Integration of Web-Based Learning into Higher Education Institutions in Uganda: Teachers' Perspectives

Autor/inn/en	Asuman, Baguma; Khan, Md. Shahadat Hossain; Clement, Che Kum
Titel	Integration of Web-Based Learning into Higher Education Institutions in Uganda: Teachers' Perspectives
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 13 (2018) 3, S.33-50, Artikel 3 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
DOI	10.4018/IJWLTT.2018070103
Schlagwörter	Technology Integration; Information Technology; Web Based Instruction; Higher Education; Foreign Countries; Teacher Attitudes; Barriers; Social Sciences; Administrator Education; Mixed Methods Research; Positive Attitudes; Electronic Learning; Developing Nations; Universities; Computer Attitudes; Questionnaires; Internet; Uganda + Suchen Sie Ihr Suchwort? Informationstechnologie; Web Based Training; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Lehrerverhalten; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Developing country; Developing countries; Entwicklungsland; University; Universität; Fragebogen
Abstract	This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01