Browsing by Author "Guma, Ali"

Now showing 1 - 8 of 8
  • Thumbnail Image
    Item
    Comprehensive assessment of drivers and barriers to electronic information resources usage in academic libraries in Uganda using SWOT analysis
    (IP Indian Journal of Library Science and Information Technology, 2024-01-24) Buruga, Bosco Apparatus; Guma, Ali; Izaruku, Ronald
    The high costs of printed Textbooks have negatively affected the education and library services in many developing countries, forcing institutions and universities to utilise electronic information resources (EIRs) to offer library information services and resources to library users. Many universities in northern Uganda adopted EIRs without evaluating them. This study, therefore, seeks to assess the drivers and barriers to EIR usage in academic libraries in Uganda by analysing their strengths, weaknesses, opportunities, and threats (SWOT). The study employed a descriptive design to collect quantitative data and a stratified random sampling technique to select the sample size. A structured questionnaire was designed using Google Forms and administered online to the Muni and Lira universities’ teaching staff and final-year students, where 103 were filled by teaching staff and 248 by final-year students. The data collected were analysed using the SPSS Version 28 and RStudio software. Statistical techniques like descriptive analysis were used in the data analysis. The results for the mean ≥ 3.41 were considered statistically significant. The study findings show that most respondents agreed that librarians expose them to all the library EIRs and that it was essential to access EIRs to benefit from its services. The study also identified knowledge and skills, the relevance of EIRs, availability of technological infrastructure and resources, awareness and adaptation, perceived ease of use and access, previous experience, institutional policies, and perceived quality content as the critical drivers for the usage of EIRs in academic libraries. The results of the SWOT analysis identified internal factors (i.e., strengths and weaknesses) and external factors (i.e., opportunities and threats) affecting EIR usage in Ugandan academic libraries. The survey recommends that for the successful adoption and implementation of EIRs in Ugandan libraries, there should be a reliable power supply and internet connectivity for easy access to the EIRs, purchase of more computing devices for accessing the EIRs, training and supporting the users of EIRs in universities; proper accountability and use of donor funds meant for payments of EIRs; and so on. These findings generated ideas that the universities, libraries, and library consortia can use in decis
  • Thumbnail Image
    Item
    Evaluation of e-learning management systems by lecturers and students in Ugandan universities: a case of Muni university
    (International Journal of Innovative Research in Science, Engineering and Technology, 2016-06) Businge, Phelix Mbabazi; Guma, Ali
    The use of eLearning is increasing dramatically in Uganda, and most of institutions invest huge amounts in developing and deploying e-Learning systems. As far as Learning Management System is concerned, it offers an integrated platform for educational materials, distribution and management of learning as well as accessibility by a range of users including lecturers, students and content makers; however, the focus is still largely on getting the infrastructure and creating the e-learning content. It is necessary to consider the individual factors that play an important role in the adoption of e-learning in Ugandan universities, a case of Muni University. For example, the attitudes and perceptions of students and lecturers towards e-learning may affect their acceptance of the technology in the teaching-learning process. The study aimed at evaluating the level of user satisfaction, usability issues affecting e-learning adoption and established the factors hindering the Acceptance and Use of teach management Systems by Lecturers and Students in Uganda. Primary research method was cross sectional design using questionnaire survey, and data was collected from 130 students and 10 lecturers of Muni University. The respondents agreed that the functionality of the system is good; the system is reliable, portable, usable, maintainable and efficient. The users also showed a positive Attitude to use the system and also indicated that, there are no specific person available to provide assistance for the users and Lack of Equipments, Course Quality Concerns, Slow Speed of the E-system, Power problems, Accessibility problems, Network Connections Issues, Lack of Usability policy, Legal concerns and Lack of regular training on use Moodle hinder their usage of the system. Therefore, in order to ensure that all the students and staff can fully embrace the E-Learning Management System, the system should be accessible to the users, there should be a user policy to guide users, more training should be given to both new and old users.
