Topic: The Relevance of Information and Communication Technologies in Promoting Virtual University Education: The case of Ndejje University, Uganda and Kenyatta University, Kenya.
Key words: Information and communication technologies, virtual University education
ABSTRACT:
The study investigated the relevance of information and communication technologies in promoting virtual university education; determine ICT capacity in promoting virtual university education; and establish the threats associated with ICT in promoting virtual university education.
The study used both descriptive and cross sectional designs. Purposive sampling was employed where 40 students were sampled from both universities under study (Ndejje University and Kenyatta Virtual University). Twelve key informants were also sampled from both universities. Frequencies and t-tests were used to analyze data.
Three hypotheses and one research question were tested about relevance of information and communication technologies in promoting virtual university education.
Findings in the first hypothesis revealed that; there are indeed key ICT hardware and software ingredients that are necessary in promoting virtual university education.
The second hypothesis revealed that hardware and software components have the capacity and are a requisite in promoting virtual university education. The third hypothesis showed that ICT was affordable and crucial in a number of ways like being time saving and energy saving.
The research question on threats associated with ICT in promoting virtual university education revealed that there are indeed threats in using ICT in promoting virtual university education. These threats include limited political support; techno phobia and limited technology know how, lack of hardware and software ingredients and electricity power unreliability.
It was therefore concluded that the ultimate potential of relevance of ICT in promoting virtual university education is unlikely to be realized until the standards and technologies (hardware and software) are in place to facilitate virtual university operation.
Basing on the findings, it was recommended that virtual university education should be introduced in universities since it is ushering in a new pedagogy, a new learning paradigm and a new way of doing things in education.
A new kind of education provision like virtual education is needed which will lead to fundamental changes not only in teaching and learning but also in the overall curriculum, infrastructure and operation.
Contact: Saidah Mbooge (PhD), saidahnajjuma@hotmail.com, Jude Kizito Namukangula, capitaldimeltd@gmail.com
ABSTRACT:
The study investigated the relevance of information and communication technologies in promoting virtual university education; determine ICT capacity in promoting virtual university education; and establish the threats associated with ICT in promoting virtual university education.
The study used both descriptive and cross sectional designs. Purposive sampling was employed where 40 students were sampled from both universities under study (Ndejje University and Kenyatta Virtual University). Twelve key informants were also sampled from both universities. Frequencies and t-tests were used to analyze data.
Three hypotheses and one research question were tested about relevance of information and communication technologies in promoting virtual university education.
Findings in the first hypothesis revealed that; there are indeed key ICT hardware and software ingredients that are necessary in promoting virtual university education.
The second hypothesis revealed that hardware and software components have the capacity and are a requisite in promoting virtual university education. The third hypothesis showed that ICT was affordable and crucial in a number of ways like being time saving and energy saving.
The research question on threats associated with ICT in promoting virtual university education revealed that there are indeed threats in using ICT in promoting virtual university education. These threats include limited political support; techno phobia and limited technology know how, lack of hardware and software ingredients and electricity power unreliability.
It was therefore concluded that the ultimate potential of relevance of ICT in promoting virtual university education is unlikely to be realized until the standards and technologies (hardware and software) are in place to facilitate virtual university operation.
Basing on the findings, it was recommended that virtual university education should be introduced in universities since it is ushering in a new pedagogy, a new learning paradigm and a new way of doing things in education.
A new kind of education provision like virtual education is needed which will lead to fundamental changes not only in teaching and learning but also in the overall curriculum, infrastructure and operation.
Contact: Saidah Mbooge (PhD), saidahnajjuma@hotmail.com, Jude Kizito Namukangula, capitaldimeltd@gmail.com