- Dr Evode Mukama is an Associate Professor in learning technologies at the University of Rwanda – College of Education... moreDr Evode Mukama is an Associate Professor in learning technologies at the University of Rwanda – College of Education. He holds a Ph.D. in Education with specialization in learning technologies. He has an M.Ed. in curriculum studies and a B.Ed. in Educational Management and Planning. Dr Mukama served as the Head of Department of ICT in Education, and Open Distance and eLearning at Rwanda Education Board for three years. Dr Mukama chaired a Task Force on the establishment of a College of ODL and has initiated the development of a National ODL policy in Rwanda. Dr Mukama has organised and delivered numerous training workshops in learning technologies and ODL practice for primary and secondary teachers and for the faculty. He has been the Director of the Centre for Instructional Technology for several years and Deputy Director of Research at the University of Rwanda (former National University of Rwanda). Dr. Mukama was also in charge of academic staff professional development in terms of pedagogical skills at the same university. His research interests include learning practice ICT-rich and/or ODL environments, educational change and curriculum development with ICT as a pedagogical tool. His recent research publications relate to coping with change in ICT-based learning environments; computer-supported collaborative learning; students’ interaction with web-based literature; the interplay between learning and the use of technology in the student everyday social practice, and technology-based learning projects. Dr. Mukama has been a teacher from basic to higher education levels of education. He has been involved in curriculum design, learning, teaching and assessment for more than 20 years.edit
This case study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in knowledge creation through chemistry learning. Empirical data were collected through interviews, a survey,... more
This case study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in knowledge creation through chemistry learning. Empirical data were collected through interviews, a survey, and a test on secondary school student performance in Rwanda. The findings reveal four main forms of participating in knowledge construction with computer simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance, and strategic variation-reliance. The study found no statistical difference between male and female students’ preferences while engaging with these forms. There was also no difference in their performance in terms of higher order thinking skills in chemistry learning with computer simulations. Moreover, the findings demonstrated that computer simulations can help students to create multisensory connections enabling them to become actively engaged in chemistry learning through various settings. Consequently, the lines...
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Science, technology, engineering, and mathematics (STEM) are widely recognised as paving the way towards national sustainable development and innovative socioeconomic transformation. However, some students consider STEM as a difficult... more
Science, technology, engineering, and mathematics (STEM) are widely recognised as paving the way towards national sustainable development and innovative socioeconomic transformation. However, some students consider STEM as a difficult field to study. Consequently, teachers need to shift from traditional teaching approaches towards participatory and interactive methods to promote the development of students’ higher-order thinking, critical reasoning, and problem-solving skills. This study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in new knowledge creation in chemical bonding problem solving with computer simulations. Empirical data were collected through interviews, a survey and a test on secondary school student performance in Rwanda. The findings reveal four main forms of participating in knowledge construction with computer simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance and strategic variation-reliance. The study found no statistically difference between male and female students’ preferences to engage in these forms and in their performance in terms of higher-order thinking skills in chemical bonding problem solving with computer simulations. Moreover, the findings demonstrate that computer simulations can help students to create multisensory connections with the object of learning enabling them to become actively engaged in chemistry learning through various settings. Consequently, the lines between abstract concepts and related chemical reactions and processes become closely related in a virtual reality. Finally, this study suggests five actions that teachers can undertake to support student active engagement in chemistry learning with computer simulations.
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In most African countries, languages of instruction come from overseas. The variety and the use of those languages depend very much on the colonialist legacy. Languages of instruction in African schools include English, French, Spanish,... more
In most African countries, languages of instruction come from overseas. The variety and the use of those languages depend very much on the colonialist legacy. Languages of instruction in African schools include English, French, Spanish, Portuguese, and Afrikaans. In some countries also, African languages are used as the language of instruction but only at the elementary school level. What does it mean to learn in foreign languages and in a foreign context? To what extent do languages of instruction contribute to the qualitative transformation of personal and social processes? The idea about the use of indigenous languages in Africa is not new. By the end of the 1960s and through the 1970s, the debate attained its highest point. The major obstacle was that most of the countries in Africa have many languages, except a few such as Rwanda, Burundi and Somalia, where all people speak one language throughout the country. It would be very ambitious, even superfluous to reduce the complexity of African languages to one single language used in one single nation. Maybe, the debate should be contextualised and arguments supported according to the needs of the population concerned. Feasibility is another issue which needs to be addressed (for further development). In this paper, the Rwandan context is an illustrative case. However, this paper is not a result of an empirical study. It is rather a reflection based on the literature, and on my own experience as a teacher.
