A FRAMEWORK FOR EVALUATING THE EFFECTIVENESS OF BLENDED E-LEARNING WITHIN UNIVERSITIES

Abstract: Since the inception of e-learning technologies, there has been an increase in the use of e-learning systems to support blended learning in Universities by providing a mix of face-to-face classroom teaching, live e-learning, self-paced e-learning and distance learning. Despite the existing benefits of using e-learning, some higher education institutions have not utilised e-learning to its full potential and yet there are limited studies that offer a comprehensive framework for effectively using e-learning systems. It is therefore imperative that learning technologists understand the factors that influence the effectiveness of blended e-learning. An expert survey was conducted to establish which factors are important for evaluating the effectiveness of e-learning systems. This paper describes a methodological framework for assessing the effectiveness of e-learning within Universities. The framework will act as a guiding tool for further research into ways of effectively planning, implementing and improving blended e-learning within Universities

Effective Use of E-Learning Technologies to Promote Student-Centered Learning Paradigms within Higher Education Institutions

Abstrac

A Model to facilitate effective E-learning in technology-enhanced learning environments within universities

E-learning has come to be a standard for course delivery in higher education as it provides a platform to support learning. Most universities are now engaging in technology-enhanced face-to-face classroom teaching through self-paced e-learning and / or distance online learning as a way to diversify access to education. The motivation for this research study was to understand the current practices of e-learning and investigate the factors that can be used to harness effective and sustained e-learning. In order to realise the aim of the study, the research was conducted in three major stages namely; literature review, exploratory pilot study and fieldwork experiment which resulted into three major contributions. Firstly, the literature study led to the identification of factors necessary for facilitating effective e-learning. Secondly, the pilot study conducted led to discovery of factors regarded important for promoting effective e-learning. As a result an initial model was developed. The initial model was then used to develop a questionnaire instrument used to conduct the fieldwork experiment to confirm the model. The data gathered was analysed using multiple regression modelling and the results showed that there were some significant relationships between variables and factors in the model. The study results and findings indicate that effective e-learning can be achieved by having well-established e-learning policies, institutional readiness for e-learning, quality e-learning systems, quality in course design, awareness of e-learning benefits, experience in e-learning, and interactive discussions. These factors are a generic representation of what is required to facilitate effective e-learning. The proposed model will act as a benchmarking tool to help university stakeholders effectively use and sustain e-learning. In other words, the proposed model will be used by university administrators, lecturers, e-learning practitioners, policy makers and Governments to help inform their decisions about implementation and sustained use of e-learning

Appropriateness and affordability of prescriptions to diabetic patients attending a tertiary hospital in Eastern Uganda: A retrospective cross-sectional study.

BackgroundIrrational prescription of drugs can lead to high cost of treatment thus limiting access to essential medicines. We assessed the affordability and appropriateness of prescriptions written for diabetic patients in Eastern Uganda.MethodsWe collected secondary data from the health management information system registers of patients who attended the outpatient medical clinic at Mbale regional referral hospital from January 2019 to December 2019. The average cost of the prescriptions was calculated and adjusted odds ratios for predictors for unaffordability estimated using logistic regression. Computed scores for indicators of rational drug prescription were used to assess the extent of rational prescribing.ResultsThe median cost per prescription was USD 11.34 (IQR 8.1, 20.2). Majority of the diabetic patients (n = 2462; 94.3%, 95% CI: 93.3-95.1%) could not afford the prescribed drugs. Predictors for unaffordability were if a prescription contained: ≥ 4 medicines (AOR = 12.45; 95% CI: 3.9-39.7); an injectable (AOR = 5.47; 95%CI: 1.47-20.32) and a diagnosis of diabetes mellitus with other comorbidities (AOR = 3.36; 95%CI: 1.95-5.78). Having no antidiabetic drug prescribed was protective for non-affordability (AOR = 0.38; 95%CI: 0.24-0.61). The average number of drugs per prescription was 2.8. The percentage prescription of drugs by generic name and from the essential medicine and health supplies list of Uganda were (6160/7461; 82.6%, 96% CI: 81.7%-83.4%) and (6092/7461; 81.7%, 95% CI: 80.8%-82.5%) respectively against WHO standard of 100%.ConclusionThe majority of diabetic patients (94.3%) in Eastern Uganda cannot afford to buy prescribed medicines. The government should therefore ensure that essential medicines are readily accessible in public health facilities

Using a community-based participatory research (CBPR) approach to explore economic empowerment for youth with disabilities in rural Uganda

This paper presents findings from a community-based participatory study exploring the lived experiences and key livelihood changes post-intervention of a vocational skills training for young people with disabilities in rural Uganda. Twenty-four youth with disabilities (13 female, 11 male) who had previously taken the vocational training were trained to become peer researchers and conducted 72 in-depth interviews with a more recent cohort of youth with disabilities. Findings were gathered into core themes of capacity building, security and interaction. They showed that training in a skill is an important part of the economic empowerment journey for youth with disabilities in rural Uganda. Beyond this, transition from training to work, marketing, proving competence, managing chronic pain whilst working and probable risk are also areas that need guidance and support. Renewed hope for better livelihood prospects was mixed with a degree of uncertainty. Some were unprepared for the complexities around community respect and had also not considered that their financial situation may get worse before it gets better, as part of the risk of self-employment