Abstract
There is growing interest in the use of E-Learning in higher educational institutions. However, studies have shown mismatches between Learning Management System (LMS) design and the general institutional context in developing countries. In this paper, we assess the design and implementation requirements for Makerere University LMS against the overall institution context. This research follows a qualitative method (interviews) and uses case study. We employ the design reality gap model to investigate the design requirements of the LMS against current institutional realities. A design reality gap of 46 was obtained implying ad-hoc measures need to be put in place otherwise the failure/stagnation of LMS is eminent. The study concludes with the need to identify hybrid approaches to LMS contextualization including use of tactical plus Strategic Information system plan (SISP), selecting/building hybrid staff and blended learning.
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This work has been supported by the DELP project which is funded by NORAD. Special appreciation to the University of Agder and Makerere University, who are in research partnership, for their support.
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Gwamba, G., Mayende, G., Isabwe, G.M.N., Birevu Muyinda, P. (2018). Conceptualising Design of Learning Management Systems to Address Institutional Realities. In: Auer, M., Guralnick, D., Simonics, I. (eds) Teaching and Learning in a Digital World. ICL 2017. Advances in Intelligent Systems and Computing, vol 716. Springer, Cham. https://doi.org/10.1007/978-3-319-73204-6_6
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DOI: https://doi.org/10.1007/978-3-319-73204-6_6
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