| dc.description.abstract | Learning is a social activity which can only be enhanced through pedagogical strategies. However, whereas the pedagogical strategies for enhancing interaction are being used, learning remains a passive exercise to most learners. It is more of individual submissions of other people’s works rather than learners’ own work from the interactive knowledge creation process. There is a need to integrate and use interactive pedagogical strategies to deliver instruction and achieve collaborative learning and imbue learners with the confidence to engage in knowledge construction for transformative learning. This study, therefore, taking the College of Education and External Studies of Makerere University as a case, explores pedagogical ways of increasing interaction in the learning processes. It is guided by the social-constructive theory, which challenges the individualist conception of learning by stressing the interaction between the learner, culture and social environment. The theory argues that true learning occurs when learners are involved in the social-construction of knowledge rather than merely consume already constructed knowledge. The study answers the following questions: 1) How are pedagogical strategies used for enhancing interaction in blended learning at Makerere University? 2) What opportunities do pedagogical strategies provide in blended learning at Makerere University? 3) What challenges do learners and facilitators encounter while using pedagogical strategies, and what recommendations can be used to enhance interaction in blended learning at Makerere University? A mixed research approach was used. Quantitative data complemented qualitative data for reliable and valid conclusions. Quantitative data were obtained from 164 learners who filled the questionnaires while qualitative data were obtained from interviews with 28 facilitators, two learning management system administrators and five course designers in the blended course at the College of Education and External Studies. Quantitative data were analyzed using the SPSS software while the qualitative data were analyzed using a thematic system. Initial findings indicate that although pedagogical strategies like collaborative learning are being used, they are still more individualistic and with low interactions. It was noted that if these pedagogical strategies are utilized for interaction in the blended learning process, they provide opportunities like exposing true issues in the course and have facilitators revise their course design accordingly. There are challenges in raising awareness on the effectiveness of blended learning in comparison to traditional learning. This not only affects the successful adoption of the new mode of learning but also leads to challenges in designing and facilitating blended learning courses. The study therefore recommends guiding principles that can aid professional development and support of facilitators to adopt the new mode of learning. It gives guidance on how learners can be helped to adapt to the new mode of learning.
Keywords : Teacher training, pedagogical strategies, interaction, blended learning | en_US |