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Research Interests: Psychology, Cognitive Science, Computer Science, Educational Technology, Mathematics Education, and 15 moreFocus Groups, Information Communication Technology, Pedagogy, Information and Communication technology, Learning, Motivation, Interviews, Computer Assisted Learning, Information and Communications Technology, Focus Group, Developing nations, Focus Group Discussion, Internet, Computer, and Agent of Change
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Research Interests: Information Technology, Education, Educational Technology, Focus Groups, Qualitative Research, and 15 moreRwanda, Reflection, Observation, Problem Solving, Communication Technology, Cooperative Learning, Documentaries, Concept Formation, Computer Aided Learning, Proximity, Ruanda, PROJECT, Contest, kooperatives Lernen, and Female student
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BackgroundConstructive assessment feedback is considered one of the learner-centred pillars in the blended learning mode.PurposeExplore graduate nurses’ perceptions and experiences on assessment feedback in blended learning... more
BackgroundConstructive assessment feedback is considered one of the learner-centred pillars in the blended learning mode.PurposeExplore graduate nurses’ perceptions and experiences on assessment feedback in blended learning courses.MethodologyQualitative descriptive design with semi-structured interviews was used to collect data from 15 enrolled learners in a Master’s Programme of Nursing at the University of Rwanda. Interviews were recorded and transcribed verbatim. Purposive sampling and thematic data analysis were use.FindingsEight females against seven male graduate nurses participated in this study, 67% worked in health facilities and 33% worked as lecturers in Bachelor of Nursing. The graduate nurses at the University of Rwanda perceived that lecturer in blended learning used different types of assessment feedback. They experienced the reception of assessment feedback through synchronised and asynchronised channels or via paper-based mode. Effective feedback is hindered by del...
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Science, technology, engineering, and mathematics (STEM) are widely recognised as paving the way towards national sustainable development and innovative socioeconomic transformation. However, some students consider STEM as a difficult... more
Science, technology, engineering, and mathematics (STEM) are widely recognised as paving the way towards national sustainable development and innovative socioeconomic transformation. However, some students consider STEM as a difficult field to study. Consequently, teachers need to shift from traditional teaching approaches towards participatory and interactive methods to promote the development of students’ higher-order thinking, critical reasoning, and problem-solving skills. This study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in new knowledge creation in chemical bonding problem solving with computer simulations. Empirical data were collected through interviews, a survey and a test on secondary school student performance in Rwanda. The findings reveal four main forms of participating in knowledge construction with computer simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance and stra...
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The purpose of this paper is to analyse the interplay between policy formulation and implementation in terms of the present historical and cultural practices of open distance learning (ODL) in Rwanda. This paper draws on the Foucauldian... more
The purpose of this paper is to analyse the interplay between policy formulation and implementation in terms of the present historical and cultural practices of open distance learning (ODL) in Rwanda. This paper draws on the Foucauldian genealogical and governmentality analysis. The paper examines Government aspirations as depicted in policy statements starting from2001, ayear aligning with the beginning of the Government of Rwanda’s Vision 2020. This Vision aims at transforming the country from an agrarian to a knowledge-based and technology-led society. This study analysed discourses emerging from policy statements on ODL and scrutinised how Government aspirations were translated into concrete actions. Moreover, the study examined the rationality governing ODL practice and explored governing techniques adopted in relation to ODL discourses. The findings reveal that, though policies extol ODL potential to increase access, relevance and inclusion in education, and though they highl...
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In most African countries, languages of instruction come from overseas. The variety and the use of those languages depend very much on the colonialist legacy. Languages of instruction in African schools include English, French, Spanish,... more
In most African countries, languages of instruction come from overseas. The variety and the use of those languages depend very much on the colonialist legacy. Languages of instruction in African schools include English, French, Spanish, Portuguese, and Afrikaans. In some countries also, African languages are used as the language of instruction but only at the elementary school level. What does it mean to learn in foreign languages and in a foreign context? To what extent do languages of instruction contribute to the qualitative transformation of personal and social processes? The idea about the use of indigenous languages in Africa is not new. By the end of the 1960s and through the 1970s, the debate attained its highest point. The major obstacle was that most of the countries in Africa have many languages, except a few such as Rwanda, Burundi and Somalia, where all people speak one language throughout the country. It would be very ambitious, even superfluous to reduce the complexit...
