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Item Developing an e-learning theory for interaction and collaboration using grounded theory: a methodological approach(The Qualitative Report at NSUWorks, 2021) Kibuku, Rachael N.; Ochieng, Daniel O.; Wausi, Agnes N.Grounded Theory (GT) is becoming an increasingly prevalent research methodology in many fields. Although researchers use it in qualitative and quantitative studies, it is more popular with qualitative studies, as evidenced by the citations from previous research. This paper aims to document and present how we used GT in our qualitative research to construct an e-learning theory for interaction and collaboration. It also includes the justification of GT. We adopted and adapted the constructivist GT (CGT). Therefore, this paper discusses the CGT methodology, its philosophical, ontological and epistemological perspectives. It also includes the research design that captures how we sampled the participants, collected, analyzed and interpreted the data, and how we documented the research findings in the context of CGT. It also includes the justification of the decisions we made and the extent to which they align with CGT. Using CGT, we listened to, observed and captured e-learners’ and e-tutors’ stories and experiences which yielded rich and insightful data that informed the development of the e-learning theory for interaction and collaboration. We also present the challenges we experienced when using CGT and the strategies we used to overcome them. Finally, we have included the methodological insights we drew from using CGT in our research. This paper has presented the CGT design strategy; thus, it will be helpful, especially to novice and future researchers aspiring to use the methodology to conduct their research.Item E-learners’ challenges and coping strategies in interactive and collaborative e-learning in Kenya(Journal of Education and Training Studies, 2020) Kibuku, Rachael N.; Ochieng, Daniel O.; Wausi, Agnes NSome universities in Kenya have taken up e-learning to flexibly deliver learning and bridge the educational access gap. Despite the benefits that e-learning offers to the e-learners, there are challenges that they must cope with. The aim of this paper is to present the challenges that emerged from research that was undertaken in two Institutions of Higher Learning (IHLs). It also presents the coping strategies that e-learners used to overcome the challenges. The research used the constructivist version of Grounded Theory (GT) methodology. It used in-depth interviews and participant observations to gather data from the e-learners, e-tutors, e-learning managers and e-learning platforms. Therefore, the research yielded qualitative data which was analyzed using Atlas.ti software. Data was analyzed thematically to establish the patterns of challenges and the equivalent coping strategies. The results are presented using the Gioia technique and the discussion used the vignettes technique from participants in order to preserve their voice. The challenges that emerged relate to: e-content, coursework, internet access, e-learning technology, Information and Communication Technology (ICT) skills and training, interaction and collaboration, personal issues, teaching of Science, Technology, Engineering and Mathematics (STEM) courses and the tutorials. Recommendations on how to tackle these challenges have also been suggested. An understanding of these challenges is important to the e-learning players so that they can adopt interventions to mitigate them and hence improve interaction and collaboration. The results presented in this paper are part of the larger research whose main objective was to develop an e-learning theory for interaction and collaboration.