INVITATION:

The Dean, School of Education under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:

Title of Thesis: 

Modelling Content Resources on Learning Management System for Fifth Generation Distance Mode: A Case of Kiswahili Language on Bachelor of Education at Makerere University

Date:  Thursday  4th  December 2025.

Time: 10:00 am

Venue: 

AVU, School of Distance and Lifelong Learning, Makerere University

ABSTRACT

Modelling content resources on Learning Mmanagement System (LMS) for Fifth Generation Distance Mode (FGDM) involves creating a structured, adaptive, and interactive digital environment that supports personalized learning. The study; analyzed the current learning, teaching and content resources for Kiswahili language, designed a structure and developed guidelines which inform creation of content resources fit for FGDM on Makerere University Electronic Learning Environment (MUELE). The Analyze, Design and Develop phases of ADDIE model informed the study and connectivism theory provided a lens to explain the findings. I adopted a descriptive case study design with qualitative approach and interpretivism research paradigm to inform the methodology. Using observation and document checklists as well as interview guides, data were collected on MUELE, students of Kiswahili Language on B.Ed. programme and academic administrators in CEES.  Data were analysed using content analysis to create themes and Atlas.ti version 10 to generate network diagrams. The interviewee responses explicitly curriculum review as an element in analysis phase informed the re-arrangement and extension from three to four stages; target audience, instructional goals, curriculum review and required resources.  The findings showed that out of 16 Kiswahili course units on B.Ed. programme, only four were partially developed on MUELE.  However, findings showed that the content resources of only two out of the four uploaded courses adhered to the Makerere university Ddetailed Ddesign Document and standard number seven of National Council of Higher Education. Moreover, all the four uploaded courses had different structures. The interview responses on structure of content resource that align with National Development Plan IV informed re-arrangement of the stages in design phase starting with testing learner progress, identification of learning objectives and finally formulation of instructional strategies. The stages in develop phase were confirmed but validation and pilot test of content resources were not regularly done. Suggested guidelines were; learner support, facilitation of staff, fixed fees policy per module, flexible time tabling and provision of smart rooms. The study concludes that modelling content resources undertakes analyze, design and develop phases as modified following the guidelines; facilitate staff and students on use of MUELE, engage stakeholders during curriculum review and enact a fixed fees policy. I argue, in this study, that use of Content Design Structure undertakes seven stages; learner analysis, curriculum review, expected learning outcomes, detailed course outline, constructive alignment, detailed e-tivities, and study guide to model content resources fit for networked learning in FGDM. The DE learners need support from facilitators, administration, NCHE and access to IT gadgets for quality education. 

Supervisors:

1. Assoc. Prof. Betty Akullu Ezati
2. Dr. Michael Walimbwa
3. Assoc. Prof. Dr. Alexandra Lazareva
4. Dr. Godfrey Mayende

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.