  • Thumbnail Image
    Item
    Examining the use of information systems to preserve indigenous knowledge in Uganda: a case from Muni university
    (2018-05) Oroma, Josephat O.; Guma, Ali
    Indigenous Knowledge (IK), can be preserved using Information Systems in order to protect cultural heritage and disseminate local knowledge for development. This knowledge often passed on orally for generations has become significant in searching for answers to several world's critical problems, are at risk of becoming extinct. This "traditional wisdom" is highly useful in solving complex problems of health, agriculture, education, use of natural resources and the environment. The main challenges of IK are inadequate documentation and diminishing transmission channels. Both descriptive and quantitative methods are used in this study that focuses on highlighting the importance of indigenous knowledge in the sustainable development process and illustrating ways in which technology can be used to preserve it, thereby enriching the development process from a holistic perspective. This research strengthens the preservation of local IK, enhances its adoption in the formal educational settings, leads to improvement in scientific knowledge development and inspire sustainable community development using a holistic approach
  • Thumbnail Image
    Item
    Mobile devices for learning in universities: challenges and effects of usage.
    (International Journal of Scientific Engineering and Science, 2018) Businge, Phelix Mbabazi; Guma, Ali; Andogah, Geoffrey; Nkamwesiga, Lawrence
    Mobile devices are no longer playing the role of voice or short message communication but also in learning. These devices allow students to interact with educational content and learning can occur regardless of their location. It is therefore important to establish the factors hindering the use of Mobile devices for learning in Universities: A Case of Muni University. The study answered research questions such as; (a) what are the negative effects of using Mobile devices during lectures for other activities not related to the Lecture? (b) what are the reactions of lecturers towards the use of Mobile devices during lecture time? which factors are hindering the use of Mobile devices for learning? Quantitative design was employed using questionnaires containing a Five (5) Point Likert scale items ranging from strongly agree, agree, neutral, disagree, and strongly disagree and open-ended items were utilized in this study to obtain quantitative information to answer the research questions: A total population of 331 was considered and sample size of 181 was obtained using Krejcie and Morgan table. Stratified sampling was used to collect data from each stratum and data was analyzed using SPSS Version 20. The reliability of the data collected was tested using the Cronbach's reliability test coefficient were the overall value of all the options was on average 0.67 which was beyond recommended Cronbach’s Alpha coefficient values 0.6 for an instrument to be declared reliable. In terms of ascertaining the negative effects of using Mobile devices during lectures for other activities to the related Lecture, students agreed that it distract students' attention, disturb other students, disturbs the instructors and the course of the lesson and reflects disrespect for the instructor. The findings also agreed that the following were ranked among top five (5) factors hindering the use of Mobile devices for learning: Lack of mobile devices, Slow Speed of the mobile devices, Power problems, Network Connections Issues and Battery problem but disagreed that the course is not suited for mobile devices, lack of interest and complicated to use. This study recommended that mobile devices should be encouraged, allow students to use Mobile devices according to lesson’s topics since students disagreed that lack of interest is not hindering the use of mobile devices, discourage students from using Mobile devices in class for other activities not related to the topic and formulate the usability policy of mobile devices.
  • Thumbnail Image
    Item
    The role of ICT to make teaching-learning effective in higher institutions of learning in Uganda
    (International Journal of Innovative Research in Science, Engineering and Technology, 2013-08) Guma, Ali; Faruque, A. Haolader; Khushi, Muhammad
    The use of ICT in teaching-learning process is a relatively new phenomenon and it has been the educational researchers' focus. The effective integration of this technology into classroom practices poses a challenge to teachers and administrators. This empirical study aimed at finding out the factors influencing use of ICT to make teachinglearning effective in higher institutions of learning in Uganda and identifying the innovations that ICT has brought into teaching-learning process, particularly in higher institutions of learning in Uganda. A survey was employed and in order to empirically investigate the study. The findings of this study revealed that teaching staff and administrators had a strong desire to integrate ICT into teaching-learning processes. The innovations that ICT has brought in teachinglearning process include: E-learning, e-communication, quick access to information, online student registration, online advertisement, reduced burden of keeping hardcopy, networking with resourceful persons, etc. However, the presence of all these factors increased the chance of excellent integration of ICT in teaching-learning process. Therefore, the training of teaching staff in the pedagogical issues and administrators in administration should be increased if teachers and administrators are to be convinced of the value of using ICT in their teaching-learning process and administration.
