Requirements for a Blended Learning Framework in Higher Educational Institutions in Uganda
Keywords:
Blended Learning, Requirements, High Educational Institutions of Learning, Blended learning Frameworks
Abstract
In Uganda, blended learning (BL) has emerged as a popular approach to education, particularly in response to the COVID-19 pandemic, this has forced educational institutions to adopt remote learning models. Complex adaptive and Community of inquiry frameworks have been implemented worldwide to support the adoption of BL. However, the existing blended learning frameworks (BLFs) in Uganda like any other third world country suffer from issues related to policies, training, support and infrastructure. As a solution to the above challenges, a suitable BLF for Higher Educational Institutions of Learning (HEIL) is required. However designing a BLF requires careful consideration of a range of factors to ensure the optimal learning experience for students, thus this study aimed at exploring the requirements for designing a BLF. A cross-sectional survey was conducted in three universities in south western Uganda by the help of a pretested questionnaire which was given to 1495 participants who met the inclusion criteria and consented to participate in the study. Quantitative data was collected and analyzed using IBM SPSS-26. The results revealed that 99% of the respondents strongly agreed that there are no BLFs in their institutions hence need for designing one. However, 7.19% of the respondents were not sure whether they needed a BLF. Furthermore, 94.6% of the respondents strongly agreed that BLF to be designed should align with the objectives of their institutions as one of the requirements to be considered before designing it. Furthermore, 95.9%, 98.8% and 93.8% of the respondents strongly agreed that university policies, training and support for creation of e-content respectively should be highly considered. Therefore, basing on these findings, this research study developed a Requirement Specification Document that can be used as an input for designing a BLF that will enhance the adoption of BL in HEIL in Uganda.
References
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Adas, D. & Wafa, A. S. (2011). Students’ perceptions towards blended learning environment using the OCC. An-Najah University Journal for Research (Humanities), 25(6), 1682–1710.
Akkoyunlu, B. & Yılmaz-Soylu, M. (2006). A study on students’ views on blended learning environment. Turkish Online Journal of Distance Education-TOJDE, 7(3), 43–56.
Alebaikan, R. & Troudi, S. (2010). Blended learning in Saudi universities: Challenges and perspectives. ALT-J, Research in Learning Technology, 18(1), 49–59.
Aliweh, A. M. (2011). Exploring Egyptian EFL students’ learning styles and satisfaction with web-based materials. CALICO Journal, 29(1), 81–99.
Allen, I. E. & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Group.
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Retrieved from https://www.apa.org/ethics/code
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. JALN, 5(2), 2–17.
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., et al. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136.
Ayala, G., Paredes, R., & Castillo, S. (2010). Computational models for mobile and ubiquitous second language learning. International Journal of Mobile Learning and Organization, 4(2), 192–213.
Barrios, V. M. G., Gütl, C., & Pivec, M. (2002). Semantic knowledge factory: a new way of cognition improvement for the knowledge management process. In Proceedings of Society for Information Technology and Teacher Education.
Bas, G. (2021). Relation between student mental health and academic achievement revisited: A meta-analysis. In B. Bernal-Morales (Ed.), Health and Academic Achievement-New Findings. IntechOpen.
Battalio, J. (2007). Interaction online: A reevaluation. Quarterly Review of Distance Education, 8(4), 339–352.
Beaini, N., & Balcioglu, H. (2017). The Impact of Blended Learning on Academic Quality in Lebanese Universities. Journal of Business & Economic Policy, 4(1).
Bendania, A. (2011). Teaching and learning online: King Fahd University of petroleum and minerals (KFUPM) Saudi Arabia case study. International Journal of Arts & Sciences, 4(8), 223–241.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology & Society, 19(3), 124–132.
Bigirwa, J. P., Ndawula, S., & Naluwemba, E. F. (2020). E-learning adoption: Does the instructional design model matter? An explanatory sequential study on midwifery schools in Uganda. E-Learning and Digital Media, 17(6), 460-481.
Bolliger, D. U., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal of E-Learning, 3(1), 61–67.
Bwire, F., Bagarukayo, E. & Muyinda, P. (2020). Online Learning Challenges in Academia: The Case of Uganda. In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020) (Vol. 2, pp. 484-489).