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This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 International License (https://creativecommons.org/licenses/by-nc-nd/3.0/). Original citation: Spector, J. M., Ifenthaler, D., Sampson, D.,... more
This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 International License (https://creativecommons.org/licenses/by-nc-nd/3.0/). Original citation: Spector, J. M., Ifenthaler, D., Sampson, D., Yang, J. L., Mukama, E., Warusavitarana, A., …Gibson, D. C. (2016). Technology enhanced formative assessment for 21st century learning. Journal of Educational Technology and Society. 19(3), 58-71. Retrieved from http://www.ifets.info/journals/19_3/7.pdf Spector, J. M., Ifenthaler, D., Samspon, D., Yang, L., Mukama, E., Warusavitarana, A., Lokuge Dona, K., Eichhorn, K., Fluck, A., Huang, R., Bridges, S., Lu, J., Ren, Y., Gui, X., Deneen, C. C., San Diego, J., & Gibson, D. C. (2016 ABSTRACT This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of ...
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This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning... more
This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’ attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students’ sociocultural proximity, that is, taking into consideration students’ physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, exte...
The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known... more
The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help ...
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The purpose of this paper is to analyse the interplay between policy formulation and implementation in terms of the historical practices of open distance learning (ODL) in Rwanda. This paper draws on the Foucauldian genealogical and... more
The purpose of this paper is to analyse the interplay between policy formulation and implementation in terms of the historical practices of open distance learning (ODL) in Rwanda. This paper draws on the Foucauldian genealogical and governmentality analysis. The paper examines government aspirations as depicted in policy statements starting from 2001, a year aligning with the beginning of the Government of Rwanda's Vision 2020. This vision aims at transforming the country from an agrarian to a knowledge-based and technology-led society. This study analysed discourses emerging from policy statements on ODL and scrutinised how government aspirations were translated into concrete actions. Moreover, the study examined the rationality governing ODL practice and explored governing techniques adopted in relation to ODL discourses. The findings reveal that, though policies extol ODL potential to increase access, relevance and inclusion in education, and though they highlight the need to improve quality in higher education through affordable, scalable and sustainable technologies, implementing institutions tend to adopt contentious approaches to cope with a dual mode. The study makes some concrete suggestions to close the gap between ODL policy formulation and implementation.
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This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues... more
This paper is based on the deliberations of the Assessment Working Group at EDUsummIT 2015 in Bangkok, Thailand. All of the members of Thematic Working Group 5 (TWG5) have contributed to this synthesis of potentials, concerns and issues with regard to the role of technology in assessment as, for and of learning in the 21 st century. The group decided to focus primarily on formative assessment rather than summative assessment and high stakes testing. Formative assessments and feedback provide an important opportunity to support and enhance student learning. Recognizing shifts in education towards blended and online learning with problem-based and inquiry-based approaches led to considerations of technologies that could effectively support formative assessment and informative feedback to 21 st century learners. The paper concludes with a summary of conclusions and recommendations of the working group to be taken up in subsequent efforts.
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Inspired by the current scholarship that indicates that, if used well, formative assessment and feedback can advance student's learning, this paper explores the practices of feedback in formative assessment in Rwandan higher education,... more
Inspired by the current scholarship that indicates that, if used well, formative assessment and feedback can advance student's learning, this paper explores the practices of feedback in formative assessment in Rwandan higher education, specifically at the University of Rwanda. The study used a qualitative approach with the aim of gaining lecturers' and students' perspectives on formative assessment and feedback; and exploring different ways formative assessment and feedback were practiced. Using data collected through interviews, student focus group discussions, and document analysis; the paper shows that formative assessment and feedback were understood in the context of binding prescription within the boundaries of limited description in academic regulations. Feedback was in most cases reduced to marks, and lecturers – who portrayed themselves as information providers, mastery checkers, and performance appraisers-were in full charge of all formative assessment efforts. The paper also shows that lack of clarity and feed forward instructions in too-much-delayed lecturers' written feedback led students to just receive feedback and not use it to enhance their performance. Building on this study's findings and on the existing literature, the paper suggests three important moves whereby a collaborative research-based approach that will bring together different stakeholders will help to move away from a single-sided approach to a multifaceted approach in both perception and practice of formative assessment and feedback at the University of Rwanda.
Mu bihugu byakataje mu majyambere, usanga ubushakashatsi ari itara rimurikira ibikorwa by’amajyambere kandi bukaba n’umuyoboro w’iterambere rirambye haba mu bukungu, ubumenyi n’ikoranabuhanga, imibereho myiza y’abaturage, imiyoborere... more
Mu bihugu byakataje mu majyambere, usanga ubushakashatsi ari itara rimurikira ibikorwa by’amajyambere kandi bukaba n’umuyoboro w’iterambere rirambye haba mu bukungu, ubumenyi n’ikoranabuhanga, imibereho myiza y’abaturage, imiyoborere y’igihugu, umutekano n’ibindi.
