are being developed. This will help to make the literacy programmes immediately relevant to the everyday literacy practices of the learners’ community. The programmes should promote literacy use in the community by exploring new areas of literacy use in rural community life. These are areas in which the use of literacy could lead to better management of some activities in rural community life. In all, rural people are literate in ways that are not acknowledged in dominant literacy thinking and hence even by rural people themselves. This way of thinking must be discouraged.