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

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

Baguma Asuman, Md. Shahadat Hossain Khan, Che Kum Clement
Copyright: © 2018 |Volume: 13 |Issue: 3 |Pages: 18
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781522542506|DOI: 10.4018/IJWLTT.2018070103
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MLA

Asuman, Baguma, et al. "Integration of Web-Based Learning into Higher Education Institutions in Uganda: Teachers' Perspectives." IJWLTT vol.13, no.3 2018: pp.33-50. http://doi.org/10.4018/IJWLTT.2018070103

APA

Asuman, B., Khan, M. S., & Clement, C. K. (2018). Integration of Web-Based Learning into Higher Education Institutions in Uganda: Teachers' Perspectives. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 13(3), 33-50. http://doi.org/10.4018/IJWLTT.2018070103

Chicago

Asuman, Baguma, Md. Shahadat Hossain Khan, and Che Kum Clement. "Integration of Web-Based Learning into Higher Education Institutions in Uganda: Teachers' Perspectives," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 13, no.3: 33-50. http://doi.org/10.4018/IJWLTT.2018070103

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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

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