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Collaborative E-learning in a Developing Country: A University Case Study in Uganda
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
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2011 (English)In: Proceedings of the 10th European Conference on e-Learning / [ed] Sue Greeener and Asher Rospigliosi, 2011, 101-102 p.Conference paper, Published paper (Refereed)
Abstract [en]

Universities in developing countries are increasingly adopting and using eLearning in their teaching and learning processes as one of the means for leapfrogging into the knowledge driven world. However, despite the recognition eLearning has received, it has not fulfilled the expectations in terms of impact on the delivery and quality of learning, pointing to the need for improved or new approaches. This paper explores the collaborative eLearning approach as one of the strategies for effective adoption and use of eLearning. Using the first stage of development research this paper presents an empirical study that aimed to explore and understand the current practices of collaborative eLearning in a developing country context. The study was carried out with university students in Uganda and placed focus on the value derived from and challenges encountered in adopting and using collaborative eLearning. From a general perspective, it was evident that learning and teaching methods are predominantly traditional, with limited/no integration of eLearning and there were inconsistencies in understanding the integration of technology into teaching and learning processes. The findings obtained indicated that students through collaborative eLearning were able to share and gain knowledge, understand course concepts and access various views and learning material. Factors such as inadequate bandwidth, inadequate Internet/computer access, conflict resolution, adequate ICT skills and face to face interaction challenged the adoption and use of collaborative eLearning in this context.

Place, publisher, year, edition, pages
2011. 101-102 p.
Keyword [en]
collaborative eLearning, developing countries, eLearning, ICT, higher education, Uganda
National Category
Information Systems Computer and Information Science
Research subject
Computer and Systems Sciences
Identifiers
URN: urn:nbn:se:su:diva-67111ISBN: 978-1-908272-23-2 (print)OAI: oai:DiVA.org:su-67111DiVA: diva2:469536
Conference
10th European Conference on e-Learning ECEL, Brighton, UK, 10-11 November 2011
Available from: 2011-12-26 Created: 2011-12-26 Last updated: 2012-12-11Bibliographically approved
In thesis
1. A Collaborative E-learning Approach: Exploring a Peer Assignment Review Process at the University Level in Uganda
Open this publication in new window or tab >>A Collaborative E-learning Approach: Exploring a Peer Assignment Review Process at the University Level in Uganda
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

There is an increasing need, driven by the job market, for quality education and that requires expertise which is continuously being developed. The integration of e-learning into the education system is viewed as one way to meet this growing need for high-quality education. In developing country contexts, however, where there is a genuine need to join the knowledge society there is limited knowledge about the use of e-learning to facilitate learning. In fact, the actualization of e-learning for this purpose is very limited and in some cases lacking altogether.

This thesis is about how collaborative e-learning can be integrated in the teaching and learning process to support learning at the university level in a developing country context. The main research question to be answered is how collaborative e-learning support can student learning at the university level in Uganda. In an effort to answer this research question three exploratory case studies were carried out at Makerere University, Uganda. A mixed-methods approach was adopted to collect data and analyse the findings. The thesis explores an approach to supporting students' learning, a peer assignment review process model for collaborative e-learning employing development research. The model uses students to support each other’s learning through four process stages: familiarization, assignment, review and feedback.

Initial findings indicate that the current learning and teaching environment challenges the adoption and effective use of collaborative e-learning to support student learning. This is mainly attributed to the pedagogical culture and curriculum which is predominantly traditional, lecturers’ ability to use ICT pedagogy effectively, and the readiness of the environment to support collaborative e-learning. Notwithstanding the challenges, it was established that the peer assignment review process model for collaborative e-learning facilitated the students' learning. Students were able to participate actively in the course, gain experience in critical reading and evaluating peers' work, and reflect on their own work.

This thesis provides a practical approach for designing and implementing collaborative e-learning approaches to support student learning at the university level in a developing country context. It further highlights factors that are pertinent to supporting and sustaining student learning in a collaborative e-learning environment under the following categories: Institutional Readiness (44 factors), Technology/Infrastructure Readiness (40 factors) and Pedagogical Change (45 factors).

Place, publisher, year, edition, pages
Stockholm: Department of Computer and Systems Sciences, Stockholm University, 2012. 107 p.
Series
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 13-001
National Category
Information Systems Computer and Information Science
Research subject
Computer and Systems Sciences
Identifiers
urn:nbn:se:su:diva-83302 (URN)978-91-7447-614-9 (ISBN)
Public defence
2013-01-17, sal C, Forum 100, Isafjordsgatan 39, Kista, 13:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 7: Accepted.

Available from: 2012-12-27 Created: 2012-12-07 Last updated: 2013-01-23Bibliographically approved

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