Browsing by Author "Esther, Frances Naluwemba"

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Does the school financing role matter in e-learning adoption? An explanatory sequential study in midwifery schools in Uganda
(Contemporary Educational Technology, 2020-02) June, Patrick Bigirwa; Stephen, Ndawula; Esther, Frances Naluwemba
Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government’s efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption.
E-learning adoption: Does the instructional design model matter? An explanatory sequential study on midwifery schools in Uganda
(E-Learning and Digital Media, 2020-07) June, Bigirwa Patrick; Stephen, Ndawula; Esther, Frances Naluwemba
E-learning has become an integral part of mainstream society and hence revolutionizing distance education endeavours. A number of change agents and bureaucrats in Uganda have embraced this pedagogy constructing it as an alternative to the traditional brick and mortar educational systems, which have become difficult to develop and maintain. However, despite the high level of investment on e-learning programs, there is a slow adoption of this new pedagogy amongst students and faculty, and those who do start to use the system opt out later. This trend of slow adoption is likely to constrain government’s efforts of improving the skill mix, competencies and numbers of midwives in the country. This research intended to ascertain whether instructional design was an influencer of e-learning adoption and profile the salient instructional design traits relevant to e-learning adoption in midwifery schools in Uganda. Ten schools were sampled with 224 participants. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to ascertain whether instructional design played a significant role in e-learning adoption and the second embraced a qualitative data collection and analysis to ascertain the salient traits of instructional design to be relied on by midwifery schools. Simple linear regression analysis established that instructional design had a significant influence on e-learning adoption with p value of (p = 0.016), and it accounted for 38.7% of the variance in e-learning adoption, with a moderate positive relationship and its key salient traits includes: choosing an appropriate instructional design model to guide the entire e-learning process, interactivity of e-learning materials, collaborative working in developing and updating e-learning materials, eliciting feedback on instructional materials, and engaging in more than one e-learning activity. Midwifery schools therefore have to focus on these six traits if they are to improve e-learning adoption.