Education
CEES Launches Research to Evaluate Blended Learning
The College of Education and External Studies (CEES) has launched research to evaluate the processes and outcomes of blended learning at Makerere University. Blended learning is a teaching approach that combines physical classes with online learning.
Blended learning uptake at Makerere University has since become a necessity following the outbreak of the Covid-19 pandemic which saw the closer of all learning institutions.
Speaking during the launch, Dr. Arthur Mugisha, the Principal Investigator of the project said his team will evaluate the learners’ satisfaction and the different modes of delivery.
“We shall document the learners’ challenges, establish solutions to the challenges and document proposed ideal blended learning approaches which take care of the learners needs and expectations,” Dr. Mugisha said.
It was noted however, that although blended learning became popular during the pandemic, the pedagogy had started in 1991 with student of Bachelors of Education External of B. Commerce External, the Deputy Vice Chancellor in charge of Academics Affairs, Prof. Kakumba Umar revealed.
Professor Kakumba noted that the Open Distance e-learning system (MUELE) is something that should have been embraced and taken seriously when it was first introduced in the University in 1991.
Prof. Kakumba said after the senate approval of the e-learning module in 2014, the office of academic affairs saw it fit to institutionalize e-learning hence the creation of the Institute of Online and Distance E-learning (IODEL) which was approved in 2015. The DVC noted that before the pandemic, 30% of the University colleges were enrolled on the Makerere University E-Learning Environment, but this has changed, seeing 100 % enrollment by colleges.
With the growth of blended learning update, the university has engaged in various activities to ease the uptake of e-learning at Makerere. Some of the things the university is doing, according to Prof. Kakumba include;
- IODeL benchmarking on online course design.
- Staff capacity building in online utilisation of emergency ODeL courses development.
- Student capacity building for emergency ODeL awareness and practicability.
- Needs assessment for staff and students in the use of ODeL for teaching and learning.
- NCHE Approval of emergency ODeL
As revealed by Dr. Mugisha, the onset of the Covid-19 pandemic forced the university to implement blended learning across all programmes in the university. “For sustainability and to ensure the full potential of blended learning is achieved, the project proposes to comprehensively evaluate the adoption and utilization of blended learning with focus on students’ participation, expectations and benefits accruing from the mode of teaching,” Dr. Mugisha said.
In order to ensure proper findings and evaluation for the blended learning pedagogy, Dr Mugisha said the project intends to use primary data collected from 380 respondents in 10 colleges of the University and this will be from a cross-sectional survey design employing a mixed research approach. Focus group discussions shall be held with system administrators while face-to-face discussions will be held with key informants.
This kind of survey will enable them develop long lasting strategies to ease the use of blended learning at the University as it is the new normal in the academic sphere.
The occasion was graced by the Executive Director of National Council for Higher Education, Prof. Mary J. N. Okwakol, who said it is high time the country started an open and e-learning university.
“At some point I thought we were almost there; I don’t know what happened. Countries like Tanzania, Malaysia and the University of Nigeria that have open learning, have a student enrollment of over 70,000 students,” she noted.
Most of the things to be put into consideration for a successful blended learning as pointed out by the Deputy Vice Chancellor (Academic Affairs) of Uganda Christian University (UCU), Rev. Dr. J. Kitayimbwa, included the attitude both from students and lecturers, skilled personnel, internet accessibility, possession of tools or gadgets to use, efficiency among others.
Makerere University Guild President-elect Shamim Nambassa speaking on behalf of the student community called upon the stakeholders to lobby the Ministry of ICT to scrap off the 3% tax on internet bundles to enable students easily access their classes because “the bundles are already expensive.”
The project team include Dr. Arthur Mugisha as the principal investigator, Dr. Harriet Najjemba co-Principal Investigator, Dr. Paul Birevu Muyinda, Dr. Jessica N, Aguti, Mr. Joshua Bateeze, Dr. Aine Robert.
Web-based correspondence or distance education was pioneered in South Africa by the University of South Africa in 1946 a thing that shows that blended learning has been in existence for many years but its uptake has been slow until the outbreak of the Covid-19 pandemic.
The U.S Ambassador to Uganda William W. Popp, has called on institutions of higher learning to groom and shape active citizens. The ambassador was delivering a keynote address at the Annual Prof. William Senteza Kajubi Fulbright Memorial Lecture, held on Thursday October 3, 2024 at Makerere University’s Yusuf Lule Auditorium.
“Higher education is not just about earning degrees; it is about cultivating the skills and values that create active, engaged citizens who can contribute to a better world,” H.E. William W. Popp said.
Ambassador Popp emphasized the crucial role universities play in nurturing responsible citizens. By fostering debate, advocacy and governance participation, universities equip students with the tools needed for leadership in their communities and beyond. “Universities are essential for promoting civic participation, critical thinking, and informed citizenship—key components of a healthy democracy. A vibrant democracy relies on citizens who can engage constructively and peacefully with each other and their leaders,” he explained.
He elaborated on how universities contribute to civic education by offering courses in disciplines like political science, history, and sociology. These programs inform students about democratic systems, civil rights, and global issues, while also providing platforms for interaction with current and former political leaders, he said.
Ambassador Popp highlighted the importance of fostering critical thinking and debate. “By engaging in discussions around complex issues, students learn to form informed opinions and engage in responsible democratic discourse.” He noted that universities empower individuals through education, internships, and student councils, laying the groundwork for active and informed citizenship. “History shows that universities are incubators of social movements, where students challenge the status quo and advocate for policies that benefit society.”
