Information communication technology and learning at Kampala International University
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Date
2017-07
Authors
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Journal ISSN
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Publisher
Kampala International University,College of Education
Abstract
This study investigated ICT and learning at KIU. This was after the realisation that ICTs play a
major role in Ur~iversity education. lCTs facilitate an individual to access education and learning
information from anywhere any time (e.g., by single click on the keypad after the emergence of
the mobile computers, mobile phones and web technologies). The study specifically sought to
achieve the following objectives: to establish the types of lCTs used for learning at KIU; to
examine the role of ICTs learning at KIU; and to find out the challenges faced using ICTs in
learning at KIU.
The study design took the form of a case study design and purposive sampling in which the data
sought were qualitative. A sample of 50 respondents was selected for the study. The data were
collected using interviews and observations [for primary data] and documents analysis [for
secondary data]. Data were qualitatively analysed by the literal description, narration and quoting
in verbatim. This was followed by content analysis in order to make conclusions with great
authenticity.
The study established that the types of ICTs used for learning at KIU included: Internet,
telephone and mass media [TV, radio and newspapers]. Further, the study found out that the role
of ICTs in learning at KIU included: provision of information, medium for advertising and
marketing, customer- management relations and growth of c-tourism. The study also established
that the challenges faced using ICTs in learning at KIU included: the infrastructural bottlenecks
in ICTs and the lack of knowhow and capacity in ICT training.
The study concludes by noting that traditional [radio, TV and newspapers] and modern forms of
ICTs [Internet and cell phone] are both widely used in learning at KIU. The traditional ICTs
[though outdated] will for some years continue to be important in learning at KIU not until the
ICTs limitations such as ICT illiteracy, poverty, lack of adequate facilities and limited knowhow
and capacity in ICTs are overcome. The study also notes that ICTs [Internet and mobile phone]
have enhanced a level of collaboration between learners and between learners and educators. The
web service discovery has enabled the identification of alternatives and the value for money and
time. This has enabled learning and education packages to be constructed and greater
customization of education services. The study also concludes by noting that ICT gaps must be
x
bridged. The integration of lCTs in learning is significant even with the limitations of las
infrastructure and personnel. The new las have a complementary function in learning. Their
benefits enable learning to be fir much easier and interesting buildings competitiveness.
The study recommends that stakeholders must put in place conditions that make ICTs readily
accessed (e.g., through radios, TVs, Internet and libraries) so as to demystify las. The study
also calls fbr the regular update of las with new information and fresh deals for the sites to get
noticed by the wider client base. Thus, universities must continue to attract learners by using
las through online text, sophisticated images, videos, virtual education and it should be easily
accessible in mobile devices and in newer applications. Lastly, the study recommends the need
for a strategic approach to integrate ICTs with learning by making it more accessible, affordable
and efficient as well as training manpower and building capacity in e-learning.
Description
A dissertation submitted in partial fulfillment of
the requirements for the Award of the degree
of bachelor of Arts with education of
Kampala International University
Keywords
Technology, Infomation, communication, Kampala International University