Chang, V., & Fisher, D. L. (2003). The validation and application of a new learning environment instrument for online learning in higher education. In M. S. Khine & D. L. Fisher (Eds.), Technology-rich learning environments: A future perspective (pp. 1–20). Singapore: World Scientific Publishing.
Chejlyk, S. (2006). The effects of online course format and three components of student perceived interactions on overall course satisfaction (Doctoral dissertation). Dissertation Abstracts International, 67(04), UMI NO. 3213421.
Chen, X. & DeBoer, J. (2015). Checkable answers: Understanding student behaviors with instant feedback in a blended learning class. In Proceedings of 2015 IEEE Frontiers in Education Conference (FIE). El Paso, Texas, 1–5.
Colis, B. & Moonen, J. (2001). Flexible learning in a digital world: Experiences and expectations. London: Kogan-Page.
Cortizo, J. L., Rodriguez, E., Vijande, R., Sierra, J. M. & Noriega, A. (2010). Blended learning applied to the study of mechanical couplings in Engineering. Computers & Education, 54(4), 1006-1019.
Detecon & Diebold Consultants. (2002). e- Learning in developing countries.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher education, 15, 1-16.
Fox, N., Hunn, A., & Mathers, N. (2007). Sampling and sample size calculation. The NIHR RDS for the East Midlands / Yorkshire & the Humber.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
Groccia, J.E. & Miller, J.E. (2005). On Becoming a Productive University: Strategies for Reducing Cost. Bolton, MA Anker Publishing Company.
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 27.
Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.
Hung, D. & Nichani, M. (2001). Constructivism and e-Learning: Balancing between the Individual and Social Levels of Cognition. Educational Technology, 41(2), 40-44.
Hussain, I., Shahzad, A. H., & Ali, R. (2019). A Qualitative Study on Practices and Issues of Blended Learning in Higher Education. Pakistan Journal of Distance and Online Learning, 5(1), 189-208.
Kabarungi, M., Musiimenta, A., & Atuhe, A. (2016). Impact of e- learning management system adoption at Mbarara university of science and technology. International Journal of Emerging Trends and Technology in Computer Science, 39(2), 62–65.
Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818–826.
Makokha, G. & Mutisya, D. (2016). Status of E-Learning in Public Universities in Kenya. International Review of Research in Open and Distributed Learning, 17(3), 341–359. https://doi.org/10.19173/irrodl.v17i3.2235
Martín-Martínez, L., Sainz, V., & Rodríguez-Legendre, F. (2020). Evaluation of a blended learning model for pre-service teachers. Knowledge Management & E-Learning, 12(2), 147–164.https://doi.org/10.34105/j.kmel.2020.12.008
Mugabi, I. (2017). Blended learning in higher education: A study of student perceptions and engagement. International Journal of Educational Technology in Higher Education, 14(1), 25.
Nakabugo, M. G. (2019). Challenges and Prospects of Blended Learning in Higher Education Institutions in Uganda. Journal of Education and Practice, 10(29), 40-49.
National Planning Authority (2020). Third National Development Plan
(NDPIII) 2020/21 – 2024/25.
Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38-46.
Picciano, A. G., & Seaman, J. (2017). Blended learning: A report on the transformation of the classroom. Babson Survey Group.
Riffell, S. & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44(3), 217-235.
Schaber, P., Wilcox, K. J., Whiteside, A. L., Marsh, L., & Brooks, D. C. (2010). Designing learning environments to foster affective learning: Comparison of classroom to blended learning. International Journal for the Scholarship of Teaching and Learning, 4(2), 1-20.
Singh, J., Matthees, B., & Odetunde, A. (2021). Leaning online education during COVID-19 pandemic–attitudes and perceptions of non-traditional adult learners. Quality Assurance in Education, 29(4), 408-421.
Singhal, T. (2020). A review of coronavirus disease-2019 (COVID-19). The Indian Journal of Pediatrics, 87(4), 281-286.
Ssentanda, M., & Ssewanyana, D. (2020). Blended learning in higher education institutions in Uganda: An exploratory study. International Journal of Educational Technology in Higher Education, 17(1), 1-16.
Stefani, A., Vassiliadis, B. & Xenos, M. (2006). On the quality assessment of advanced e-learning services. Interactive Technology & Smart Education, 3(3), 237-250.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.
Tuckwell, R., & du Plessis, K. (2020). The role of blended learning in ensuring academic continuity during the COVID-19 pandemic. Africa Education Review, 17(4), 113-129.