Panel discussants
Dr. Pamela Tibihikirra-Kalyegira, Director of the Law Development Centre, reinforced these points by outlining three core roles of universities: teaching, applied research, and community engagement. “We must reflect on how well we are fulfilling these responsibilities,” she urged, encouraging students to adopt a lifelong learning mindset and recognize that no one can know everything.
Dr. Ruth Biyinzika, Coordinator of the GROW Project at the Private Sector Foundation Uganda (PSFU), shared insights on various opportunities available to students that can help them navigate their career paths. She also called on parents to actively engage in shaping their children’s educational journeys before they transition to higher education institutions.
In honoring the legacy of Prof. Senteza Kajubi, Makerere University Vice Chancellor Prof. Barnabas Nawangwe praised him as one of Uganda’s most influential educationists. A two-time Vice Chancellor and the first Fulbright from Uganda, Prof. Kajubi opened doors for many African students to benefit from the Fulbright scholarship. Prof. Nawangwe recalled his personal friendship with Kajubi, highlighting the wisdom he gained from him.
During Uganda’s struggle with the HIV/AIDS epidemic, Prof. Kajubi played a pivotal role in establishing a partnership between Makerere University and Case Western Reserve University in the U.S., which helped train staff to manage the crisis. “The first COVID-19 testing kits we received at Mulago Hospital were donated by Case Western Reserve University—400,000 free kits,” noted Prof. Nawangwe, emphasizing the enduring impact of Prof. Kajubi’s contributions to Makerere University and Uganda.
Through these discussions, the lecture underscored the vital role of higher education in not only developing individual capabilities but also fostering a more engaged and informed citizenry, ultimately contributing to a stronger democracy.
Scholars at Makerere University have developed a set of competencies to guide graduate secondary school teachers in Uganda, focusing on effectively teaching students under the new lower secondary curriculum. The initiative, spearheaded by Dr. Yuda Taddeo Kaahwa as Principal Investigator (PI), includes contributions from Dr. Rebecca Nambi, Dr. Richard Balikoowa, Mr. Edward Kansiime, and Mr. Cale Santus.
This research project, funded by the Government of Uganda through the Makerere University Research and Innovations Fund (Mak-RIF), gathered data from teachers, head teachers, and curriculum specialists across various regions. The findings were unveiled on September 12, 2024, during a dissemination workshop at Makerere University.
“Our research found that most teachers are still using the old curriculum and are not meeting the required standards for teaching under the new lower secondary curriculum,” Dr. Kaahwa revealed. He emphasized the need for a paradigm shift, highlighting that the new curriculum requires a learner-centered approach, unlike the traditional teacher-centered methods.
The survey was conducted across 15 schools, with 25 participants from each institution, as well as 30 curriculum specialists. The study revealed significant gaps in the teachers’ readiness to implement the new Competence-Based Curriculum (CBC), as many were trained under the old curriculum.
To address this, the scholars have outlined plans for training sessions at teacher training institutions, aiming to equip future educators with the skills necessary to meet the new curriculum’s demands. Dr. Kaahwa called for government support to ensure the successful implementation of this project, which has so far focused on teachers in the Humanities, Sciences, History, and Languages.
“A secondary school teacher must be creative, with excellent communication skills, to effectively convey knowledge to their learners,” Dr. Kaahwa stated, also stressing the importance of integrating technology into the learning process. He noted that the new curriculum’s learner-centered approach emphasizes critical thinking, problem-solving, and collaboration, making teacher creativity and adaptability vital.
Dr. Richard Balikoowa proposed the creation of discussion groups among teachers to foster interpersonal communication skills and boost learner confidence. “Teachers must possess diverse knowledge in their disciplines and be able to identify and nurture their learners’ strengths and weaknesses,” he added.
The research, which began in 2022 following the introduction of the new curriculum, found that many teachers lacked a deep understanding of the competencies required for the CBC. This gap is largely due to teachers being trained in the outdated curriculum and needing time to “relearn” the new teaching strategies.
Prof. Anthony Muwagga Mugagga, Principal of the College of Education and External Studies (CEES), commended the scholars for their impactful research, which is poised to drive significant progress in Uganda’s education system. He highlighted the project as a crucial step toward improving teacher effectiveness under the new curriculum.
Prof. Fred Masagazi Masaazi, Chairperson of Mak-RIF, also praised the project, labeling it one of the most successful initiatives aimed at enhancing the competence profile of graduate secondary teachers in Uganda. He pledged ongoing support to ensure the project’s successful implementation, with the goal of shifting teacher practices to align with the new curriculum’s objectives.
However, challenges remain in ensuring widespread adoption of the new curriculum, particularly in private schools, where teachers are often unable or unwilling to attend government-organized training sessions. Nansana Municipal Inspector of Schools, Mr. Patrick Desire Nsubuga, emphasized the need for collective action from all stakeholders. “If we all agree to acquire the necessary skills, our children will better understand the curriculum,” he said.
Mr. Kinosa Daniel Mutumba, a teacher at Walibo Seed Secondary School in Luuka District, urged the government to deploy facilitators with in-depth knowledge of the new curriculum. “Some facilitators lack the expertise needed to guide teachers, which ultimately affects learners, especially when it comes to interpreting complex scenario-based questions in humanities subjects,” Mr. Mutumba remarked.
He also called on the government to provide more funding to fully implement the new curriculum and to increase the number of instructors available to train teachers in different districts.
As scholars continue refining the competencies and training frameworks, the hope is that teachers across Uganda will be better equipped to provide high-quality education under the Competence-Based Curriculum, thereby improving learning outcomes for students nationwide.
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