Kuba abashakashatsi bo mu bihugu bikiri mu nzira y’amajyamberere badakoresha cyane indimi zabo kavukire mu gukora ubushakashatsi no mu guhererekanya n’abandi ubumenyi bwavumbuwe hirya no hino ku isi bishobora kuba biri ku isonga mu bibangamira iterambere rirambye, ryihuta kandi rigera kuri benshi. Gukoresha ururimi abenegihugu bahuriyeho mu nzego zose – abashakashatsi, abanyeshuri n’abarimu, abafata ibyemezo, abaturage n’abandi bakenera ubushakashatsi cyangwa ibyabuvuyemo – bishobora gutuma hahangwa ubumenyi bwegereye abagenerwabikorwa, bakabugira ubwabo, bakabusangira kandi bakabusigasira. Ngicyo icyatumwe twandika iki gitabo mu Kinyarwanda. Tugamije kuzamura ireme ry’ubushakashatsi mu bumenyi nyamuntu n’imibanire y’abantu. Tugamije kandi kwimakaza ubwumvane hagati y’abafatanyabikorwa bose haba mu gutegura umushinga w’ubushakashatsi, kuwushyira mu bikorwa, gusesengura, kugenzura ndetse no gusuzuma uko ubushakashatsi bwagenze n’umusaruro bwatanze.
[Research Methods in the Humanities and Social Sciences
Research in developed countries is often considered as a means to pave the way towards sustainable development in different areas of the society including science and technology, the economy, governance and security.
Researchers in developing countries rarely have the opportunity to use their indigenous languages to design, plan and conduct research. Nor do they communicate in their indigenous languages to share their insights and learnings from other parts of the world with colleagues or students.
Utilising the languages that researchers, students and teachers, policymakers, the community, and others interested in research understand better can help to generate new knowledge embedded in local realities where sustainable development needs to take root. That is why this book is in Kinyarwanda.
The authors hope that writing this book in Kinyarwanda will increase research capacity in the humanities and social sciences in Rwanda and in the region. This will also help to increase interaction between key stakeholders in planning and conducting research as well as in analysing, monitoring and evaluating the research process and outputs.]
Kuba abashakashatsi bo mu bihugu bikiri mu nzira y’amajyamberere badakoresha cyane indimi zabo kavukire mu gukora ubushakashatsi no mu guhererekanya n’abandi ubumenyi bwavumbuwe hirya no hino ku isi bishobora kuba biri ku isonga mu bibangamira iterambere rirambye, ryihuta kandi rigera kuri benshi. Gukoresha ururimi abenegihugu bahuriyeho mu nzego zose – abashakashatsi, abanyeshuri n’abarimu, abafata ibyemezo, abaturage n’abandi bakenera ubushakashatsi cyangwa ibyabuvuyemo – bishobora gutuma hahangwa ubumenyi bwegereye abagenerwabikorwa, bakabugira ubwabo, bakabusangira kandi bakabusigasira. Ngicyo icyatumwe twandika iki gitabo mu Kinyarwanda. Tugamije kuzamura ireme ry’ubushakashatsi mu bumenyi nyamuntu n’imibanire y’abantu. Tugamije kandi kwimakaza ubwumvane hagati y’abafatanyabikorwa bose haba mu gutegura umushinga w’ubushakashatsi, kuwushyira mu bikorwa, gusesengura, kugenzura ndetse no gusuzuma uko ubushakashatsi bwagenze n’umusaruro bwatanze.
[Research Methods in the Humanities and Social Sciences
Research in developed countries is often considered as a means to pave the way towards sustainable development in different areas of the society including science and technology, the economy, governance and security.
Researchers in developing countries rarely have the opportunity to use their indigenous languages to design, plan and conduct research. Nor do they communicate in their indigenous languages to share their insights and learnings from other parts of the world with colleagues or students.
Utilising the languages that researchers, students and teachers, policymakers, the community, and others interested in research understand better can help to generate new knowledge embedded in local realities where sustainable development needs to take root. That is why this book is in Kinyarwanda.
The authors hope that writing this book in Kinyarwanda will increase research capacity in the humanities and social sciences in Rwanda and in the region. This will also help to increase interaction between key stakeholders in planning and conducting research as well as in analysing, monitoring and evaluating the research process and outputs.]