This paper is published in Volume-5, Issue-1, 2019
Area
Education
Author
Denis Kintu
Co-authors
Simon Wanami
Org/Univ
Kyambogo University, Kampala, Uganda, Uganda
Pub. Date
12 February, 2019
Paper ID
V5I1-1193
Publisher
Keywords
Students, Perception, Distance education

Citationsacebook

IEEE
Denis Kintu, Simon Wanami. Students’ perceptions about a distance learning programme: A case of the open, distance and E-learning programme at Kyambogo University, Uganda, International Journal of Advance Research, Ideas and Innovations in Technology, www.IJARIIT.com.

APA
Denis Kintu, Simon Wanami (2019). Students’ perceptions about a distance learning programme: A case of the open, distance and E-learning programme at Kyambogo University, Uganda. International Journal of Advance Research, Ideas and Innovations in Technology, 5(1) www.IJARIIT.com.

MLA
Denis Kintu, Simon Wanami. "Students’ perceptions about a distance learning programme: A case of the open, distance and E-learning programme at Kyambogo University, Uganda." International Journal of Advance Research, Ideas and Innovations in Technology 5.1 (2019). www.IJARIIT.com.

Abstract

The perception of students regarding a distance education programme has implications for the quality of training because it influences their motivation and commitment to learning, helps to inform course design practices and to develop faculty trainer development programs. This paper explores students’ perceptions about an Open, Distance and e-Learning (ODeL) programme at Kyambogo University-Uganda. A total of one hundred and fifty students were purposively and randomly selected to participate in the study. Data was collected using a researcher constructed questionnaire basing on the assumptions of Holmberg’s theory of interaction and communication. Results established that most crucial items necessary for quality distance learning education were positively perceived. However, four key items were negatively perceived, namely; timely feedback on assignments and examinations, course assessments, methods of presentation and delivery of content and lack of enough peer support. The study concluded that ODeL administrators should put emphasis on the negatively perceived items to motivate learners and improve the quality of delivery. The study recommended that trainers ensure timely feedback for assignments and examinations, the training staff be facilitated to attend regular refresher pedagogical courses, administrators to nurture practices of peer support among the students and the trainers.
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