Browsing by Author "Kimwise, Alone"

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    Adoption of e-learning technologies in education institutions/organizations: a literature review
    (Asian Journal of Educational Research, 2017-10-25) Kimwise, Alone; Jehopio, Peter; Maiga, Gilbert
    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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    Adoption of E-Learning technologies in education Institutions/organizations: A Literature Review
    (Kampala International University, 2017-10-25) Kimwise, Alone
    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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    E-Procurement and Supply Management System for Kampala International University: Design, Development and Implementation
    (Kampala International University,Degree Doctor Of Philosophy In Management Information Systems, 2012-11) Kimwise, Alone
    The purpose of this study was to test the null hypothesis of no significant difference on the existing procurement and supply management system and the proposed E-PSMS for KIU and to validate the proposed E-PSMS for Kampala International University. The general objective of this study was to design, develop and implement the proposed E-Procurement and Supply Management System (PEPSMS) at KIU. The specific objectives were to: (i) determine the demographic characteristics of respondents in regard to: age, gender, level of education, department of service, number of years working with KIU and ICT knowledge. (ii) Examine appraisal level of the Existing Procurement and Supply Management SYSTEM (EPSMS) by users in regard to customer satisfaction, business process, learn and growth plus finance. (iii) design, develop and implement a PEPSMS for KIU. (iv) determine assessment level by the "users" of the proposed PEPSMS after implementation. (v) establish whether there is a significant difference in the level of assessment between the EPSMS and the PEPSMS. Quasi-experimental design (assessment of the EPSMS) - post test design (after the implementation of the PEPSMS) was used on a total sample of 29 respondents and t-sample test was used to test the null hypothesis. Findings show that, the Level of assessment of the existing procurement and Supply Management System (EPSMS) by the respondents was fair in terms of customer satisfaction, business process, finance, learn and growth. Further more there was a significant difference in level of assessment of the EPSMS and the PEPSMS before and after implementation. However, the researcher recommends that KIU provides opportunities to its staff members who had low ICT knowledge to go for further training as revealed by the study; and full support by management of KIU should be accorded to the PEPSMS because without it, sustainability of the system will not be realized.
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    Factors for adoption of e-learning technologies in Ugandan high education institutions
    (Kampala International University, School of Computing and Information Technology, 2016-09-09) Kimwise, Alone; Maiga, Gilbert; Jehopio, Peter
    This research identifies the factors that affect adoption e-learning technologies in Ugandan High Education Institutions. Despite the enormous potential that e-learning technologies have in enhancing teaching and learning at Higher Educational institutions, the adoption of such technologies in Ugandan Higher Educational institutions is low. Effective adoption of such technologies requires that a number of issues be taken into account which among these includes technological and individual factors. To attain the objective of this study, a questionnaire was used to collect data from 380 participants (students, lecturers and ICT support) from four Ugandan Higher Education Institutions. Results showed that factors that are affecting adoption of e-learning technologies in Ugandan HEIs were; Patronage, Compatibility, Trialability, Complexity, Relative Advantage, Perceived Usefulness, and Perceived Ease of Use while as Observability factor did not influence behavioral intention to adopt e-learning technologies in Ugandan HEIs. This study concludes that well-designed trainings should be provided for the students, lecturers and ICT support staff to familiarize them with the fundamental knowledge on how to use the e-learning technologies in Ugandan HEIs as well as trial opportunities to build a better understanding in the operational functions.
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    Factors for adoption of e-learning technologies in Ugandan high education institutions
    (RJIF, 2016-09-09) Kimwise, Alone; Maiga, Gilbert; Jehopio, Peter
    This research identifies the factors that affect adoption e-learning technologies in Ugandan High Education Institutions. Despite the enormous potential that e-learning technologies have in enhancing teaching and learning at Higher Educational institutions, the adoption of such technologies in Ugandan Higher Educational institutions is low. Effective adoption of such technologies requires that a number of issues be taken into account which among these includes technological and individual factors. To attain the objective of this study, a questionnaire was used to collect data from 380 participants (students, lecturers and ICT support) from four Ugandan Higher Education Institutions. Results showed that factors that are affecting adoption of e-learning technologies in Ugandan HEIs were; Patronage, Compatibility, Trialability, Complexity, Relative Advantage, Perceived Usefulness, and Perceived Ease of Use while as Observability factor did not influence behavioral intention to adopt e-learning technologies in Ugandan HEIs. This study concludes that well-designed trainings should be provided for the students, lecturers and ICT support staff to familiarize them with the fundamental knowledge on how to use the e-learning technologies in Ugandan HEIs as well as trial opportunities to build a better understanding in the operational functions.
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    Impact of information technology to quality service delivery case study: Busoga University
    (Kampala international international : College of Economics and Management, 2008-10) Kimwise, Alone
    As the twenty-first century unfolds, African universities and indeed universities everywhere are undergoing unprecedented change and confronting multiple challenges brought about by the vast and complex processes of globalisation and technological change. Powerful internal and external forces — political, pecuniary and paradigmatic — are reconfiguring all aspects of university life constituted around the triple mission of teaching, research and service. (African Universities in the Twenty-first Century) There are an increasing number of contexts in which information technology is being used to support or replace the human service agent in the quality service delivery. This development is taking place against a background of growing technological sophistication, global market places and communities, and an ever increasing significance of service products in national and international economies. Much of the literature on the strategic use of information technology discusses the importance of customer information feeding back into the organization in order to improve the quality of service delivered (Olaisen and Revang, 1991). Little has been written on the role that information technology plays in enhancing quality service delivery. Basing on the above fact the researcher sought to establish the contribution of information Technology to quality service delivery in university setting because the success of any university depends on its ability in meeting the expectations of the students and other stakeholders. This study utilized descriptive method of research, which aimed to investigate the present settings of information technology of Busoga University as the basis for the findings in the better quality and services of the information technology in the future. The flow of the study was based on Input-Process-Output (IPO). The inputs of the study were the questionnaire, interviews In conclusion, the researcher established that the greatest challenge Busoga university faces is adapting to a computerized system of exam processing. If the University had computerized its services for exam processing, chances are that its efficiency to process both admissions and exams would be very high, given that despite its manual system, it processes all these activities in a fairly shorter period of time and even handling student’s complaints, handling of course works and articulating issues at the university. The following are the recommendations based on findings to improve the quality of information technology in Busoga University: 1. Implementing computerized examination of all level of the students in the Busoga University. 2. Adopt computerized information system to cater the enrolment registration system so that the students enrolment process will be smooth. 3. The university should also, strike a balance such that both girls and boys benefit equally from IT existence at the university