PhD Theses & Dissertations

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    Utilizing correspondence study in teacher in service education in East Africa: a comparative analysis of selected teacher correspondence programs conducted by the correspondence units at the University of Nairobi, Kenya and Makerere University, Uganda, between 1967 and 1973
    (University of Wisconsin , Madison (unpublished work), 1976-08) Nabwiso-Bulima, Frank.W
    The overall purpose of the study was to generate more information about training and retraining primary teachers in East Africa by correspondence. Four primary teacher correspondence programs were studied. (1) Grade I Teachers Upgrading Program (Uganda); (2) Licensed Teachers ' Training Program (Uganda); (3) P3 Teachers' Program (Kenya) ; (4) UQT (Unqualified Teachers ' Program) (Kenya). The firs t two programs were conducted by t he Correspondence Unit at Makerere University, and the last two by the Correspondence Course Unit at the University of Nairobi. The objectives of the study were to indicate the major differences and similarities among t he programs, t o assess the teacher-respondents' evaluations of the programs, and to make suggestions for future primary teacher correspondence programs in East Africa . Data were collected in 197 5 through documentary research, interviews, conversations , letters, and questionnaires sent t o a total of 400 teachers (i . e . 100 teachers in each program). The comparative approach was selected for the purpose of making the study more analytical l than would have been the case if each of the programs was described separately . The Bereday- Rosello comparative approach was used in the analysis and comparison. The programs had much in common . They were. initiated by the Ministries of education in Kenya and Uganda and supported by foreign technical assistance. The broad goals of the programs were to improve the academic
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    Organisational critical success factors and the adoption of e-learning in selected public and non-profit midwifery schools in Uganda
    (Kyambogo University, 2021-08) Bigirwa, June. P
    The government of Uganda has invested in the e-learning approach in many health training institutions. However, despite the high investment, there is a low adoption to this approach. This study aimed at establishing organisational critical success factors (OCSF‘s) that could be used to improve the adoption of e-learning in midwifery schools in Uganda. The study used an explanatory sequential mixed method design to identify the most significant factors to the adoption of e-learning. 210 participants from ten midwifery schools were sampled, and both quantitative and qualitative data were collected. Linear regression analysis was used to establish whether OCSF‘s (technology leadership practices, instructional design strategies, online quality management practices and school financing mechanisms) had influence on the adoption of e-learning. Results indicated that variability in the adoption of e-learning was more explained as a result of OCSF‘s. The study showed that all the four OCSF‘s hypothesised were found to have significant influence on the adoption of e-learning since their p-values (Sign.) were less than 0.05: technology leadership practices (r=0.691, p=0.000, n=167), instructional design strategies (r=0.625, p=0.000, n=167), online quality management practices (r=0.747, p=0.000, n=167), and school financing mechanisms (r=0.402, p=0.000, n=167). Technology leadership practices accounted for 47.5% of the variance in the adoption of e-learning, instructional design strategies accounted for 38.7% of the variance in the adoption of e-learning, online quality management practices accounted for 55.5% of the variance in the adoption of e-learning, and school financing mechanisms accounted for 15.7% of the variance in the adoption of e-learning. Qualitative data indicated that the salient technological leadership practices were: commitment of school administration to provide technological facilities, encouragement of students and faculty to use technological facilities, a culture of appreciating those who excel at using technological leadership facilities, grooming of technological champions, ambient and supportive environment for technological use, and institutionalising technological use in all teaching and learning activities of the midwifery school. Instructional design strategies included: 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. While those of online quality management practices included: CD-ROMS-meeting expectation of users, collaborative improvement of online quality, LMS-meeting expectations of users, providing the best online experience, e-learning program being described as an excellent online learning experience, and guidelines for improving online quality. And the school financing mechanisms were diversified and equitable sources of funds. The study therefore suggested that in order to improve the adoption of e-learning in midwifery schools in Uganda, all the four OCSF‘s (technology leadership practices, instructional design strategies, online quality management practices, and school financing mechanisms should be implemented.