The integration of ICTs into the learning activities of the college of medicine undergraduate students

Kalembera, Lloyd; Majawa, Felix

doi:10.1109/istafrica.2015.7190528

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…E-Learning can be defined as the application of ICTs in the delivery of content in teaching and learning. The use of ICT has changed the narrative of Institutions of Higher Learning (IHL) across the globe as most IHL have embraced innovative technology in the process of teaching and learning, (Kalembera and Majawa 2015). Countries like the United States inspire technology at the forefront of education (Camera, 2017).…”

Section: Background To the Studymentioning

confidence: 99%

Effectiveness of E-Learning on Students’ Learning Process at Catholic University of Eastern Africa

Ochoo,

Mwalw’a,

Nduku

2023

JEP

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Purpose: The main aim of this study was to investigate the effectiveness of eLearning on the student’s learning process at the Catholic University of Eastern Africa. The research questions addressed the following areas: how students access educational learning resources on e-learning platforms, how eLearning has been integrated into the process of learning, how eLearning integrations affect students’ learning process, how computer-based learning influences students'’ completion rate at the CUEA, how e-learning and traditional learning environments significantly relate to students’ learning process, the challenges that are associated with e-learning, and the mitigation measures the university is taking to resolve the eLearning challenges. Methodology: The researcher used an integrated mixed-method approach involving qualitative and quantitative paradigms. Probability and non-probability sampling techniques were used. The target population for the research was 816 out of which, 260 respondents were sampled. From the sampled population, 218 participated in the research making an 85% return rate. The hypothesis was tested using chi-square, while internal consistency was used to ensure the internal reliability of the research instruments. Cronbach validity was used to validate the Likert scale items. Besides, correlation was used to find out the relationships between the dependent and independent variables. The researcher obtained approval from the faculty of education and permission from NARCOSTI to collect data from the respondents. Findings: The research findings revealed that independent variables, eLearning benefits, eLearning resources, eLearning incentives, and eLearning integration contribute to students’ learning process. The research further revealed that the introduction of a favorable and supportive eLearning environment positively influences Students’ Learning Processes. The researcher concluded that eLearning contributes to the effective learning process of students, therefore, is imperative to be embraced. Unique Contribution to Theory, Policy and Practice: The researcher recommended that the government, curriculum developers and IHL focus on Instructional design, build a strong Learning management system, guidelines and policy, comparative analysis, leverage Cultural and Global perspectives, eLearning accessibility, engagement, Assessment and evaluation of the eLearning platform. Besides, the students subscribing to the eLearning platform should be given proper orientation in order to navigate the platform easily.

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Section: Background To the Studymentioning

confidence: 99%

Effectiveness of E-Learning on Students’ Learning Process at Catholic University of Eastern Africa

Ochoo,

Mwalw’a,

Nduku

2023

JEP

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Las resistencias del profesorado universitario a la utilización de las tecnologías digitales

Juan

2019

AULA_ABIERTA

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El estudio desarrollado centra su foco de atención en el profesorado universitario y en los motivos por los cuales éstos no utilizan habitualmente las tecnologías digitales de manera habitual como herramienta de enseñanza-aprendizaje en el aula universitaria. El objetivo principal es identificar las resistencias del profesorado de la Facultad de Ciencias de la Educación de la Universidad Autónoma de Barcelona a la utilización de tecnologías digitales. Se utiliza una metodología mixta secuencial, con la técnica del cuestionario y entrevistas a profesores y gestores. Los resultados muestran el hábito, la gestión de la innovación, la falta de formación, el trabajo a reloj y la inversión en actualización como las resistencias principales a la utilización de las tecnologías digitales. En conclusión, se determina que la utilización de las tecnologías digitales es escasa, que su utilización no depende tanto de la edad o estabilidad laboral, sino de la predisposición y autopercepción del conocimiento de tecnologías digitales, así como que la falta de planificación y evaluación en la institucionalización del cambio es uno de las mayores barreras existentes.

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The integration of ICTs into the learning activities of the college of medicine undergraduate students

Cited by 2 publications

References 5 publications

Effectiveness of E-Learning on Students’ Learning Process at Catholic University of Eastern Africa

Effectiveness of E-Learning on Students’ Learning Process at Catholic University of Eastern Africa

Las resistencias del profesorado universitario a la utilización de las tecnologías digitales

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