Improving the use of digital literacy by teaching staff at Kyambogo University on the e-learning management system (KELMS): a case of masters in vocational pedagogy

Abstract

Kyambogo University (KyU) a second biggest public University in Uganda has adopted Learning Management Systems (LMS) customised as Kyambogo University E-Learning Management System (KELMS) towards teaching and learning enhancement at the University. Action research was conducted which aimed at “Improving the use of digital literacy by teaching staff at Kyambogo University on the E-Learning Management System (KELMS): a case of master’s Degree in Vocational Pedagogy (MVP)”. To achieve the aim of the research, research objectives are centred on: analysis on KELMS use, factors affecting KELMS use, implementation and evaluation of the interventions. The study used a qualitative research design and purposive sampling to select the respondents from MVP community (Cohort VII students, facilitators/lecturers, mentors and administrators). The methods of data collection include; interviews, observation and focus group discussions among others. The data collected was then transcribed, coded and presented under themes following the research objectives. The findings show that administration is the key factor amongst digital illiteracy. The interventions include among others; introduction of LMS to new facilitators, mentors, MVP students, lead researcher ensures KELMS is used in all MVP facilitation. The results on impact of improving the use of KELMS in teaching and learning processes reveals that digital illiteracy affect use of KELMS in teaching and learning processes. To that effect, it is strongly recommended that students, facilitators and mentors should have continuous hands on training on LMS to acquire practical skills. MVP administration should digitalise all teaching content and be accessible via online and make sure that LMS is included on timetable so that every week there is facilitation on LMS so that skills acquired are practiced.