College of Education, Open & Distance Learning

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Browsing College of Education, Open & Distance Learning by Author "Baingana J. K."

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    Adoption of E-Learning Technologies in Education Institutions/Organizations
    (Kampala International University, 2017) Baingana J. K.
    Although the advent of E-Learning Technologies presents the best cost effective strategy to teaching and learning, the success of these innovations primarily depends on their adoption. Investment in E-Learning Technologies alone by different institutions/organizations is not enough as its full benefits can only be realized from their full utilization. E-Learning Technologies if well utilized have the capacity to enhance students critical thinking, eliminate geographical barriers, support lifelong learning, reduce costs and increase efficiency at education institutions. E-Learning Technologies are technologies which are based on the backbone of ICT infrastructure. For this reason the Information & Communication Technology adoption models are useful in explaining E-Learning Technologies adoption. A number of models/theories which explain and predict user behaviors and intentions to adopt technologies have been advanced. For this discussion the following models were selected and analyzed, Theory of Reasoned Action (TRA), the origin technology acceptance model (TAM), the TOE framework & the revised TAM model.
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    The Impact of COVID-19 on Education in Kenya:
    (Kampala International University, 2024) Baingana J. K.
    The COVID-19 pandemic has significantly disrupted educational systems worldwide, with Kenya being no exception. School closures and the transition to remote learning have posed substantial challenges, particularly in regions with limited access to technology. This paper examines the impact of COVID-19 on education in Kenya, highlighting the risks of prolonged learning interruptions on children's academic and future labor market outcomes. It also discusses the Kenyan government's response, including distance learning initiatives and policy interventions aimed at mitigating learning loss. The analysis reveals disparities in access to remote learning and the necessity for targeted strategies to support the most affected students. Recommendations include expanding access to digital resources, enhancing teacher training, and implementing remedial programs to address educational inequities exacerbated by the pandemic.
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    The Impact of COVID-19 on Education in Kenya: Challenges, Opportunities, and Strategies for Mitigating Learning Loss
    (Research Invention Journal of Research in Education, 2024) Baingana J. K.
    The COVID-19 pandemic has significantly disrupted educational systems worldwide, with Kenya being no exception. School closures and the transition to remote learning have posed substantial challenges, particularly in regions with limited access to technology. This paper examines the impact of COVID-19 on education in Kenya, highlighting the risks of prolonged learning interruptions on children's academic and future labor market outcomes. It also discusses the Kenyan government's response, including distance learning initiatives and policy interventions aimed at mitigating learning loss. The analysis reveals disparities in access to remote learning and the necessity for targeted strategies to support the most affected students. Recommendations include expanding access to digital resources, enhancing teacher training, and implementing remedial programs to address educational inequities exacerbated by the pandemic.
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    The Impact of Flipped Classroom Models on K-12 Education in African Countries
    (RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION, 2024) Baingana J. K.
    The flipped classroom model, which shifts direct instruction to outside the classroom and brings active learning into the classroom, has shown potential in enhancing student engagement and performance. This study investigates the implementation and impact of flipped classrooms in K-12 education across various African countries. Utilizing a systematic review and empirical data from randomized controlled trials, the research explores the challenges and opportunities associated with this pedagogical approach in resource-constrained settings. Findings suggest that while the flipped classroom model can significantly improve student outcomes, its effectiveness is contingent upon access to technology and ongoing teacher support. The study underscores the necessity for tailored strategies to overcome barriers and optimize the benefits of flipped learning in diverse educational contexts across Africa. Keywords: Flipped classroom, K-12 education, African education, blended learning, active learning, educational technology, student engagement and teacher training
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    The Impact of Flipped Classroom Models on K-12 Education in African Countries:
    (Kampala International University, 2024) Baingana J. K.
    The flipped classroom model, which shifts direct instruction to outside the classroom and brings active learning into the classroom, has shown potential in enhancing student engagement and performance. This study investigates the implementation and impact of flipped classrooms in K-12 education across various African countries. Utilizing a systematic review and empirical data from randomized controlled trials, the research explores the challenges and opportunities associated with this pedagogical approach in resource-constrained settings. Findings suggest that while the flipped classroom model can significantly improve student outcomes, its effectiveness is contingent upon access to technology and ongoing teacher support. The study underscores the necessity for tailored strategies to overcome barriers and optimize the benefits of flipped learning in diverse educational contexts across Africa.