Browsing by Author "Ouma, Richard"

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Beyond “carrots” and “sticks” of On-line Learning During the COVID-19 Pandemic: A Case of Uganda Martyrs University
(Taylor and Francis, 2021-09-07) Ouma, Richard
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 in-depth 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 consultations, and speedy lecturers. The results provide valuable information on the progress in adjusting to the demands of the “new normal” in higher education teaching and learning. Concerted efforts of institutional leadership, academic staff and students should be the norm especially in acquiring and using ICT Infrastructure to enable academic staff and students’ transit to the “new normal”.
Effect of Introducing Audiovisual Learning Materials on Distance Learning Students’ Performance and it’s Cost Implication for Uganda Martyrs University
(Uganda Martyrs University, 2010) Ouma, Richard; Kule, Abraham; Ssemwogerere, Edward A.
The study investigated the effect of introducing audiovisual learning materials on distance learning students’ performance, perceptions of learning and its cost implications for Uganda Martyrs University (UMU). The study employed a case study research design using both quantitative and qualitative approaches. It considered a showcase of the use of audiovisual learning materials in one module in Micro finance. The study established the cost implications of introducing audiovisual learning materials and the effect of audiovisual learning materials on students’ performance and perceptions in the selected module against other modules without audiovisual learning materials. Four staff members and 17 micro finance final year students participated in the study. Interviews were used to probe teaching and support staff perception, cost and challenges they face in developing and using audiovisual materials. Questionnaire was used to capture students’ perception of the impact of using audio visual materials on their academic performance. The findings of this study indicate that the importance of using audio visual learning materials in distance education should be underscored. Academic staff face several challenges in developing and using audio visual teaching materials. It is costly to in terms of money and time to develop and use audio visual materials. These findings have implications for the university in developing distance learning policy, other teaching faculties to improve on their distance learning delivery, and for further research.
Overcoming Poverty: Accounting for Stagnation and Upward Mobility in Central Uganda
(Kisubi Brothers University College, 2012) Ssempebwa, Jude; Ndagire, Abisagi Kasoma; Kule, Abraham; Ssekyewa, Charles; Nnyanzi, David; Kisolo, Gelvan; Nyende, Jeremiah; Masereka, Joseph; Nambuubi, Juliet; Otaala, Laura; Akello, Lucy Dora; Odong, Moses; Okullo, Nellie Florence; Kanyandago, Peter; Lugemwa, Peter; Ouma, Richard; Akabwai, Steven
Poverty in Uganda has been the subject of extensive scholarship and policy attention. Subsequently, several poverty alleviation programmes/ projects have been implemented in the country over the last five decades. Although successive surveys have reported notable improvements in the quality of life, there is evidence that many households are still stagnating in poverty. Why? How come the poverty alleviation programmes/ projects that are enabling some households to transit poverty are not working for the households stagnating in poverty? This study delved into these questions, taking the case of Central Uganda. The findings were that the households that are stagnating in poverty suffer from a broad syndrome of disadvantage, which affects their capacity to transit from poverty. However, it was also found that, despite their indisputable challenges, many of them are stagnating in poverty because they don’t feel that they are poor. Differences were noted between their view of poverty and the traditional view of poverty (by which they are characterized as poor). It was concluded that poverty alleviation programs/ projects have not transformed them because the interventions delivered under the programmes/ projects are based on the traditional view of poverty. Thus, it is recommended that those designing/ implementing these programs/ projects synchronize their view of poverty with the views of the poor whose poverty they are working to alleviate.
Pathway to Quality: Incorporating Students’ Perceptions in the University Learner Support System
(International Institute for Science, Technology and Education, 2019-04-30) Ouma, Richard
The provision of learner support is pivotal in understanding the development trend in distance education. A survey of the literature indicates limited incorporation of the student perspective in learner support strategies in Open and Distance Education in Uganda. To investigate the students’ perspective of the university learner support practices, this study used a quantitative approach involving a 45 questionnaire items to collect the students’ views. Using factor analysis technique, findings from the study revealed four constructs of learner support, namely; academic advising support, library and technology support, counselling and career support, and communication service support. The study concludes that analysing and incorporating the views of the students in decision making at faculty and institution level help to consolidate learner support efforts, nurtures a relevant learner support culture and creates a pathway to improved learning in Open and Distance Education. It therefore recommends that the views/voice of the students should be considered in the planning and delivery of Open and Distance Education. In addition, investment in affordable ICTs is key to the effectiveness of learner support management and delivery in Open Distance Education.
Perceptions of the nature of university learner support practices:
(Cogent Education, 2020-08-14) Ouma, Richard
The incorporation of staff and students’ views is so central in the transformation of learner support management and delivery in distance education. This study explored the staff and students’ perceptions of the nature of learner support in distance education at Uganda Martyrs University in Uganda. The study used a qualitative research approach involving focus groups and in-depth interviews with selected university students and staff. The study results showed that the nature of learner support services focused on; academic advising, library and technology, counselling and career, communication and administrative services. The results provide valuable information on how to strategize learner support planning in distance education by synthesising and incorporating the voices of the students and staff. University administrators need to address the staff and students’ concerns about learner support to nurture a sustainable quality support culture.
Transforming university learner support in open and distance education: Staff and students perceived challenges and prospects
(Cogent Education, 2019-08-22) Ouma, Richard
This article cross-examines the views of the university staff and selected students on institutional challenges in managing and delivering learner support for in-service teachers engaged in distance education in Uganda. A qualitative approach using in-depth interviews and reflective logs provided the study frame-work. The results showed several challenges faced by the university in administering learner support: a limited number of full-time staff at the faculty, lack of a reading culture, poor citations and referencing styles by students, untimely communication, and failure of some students to attend faculty field support. Further analysis revealed challenges of organising successful face-to-face workshops, inadequate counseling and guidance, inadequate action research supervision, students ’lack of ICT skills, inadequate library support, limited financial resource base, inadequate faculty support from the university management, and limited distance learners’ representation in their leadership and governance. The article concludes that building institutional capacity for distance education should be a driver to transform learner support challenges into opportunities for enhanced service delivery.