Browsing by Subject "Information and Communication Technologies"

Now showing 1 - 3 of 3
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    Open Access
    An activity systems view of learning programming skills in a virtual lab: A case of University of Jos, Nigeria
    (2017) Gogwim, Joel; Ng'ambi, Dick
    It is difficult to learn professional courses such as Computer Science without hands-on activities with appropriate technical support. Computer Science programming courses are the core of a Computer Science qualification and some of the learning outcomes of a Computer Science programming course are writing program code, program testing and debugging. Inadequate computers in the computer laboratory and policies that restrict the concept of 'Bring Your Own Technology' (BYOT) inside the computer laboratory posed a challenge to hands-on programming activities. However, students in the Computer Science department at the University of Jos learn computer-coding theory, but unable to have hands-on experience due to several reasons. This research investigates how use of virtual lab on Moodle Learning Management System (LMS) could enhance students' acquisition of Java programming skills. The virtual lab provides a lab environment for students to practice programming and experiment concepts learned. Activity Theory was used as a theoretical framework to analyse the activity of Java programming on the virtual lab. Seven participants including the lecturer were enrolled on the Java Programming Language virtual lab practical sessions for this research work. The research activity system focuses on Java hands-on programming tasks for a period of three weeks and after that data was collected using interview and content generated from the virtual lab activities' chats and forum. Interview questions were developed and administered to students, while a semistructured interview with the lecturer was conducted. The data collected from the interviews and the contents collated from chats and forum activities were coded using ICT data analysis tool Nvivo, based on thematic analysis. The data was thoroughly reviewed, explained, interpreted, and analysed using the theoretical framework, activity theory. The results show that the virtual lab helped students perform practical programming activities, where students accessed and used the virtual lab concurrently at any time and place. The participants used their private computers, mobile devices in the hostels, at home, or at hotspots to access the virtual lab. However, accessing the virtual lab required adequate Internet connection. The virtual lab programming activity system promoted student-centred learning, self-paced practice, and enabled students to repeat or revisit incorrect assignments multiple times. The activity system's subject (lecturer, students) interacts with the mediating tools (mobile devices, virtual lab) to perform the object (Java programming), which enhanced the achievement of the outcome (programming skills). Therefore, it can be said that the virtual lab mediated hands-on programming activities.
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    Open Access
    An investigation into the initial adoption of e-learning innovation in teaching and learning: the case of Makerere University
    (2012) Walimbwa, Michael; Brown, Cheryl
    E-learning is the use of electronic devices and networks to engage in synchronous and asynchronous learning activities. E-learning is being increasingly adopted in higher educational institutions. Research in this area has tended to focus on innovations and implementations and little has been done on adoption of this highly pervasive technology at an institutional level, particularly within Africa. The motivation for this study was to examine how an African University, in this case Makerere University, can enhance the adoption of e-learning in teaching and learning. The research used Rogers’ diffusion of innovations (DoI) theory to explore the initial adoption of e-learning. It was felt that the enormous amount of experiences that early adopters and innovators could share regarding e-learning could assist as e-learning becomes more of a mainstream activity within the university.
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    Open Access
    Using social learning environments to leverage traditional supervision of research students: a community of practice perspective
    (2012) Mlambo, Shepherd; Ng'ambi, Dick
    South African higher education is plagued by student articulation gap, which is often attributed to insufficient knowledge production processes and surface approaches to learning. Unfortunately, supervisor-student model of supervision, one of the direct, personal interventions to address this challenge, is plagued by multiple flaws. The traditional supervisor-student model of knowledge generation may not be adequate in externalizing research processes to students. Yet, a social learning model potentially extends the traditional model by providing a social environment where students collectively generate knowledge through peer-based interactions. Mindful of supervision dilemmas namely, this study explores technology-enhanced social learning environments as complements to traditional supervision models.