Makerere, Uganda – Dr. Tumwesigye Tibs Jimmy’s doctorate study has insights for online education lovers and those looking to exploit its benefits.
His study titled “Predictors of Student Engagement in the Online Component of Distance Education Programs at Makerere University,” which resulted in the award of a Doctor of Philosophy at this year’s 74th Graduation at Makerere University in Uganda, takes us into the crucial realm of online education, focusing specifically on predictors of student engagement in distance education programs.
Under the guidance of esteemed mentors Dr. Paul Muyinda Birevu and Prof. Anthony Muwagga Mugagga, Dr. Tumwesigye’s research centered on the influential Garrison et al.’s (2000) Community of Inquiry model.
The model, comprising the concepts of ‘teaching presence,’ ‘social presence,’ and ‘cognitive presence,’ served as the foundational framework for assessing and understanding the dynamics of student engagement in online components of distance education programs in Uganda.
His investigation unveiled compelling insights into the predictors of student engagement, shedding light on the factors that significantly contribute to the success of online education.
For example ‘Teaching presence,’ ‘encompassing design and organization,’ ‘facilitating discourse,’ and ‘direct instruction,’ emerged as a robust and positive predictor.
On the other hand, the ‘meticulous design of courses,’ ‘effective facilitation of discussions,’ and ‘direct instructional approaches,’ were identified as key elements influencing student engagement.
Equally noteworthy were the findings related to ‘social presence elements,’ where affective expression, open communication, and group cohesion were identified as significant and positive predictors for student engagement in online instruction.
The social dimension of online education, often underestimated, proved to play a pivotal role in fostering student engagement.
Thus, Dr. Tumwesigye’s research emphasizes the importance of creating an online environment that encourages emotional expression, open communication channels, and a sense of belonging through group cohesion.
Delving into cognitive presence elements, DR. Tumwesigye’s investigation revealed that triggering events, exploration, and integration were significant and positive predictors of student engagement.
These elements, representing the cognitive processes involved in online learning, highlight the importance of stimulating interest, encouraging exploration, and facilitating the integration of new knowledge.
However, the study found that resolution, another cognitive presence element, did not emerge as a significant predictor. This nuanced finding opens avenues for further exploration and refinement in the strategies employed to enhance this particular aspect of cognitive presence in online education.
Implications
Dr. Tumwesigye’s work has broader implications for the landscape of distance education, urging stakeholders and institutions to prioritize strategies that promote appropriate course design, effective facilitation and instruction, socialization, and critical thinking.
As education continues to evolve, particularly in the digital realm, TUMWESIGYE’s research contributes valuable insights that can inform the enhancement of online learning experiences.
This groundbreaking study, funded by Makerere University, stands as a testament to Dr. Tumwesigye Tibs Jimmy’s commitment to advancing education and his significant contributions to the field.
His work adds a valuable layer to the ongoing discourse on online education and student engagement, marking a milestone in academic achievement and scholarly excellence.
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