Tumwesige, J. (2020). COVID-19 Educational disruption and response: Rethinking e-Learning in Uganda. University of Cambridge.
UNESCO Institute for Education (UIE). (2003). Annual report.
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press.
Vo, M. H., Zhu, C., & Diep, A. N. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17-28.
Warschauer, M. (2003). Technology and Social Inclusion: Rethinking the Digital Divide. The MIT Press.
Wilson, G. (2001). The promise of online education: El Dorado or Fool’s Gold? The Educational Technology Journal, 11(1).
Adas, D. & Wafa, A. S. (2011). Students’ perceptions towards blended learning environment using the OCC. An-Najah University Journal for Research (Humanities), 25(6), 1682–1710.
Akkoyunlu, B. & Yılmaz-Soylu, M. (2006). A study on students’ views on blended learning environment. Turkish Online Journal of Distance Education-TOJDE, 7(3), 43–56.
Alebaikan, R. & Troudi, S. (2010). Blended learning in Saudi universities: Challenges and perspectives. ALT-J, Research in Learning Technology, 18(1), 49–59.
Aliweh, A. M. (2011). Exploring Egyptian EFL students’ learning styles and satisfaction with web-based materials. CALICO Journal, 29(1), 81–99.
Allen, I. E. & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Group.
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct. Retrieved from https://www.apa.org/ethics/code
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. JALN, 5(2), 2–17.
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., et al. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136.
Ayala, G., Paredes, R., & Castillo, S. (2010). Computational models for mobile and ubiquitous second language learning. International Journal of Mobile Learning and Organization, 4(2), 192–213.
Barrios, V. M. G., Gütl, C., & Pivec, M. (2002). Semantic knowledge factory: a new way of cognition improvement for the knowledge management process. In Proceedings of Society for Information Technology and Teacher Education.
Bas, G. (2021). Relation between student mental health and academic achievement revisited: A meta-analysis. In B. Bernal-Morales (Ed.), Health and Academic Achievement-New Findings. IntechOpen.
Battalio, J. (2007). Interaction online: A reevaluation. Quarterly Review of Distance Education, 8(4), 339–352.
Beaini, N., & Balcioglu, H. (2017). The Impact of Blended Learning on Academic Quality in Lebanese Universities. Journal of Business & Economic Policy, 4(1).
Bendania, A. (2011). Teaching and learning online: King Fahd University of petroleum and minerals (KFUPM) Saudi Arabia case study. International Journal of Arts & Sciences, 4(8), 223–241.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology & Society, 19(3), 124–132.
Bigirwa, J. P., Ndawula, S., & Naluwemba, E. F. (2020). E-learning adoption: Does the instructional design model matter? An explanatory sequential study on midwifery schools in Uganda. E-Learning and Digital Media, 17(6), 460-481.
Bolliger, D. U., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal of E-Learning, 3(1), 61–67.
Bwire, F., Bagarukayo, E. & Muyinda, P. (2020). Online Learning Challenges in Academia: The Case of Uganda. In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020) (Vol. 2, pp. 484-489).
Chang, V., & Fisher, D. L. (2003). The validation and application of a new learning environment instrument for online learning in higher education. In M. S. Khine & D. L. Fisher (Eds.), Technology-rich learning environments: A future perspective (pp. 1–20). Singapore: World Scientific Publishing.
Chejlyk, S. (2006). The effects of online course format and three components of student perceived interactions on overall course satisfaction (Doctoral dissertation). Dissertation Abstracts International, 67(04), UMI NO. 3213421.
Chen, X. & DeBoer, J. (2015). Checkable answers: Understanding student behaviors with instant feedback in a blended learning class. In Proceedings of 2015 IEEE Frontiers in Education Conference (FIE). El Paso, Texas, 1–5.
Colis, B. & Moonen, J. (2001). Flexible learning in a digital world: Experiences and expectations. London: Kogan-Page.
Cortizo, J. L., Rodriguez, E., Vijande, R., Sierra, J. M. & Noriega, A. (2010). Blended learning applied to the study of mechanical couplings in Engineering. Computers & Education, 54(4), 1006-1019.
Detecon & Diebold Consultants. (2002). e- Learning in developing countries.
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher education, 15, 1-16.
