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Blekinge Institute of Technology
Licentiate Dissertation Series No. 2006:10
School of Technoculture, Humanities and Planning
HYBRID E-LEARNING FOR RURAL
SECONDARY SCHOOLS IN UGANDA
Peter Okidi Lating
This licentiate thesis is concerned with the deve-
lopment of appropriate tools and implementation
of hybrid e-learning to support science and mathe
-
matics education of female students in typical rural
advanced-level secondary schools. In Uganda few
rural female students participate in technology
and engineering education in tertiary institutions
because they perform poorly in science and mat
-
hematics subjects at advanced secondary school
level of education.
Rural secondary schools in Uganda are usually
very poor and financially constrained schools. Ge
-
nerally, such schools have non-functional science
laboratories and libraries. They also have difficulty
in attracting and retaining qualified science and
mathematics teachers, especially at advanced level
of secondary education. The financial situations
of the schools make capital investments in science
infrastructures like laboratories and libraries im
-
possible. Fortunately, such schools can afford to
acquire computers preferably with multimedia
capabilities. Hybrid e-learning can be introduced
in such disadvantaged schools to support science
and mathematics education. The main delivery
tools under hybrid e-learning are the CD-ROMs
due to their superior advantages over other por
-
table storage devices: big memory capacity, high
data transfer rate, multimedia capability and wi
-
despread standardization. Used computers with
inferior capabilities that are being sold to rural
schools cheaply are not useful for educational pur
-
poses. The cost of acquisition is low but the total
cost of ownership is extremely high. The costs of
Internet installation, bandwidth, commercial plat
-
forms and web-hosting make introduction of pure
e-learning in Ugandan schools not viable, even in
educationally elite secondary schools. Hybrid e-
learning is the only realistic option in the complex
financial situation of Ugandan secondary schools.
Experience has shown that where there is Internet
presence for use in education, open source web-
hosting providers and open source platforms must
be used. They are cheap and affordable even by
poor rural secondary schools. Hybrid e-learning
tools were developed to support such Ugandan
schools using participatory methodology.
The thesis is organized in three parts. Part I con
-
sists of six chapters including background infor
-
mation, concept discussions, problem statement,
research questions, objectives of the study and
research location. A justification of the use of
participatory methodology in the research is also
made in part I. Part II includes the four papers
upon which the thesis is based. Part III contains
a brief summary of the papers, conclusions and
future research.
ABSTRACT
ISSN 1650-2140
ISBN 91-7295-095-1
2006:10
HYBRID E-LEARNING FOR RURAL SECONDARY
SCHOOLS IN UGANDA
Peter Okidi Lating
2006:10
Hybrid E-learning for Rural Secondary Schools in Uganda
Peter Okidi Lating
Hybrid E-learning for Rural Secondary
Schools in Uganda
Peter Okidi Lating
Blekinge Institute of Technology Licentiate Dissertation Series
No 2006:10
ISSN 1650-2140
ISBN 91-7295-095-1
Department of Technoscience Studies
School of Technoculture, Humanities and Planning
Blekinge Institute of Technology
SWEDEN
© 2006 Peter Okidi Lating
Department of Technoscience Studies
School of Technoculture, Humanities and Planning
Publisher: Blekinge Institute of Technology
Printed by Kaserntryckeriet, Karlskrona, Sweden 2006
ISBN 91-7295-095-1
6
7
Abstract
Acknowledgements
List of abbreviations
Introduction
Part I
Chapter one: Background
1.1. Status of Advanced Level Secondary Science Education in Uganda
1.2. ICT Projects in some Secondary Schools in Uganda
Chapter two: Concept Discussion
2.1. E-Learning
2.2. Blended E-Learning
2.3. Hybrid E-Learning
2.4. Hybrid Digital Library
2.5. Rural School Concept
Chapter three: Problem Statements and Research Questions
3.1. Problem Statements
3.2 Research Questions
Chapter four: Objectives of the Research
4.1. Overall Research Objective
4.2. Specic Research Objectives
Chapter ve: Research Location
5.1. Arua District
5.2. The Two Cases
Chapter six: Research Methodology
6.1. Research Modes
6.2. Action Research
6.3. Participatory Methodologies
6.4. Theory of Multilevel Analysis/Hierarchical Linear Modeling
Part II
Introduction to the papers
Papers I – IV
Part III
Brief Summary of the Papers
Statement of Scientic Contribution and Originality
Future Work
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15
19
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24
29
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31
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33