  • Thumbnail Image
    Item
    SWOT analysis of blended learning in public universities of Uganda: a case study of Muni University
    (MDPI AG, 2019-07-15) Guma, Ali; Buruga, Bosco Apparatus; Taban, Habibu
    With the fusion of information communication technology (ICT) in higher institutions of learning, new teaching and learning practices have developed—often called blended learning—allowing students and teachers to interact with information and each other more independently. This study, therefore, analyses the strengths, weaknesses, opportunities and threats (SWOT) of blended learning in the Public Universities of Uganda, in a case study of Muni University. Descriptive survey design was employed in the research. The target sample of the survey was 25 lecturers and 189 students selected using a stratified random sampling technique from the three faculties. A questionnaire was employed in this study and the data collected were analyzed using SPSS Version 25. The findings of the study identified accessibility, positive attitude, and knowledge and skills as the major motivators for blended learning. The strengths of blended learning found included serving many students in a short time, university readiness, connected both in and out of class, basic IT skills and top management commitment. The weaknesses included low bandwidth and unstable internet, lack of a plagiarism tool, insufficient numbers of computers and dependent on internet connectivity. Opportunities cited were competency-based systems that made it easier to manage individual progress in line with university expansion plans, an accessible way of learning regardless of location and available external support. The threats included unreliable power supply, unreliable internet connection, exchanges of username and passwords by students, internet shorthand used in student assignments. Based on these results, the study provides a baseline to help government and public universities that would like to implement or newly incorporate blended learning to identify strengths, weaknesses, opportunities and threats associated with the blended learning approach. The survey urges that plagiarism plugins for Moodle and BigBlue Button should be added, steady power supply should be provided, internet accessibility should be improved, blended learning training and workshops need to be improved and finally, policies, rules and standards pertaining to blended learning should be enacted.
  • Thumbnail Image
    Item
    Towards personalized learning environment in universities in developing countries through blended learning: a case of Muni university
    (Scholars World-International Refereed Journal of Arts, Science & Commerce, 2018) Oroma, O. Josephat; Guma, Ali; Businge, Phelix Mbabazi
    Personalized Learning Environment (PLE) is the future of education at higher education institutions (HEIs), and blended learning is a means to achieve it in emerging regions. However, several challenges hamper its implementation. This study therefore uses a combination of research approaches to investigate these challenges and report on the experience of more than a year of adoption and implementation of blended learning in Muni University in an effort to improve the quality of education as well as to set in the foundation for PLE.A total of 200 questionnaires were distributed and total of 165 were collected, making a return rate of 82.5%. The results indicate that, the respondents had skills and university has the will to implement blended learning environment however, critical issues related to user training, technical support and proper benchmarking were insufficiently included as essential and integral part of the implementation. The study recommends that self-enrolment of the students be enabled and Coverage must be extended, Training should be given to students, FAQs should be included and enrolment process should be simplified.
  • Thumbnail Image
    Item
    Use of mobile devices by students to support learning in universities: a case of Muni university
    (International Journal of Research in Engineering & Technology, 2017-06) Guma, Ali; Businge, Phelix Mbabazi; Nkamwesiga, Lawrence; Andogah, Geoffrey
    It’s a requirement in admission for every student to come with a mobile device for any programme admitted. The main objective of this study was to establish how the students use mobile devices in lecture rooms /classroom this was achieved by answering the following research questions: which mobile devices are owned by students? what are benefits of using mobile devices by students?and how mobile devices are used for learning?Quantitative design was employed using questionnaires containing a five (5) Likert scale items ranging from strongly agree, agree, neutral, disagree-strongly disagree and open-ended items was utilized in this study to obtain quantitative information to answer the research questions: A total population of 331 was considered and sample size of 181 was obtained using Krejcie and Morgan table, stratified sampling was used to collect data from each stratum and data was analyzed using SPSS Version 16. The reliability of the data collected was tested using the Cronbach's reliability test coefficient where the overall value of all the options was on average 0.65 which was beyond recommended 0.6 for an instrument to be declared reliable. The findings showed that, 56.2% (91) respondents use smart phones, 40.7 %( 66) use Laptops in class and only 1.2 %( 2) use kindle in class room while no student indicated that he/she uses Ipad or PDA in classroom or lecture room. In terms of the benefits of using mobile devices, students the following among the top four (4) benefits; easy to access information, storage of information, mobility of the device and use of social media but cost effective and security of information were ranked last. The findings also showed students use mobile devices to access course materials, doing class work, send and receive e-mails and taking and sharing of notes but virtual classroom, discussion forums and using pre-recorded lecturers with PowerPoint were ranked among the last three (3). This study recommends that Smartphone’s and mobile devices should be allowed to use by students, lecturer to start virtual classroom, discussion forums and using pre-recorded lecturers with PowerPoint so that the students can also benefit from these functionalities since they were ranked among the last three(3) services not used.