Fox, N., Hunn, A., & Mathers, N. (2007). Sampling and sample size calculation. The NIHR RDS for the East Midlands / Yorkshire & the Humber.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
Groccia, J.E. & Miller, J.E. (2005). On Becoming a Productive University: Strategies for Reducing Cost. Bolton, MA Anker Publishing Company.
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 27.
Horn, M. B., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.
Hung, D. & Nichani, M. (2001). Constructivism and e-Learning: Balancing between the Individual and Social Levels of Cognition. Educational Technology, 41(2), 40-44.
Hussain, I., Shahzad, A. H., & Ali, R. (2019). A Qualitative Study on Practices and Issues of Blended Learning in Higher Education. Pakistan Journal of Distance and Online Learning, 5(1), 189-208.
Kabarungi, M., Musiimenta, A., & Atuhe, A. (2016). Impact of e- learning management system adoption at Mbarara university of science and technology. International Journal of Emerging Trends and Technology in Computer Science, 39(2), 62–65.
Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & Education, 56(3), 818–826.
Makokha, G. & Mutisya, D. (2016). Status of E-Learning in Public Universities in Kenya. International Review of Research in Open and Distributed Learning, 17(3), 341–359. https://doi.org/10.19173/irrodl.v17i3.2235
Martín-Martínez, L., Sainz, V., & Rodríguez-Legendre, F. (2020). Evaluation of a blended learning model for pre-service teachers. Knowledge Management & E-Learning, 12(2), 147–164.https://doi.org/10.34105/j.kmel.2020.12.008
Mugabi, I. (2017). Blended learning in higher education: A study of student perceptions and engagement. International Journal of Educational Technology in Higher Education, 14(1), 25.
Nakabugo, M. G. (2019). Challenges and Prospects of Blended Learning in Higher Education Institutions in Uganda. Journal of Education and Practice, 10(29), 40-49.
National Planning Authority (2020). Third National Development Plan
(NDPIII) 2020/21 – 2024/25.
Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38-46.
Picciano, A. G., & Seaman, J. (2017). Blended learning: A report on the transformation of the classroom. Babson Survey Group.
Riffell, S. & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education, 44(3), 217-235.
Schaber, P., Wilcox, K. J., Whiteside, A. L., Marsh, L., & Brooks, D. C. (2010). Designing learning environments to foster affective learning: Comparison of classroom to blended learning. International Journal for the Scholarship of Teaching and Learning, 4(2), 1-20.
Singh, J., Matthees, B., & Odetunde, A. (2021). Leaning online education during COVID-19 pandemic–attitudes and perceptions of non-traditional adult learners. Quality Assurance in Education, 29(4), 408-421.
Singhal, T. (2020). A review of coronavirus disease-2019 (COVID-19). The Indian Journal of Pediatrics, 87(4), 281-286.
Ssentanda, M., & Ssewanyana, D. (2020). Blended learning in higher education institutions in Uganda: An exploratory study. International Journal of Educational Technology in Higher Education, 17(1), 1-16.
Stefani, A., Vassiliadis, B. & Xenos, M. (2006). On the quality assessment of advanced e-learning services. Interactive Technology & Smart Education, 3(3), 237-250.
Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.
Tuckwell, R., & du Plessis, K. (2020). The role of blended learning in ensuring academic continuity during the COVID-19 pandemic. Africa Education Review, 17(4), 113-129.
Tumwesige, J. (2020). COVID-19 Educational disruption and response: Rethinking e-Learning in Uganda. University of Cambridge.
UNESCO Institute for Education (UIE). (2003). Annual report.
Vaughan, N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press.
Vo, M. H., Zhu, C., & Diep, A. N. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17-28.
Warschauer, M. (2003). Technology and Social Inclusion: Rethinking the Digital Divide. The MIT Press.
Wilson, G. (2001). The promise of online education: El Dorado or Fool’s Gold? The Educational Technology Journal, 11(1).
Published
2023-05-10
How to Cite
Kabarungi, M., Ejiri, A. H., & Kawuma, S. (2023). Requirements for a Blended Learning Framework in Higher Educational Institutions in Uganda. European Journal of Science, Innovation and Technology, 3(2), 86-97. Retrieved from https://ejsit-journal.com/index.php/ejsit/article/view/186
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Copyright (c) 2023 Kabarungi Moreen, Annabella Ejiri Habinka and Kawuma Simon
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