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35
35
35
37
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47
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57
107
107
109
114
116
Table of Contents
Concluding Discussions
8
9
8
9
is work is dedicated to my wife, children, mother, brothers and sisters
10
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[...]... students in rural Advanced-Level secondary schools and the factors that affect intra- and inter-individual change aer introducing hybrid e-learning in the teaching and learning of the subjects e specific research objective of the first part is to introduce limited virtual course or hybrid e-learning in the rural girls’ government-aided secondary schools erefore, the licentiate study will aim at achieving... face-to-face interaction with limited space given to websites and Internet Hybrid elearning is the type of learning that can be applicable in poor, rural schools in developing countries, and in Uganda in particular 2.3 Hybrid E-learning E-learning environment essentially consists of: a e courseware b e course platform used for delivering the courseware c e tools and applications necessary for managing the e-learning. .. implementation of hybrid e-learning to support science and mathematics education of female students in typical rural advanced-level secondary schools In Uganda few rural female students participate in technology and engineering education in tertiary institutions because they perform poorly in science and mathematics subjects at advanced secondary school level of education Rural secondary schools in Uganda are... lower in tertiary institutions, which includes universities e situation is particularly bad in technology and engineering courses 19 1.1.3 Enrollment by Gender for Engineering Training in Uganda e most dominant tertiary institution with a relatively sound research base in Uganda is Makerere University Makerere University accounts for over 50% of enrollment in tertiary institutions Engineering students... A-level secondary Physics and Mathematics education in Uganda: 33 e main research question is: • Can hybrid e-learning be introduced in rural, advanced-level secondary schools to support the learning of Physics and Mathematics? e research questions closely linked are: • What kind of impacts can a hybrid e-learning project have in a complex context involving a number of vital stakeholders? • Internet... qualified teachers for rural advanced level schools will take a long time And emphasis is being put on ordinary secondary level of education, not advanced level In the circumstances, another innovative way of delivering the curriculum using ICT should be sought 1.2 ICT Projects in Some Secondary Schools in Uganda ere have been some attempts at introducing ICT in secondary schools in Uganda e SchoolNet,... SchoolNet connected to Internet via VSAT Yet internet in those schools is being used for administration purposes, not for learning ese schools have solid infrastructures for science education SchoolNet selected the best performing schools in the country like Nabisunsa Girls’ School, Trinity College, Nabbingo, Mt St Mary’s, Namagunga, King’s College, Budo, St Mary’s College Kisubi and Uganda Martyrs’ College,... result of introducing e-learning differ Pollitt (2005) reveals that Cable & Wireless Company, an international telecommunications company “estimates that using e-learning in critical business and information technology skills for its employees worldwide has cost about 80% less than the equivalent instructorled training” Another business, which uses proprietary soware for running its e-learning programme,... with inferior capabilities that are being sold to rural schools cheaply are not useful for educational purposes e cost of acquisition is low but the total cost of ownership is extremely high e costs of Internet installation, bandwidth, commercial platforms and web-hosting make introduction of pure e-learning in Ugandan schools not viable, even in educationally elite secondary schools Hybrid elearning... rural areas Since the admissions for Government scholarships are based on academic merit, it means that students in rural schools perform poorly, especially in Physics and Mathematics at Advanced-level (or A-level) examinations Physics and Mathematics are the essential subjects required for admission for engineering training 1.1.5 Enrollment by Gender for Science and Engineering training in other countries . 91-7295-095-1
2006:10
HYBRID E-LEARNING FOR RURAL SECONDARY
SCHOOLS IN UGANDA
Peter Okidi Lating
2006:10
Hybrid E-learning for Rural Secondary Schools in Uganda
Peter. Schools in Uganda
Peter Okidi Lating
Hybrid E-learning for Rural Secondary
Schools in Uganda
Peter Okidi Lating
Blekinge Institute of Technology Licentiate
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