OOFHEC2017

1. LThe role of Public Libraries in accessing OERs to distance l
rsity
Improving Online Interaction among the Blended distance learners at
Makerere University. A case of Activity Theory based methodology.
By:
Harriet M. Nabushawo, Muyinda. P. Birevu, Maurice. G.N. Isabwe &
Andreas Prince

2. Introduction
Open and Distance Learning (ODL) - teachers and students are often separated by
time and space
This separation creates a Transactional distance due to limited interaction
 The distance has to be bridged – Moore (1993) & Anderson (2003)
One of the barriers to learning in ODL is limited interaction among students
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3. Introduction Contn
Makerere University through the IODeL is running blended ODL programmes (Face to
face and online delivery approaches)
One of the barriers to learning in ODL is limited interaction among students
 Utilises students study groups to foster interaction however, they have not been
effective due to the scattered nature of students.
 Adoption of the of online interactions would help in reducing isolation
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4. Concept of Interaction
 These are reciprocal events that requires at least two objects and two actions that
influence each other (Wagner, 1994
 It’s the exchange of information, dialogue and ideas between and among students
 Formal or informal, Synchronous or Asynchronous
Importance of student interactions;
 Reduces isolation, fills knowledge gaps, creation of learning communities etc
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5. Theoretical Underpinning
The study was guided by the Activity Theory
 Which investigates human activity in settings like schools (Parks, 2001)
It provides a theoretical tool for understanding; conflicts within the components of
the activity system
AT is rooted in the Vygostkian theory of mediated learning and Social-cultural
philosophy
Learning is seen as a social activity and a function of interaction processes and
practices (Engerstrom, 2000)
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6. Illustration of Activity Theory model
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Tools (MUELE, Course)
Object (Limited
interaction among
B.Ed students)
Division of Labour (lecturer,
students, Systems and E-learning
administrators)
Community (lecturer and
students)
Rules (E-learning and
ICT policy, online
etiquette, Schedules
and deadlines. Etc)
Subject (Lecturer
and students)

7. Research Questions
The study was guided by the following research questions;
1) How can MUELE be used for improving interaction for learning among distance
learners at Makerere University?
2) How can Activity Theory be used to in interrogate social cultural factors influencing
the usage of MUELE for online interactions?
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8. Approaches and Methods
The Affordance e-learning design methodology was employed to this study on
improving interaction using MUELE;
It helps in matching tasks with technologies (Bower,2008)
Procedure;-Difinition of the Educational goal, Task affordance requirements,
technology affordances etc
 MUELE Affordances – Media, temporal, navigational etc
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9. Methods Contn
Used among 54 B.Ed students doing SST who worked in groups
Qualitative data collection methods; interviews & observation of interaction logs
within groups and open forum
Students & Staff were asked about ICT skills, policies, ICT infrastructure, their
attitudes towards online study, structure of online activities, quality of interactions, user
experiences, motivation, challenges etc.
Analysis was done through creation of themes and using the AT lens, student
interviews were content analysed to determine tensions which emerged as a result of
introducing online interactions on the programme and how they are likely to influence
MUELE usage.
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10. Analysis of Findings
MUELE used as a tool managed to enhance interaction because of its affordances;
media, temporal, navigational etc
The affordances enabled accessibility, view-ability, read-ability, write-ability,
accessibility, browse-ability, link-ability etc.
Using the AT lens, the study observed that there were tensions and contradictions
within the activity system which affected students’ interactions and therefore need to
be handled so as ensure smooth online interactions on MUELE.
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11. Analysis of Findings
 Contradiction within subjects i.e lecturers and students –
a)Lecturers use constructivist approach as opposed social constructivism embedded in
MUELE
Contradiction with tools
a)Too much time and effort required to support online studies on MUELE as compared
to face to face
b)Limited facilitation and learning skills using MUELE
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12. Analysis of Findings
Contradiction in the rules
a)Very few courses have an online presence on MUELE despite the policy call for the
same
b)According students, online studies are demanding in terms of deadlines for
submissions compared to face to face
c)No clear policy by the university to motivate online facilitators
Contraction in division of labour
a) Students reported online group work not being effective because of free riders and
differing learning goals of students
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13. Conclusion
The findings of the study indicate that MUELE has potential to improve interaction
among dispersed ODL students because of its affordances coupled with well structured
interactive activities
The AT lens unearthed the tensions and challenges that come with the use of MUELE ;
heavy workload, staff motivation, user skills, institutional culture etc
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14. Acknowledgements
To Makerere University
To University of Agder
Thank you for your aTTenTion
26th
OCTOBER 2017