Article Number: DRJEVS42900242
DOI: https://doi.org/10.26765/DRJEVS42900242
ISSN: 2734-2174

Vol. 4(5), Pp. 149-159 July 2022

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Author(s) retain the copyright of this article

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Creative Commons Attribution License 4.0.


Original Research Article

Stakeholders’ Perspectives on Transformative Teaching and Learning in the Face of COVID-19: A Case of Busitema University-Faculty of Science and Education

Muhamadi Kaweesi*

David Kani Olema

Dennis Zami Atibuni

Deborah Manyiraho


Abstract

Following the lockdown as a result of the COVID-19 pandemic, the government of Uganda through the Ministry of Education and Sports (MoES) and the National Council for Higher Education (NCHE) rolled out a policy that required universities and their disparate academic faculties to, among other things, transform from the traditional face to face teaching and learning to the virtual online format. As such, the second semester of the academic year 2019/2020 for undergraduate academic programmes was delivered through distance learning (DL) as opposed to classroom learning (CL). Considering this sudden shift, several issues came into play and this quantitative empirical study that employed a questionnaire survey was carried out to shed some light on how students at the Faculty of Science and Education, Busitema University-Nagongera campus perceived institutional readiness to implement transformative (online) teaching and learning in the face of COVID-19. This study was inspired by concerns highlighted in publications and studies, as well as the voices of various stakeholders, that online teaching and learning inside regional institutions appear to have begun with inadequate preparation. According to the findings, research participants observed gaps in institutional readiness for transformative teaching and learning in the areas of human resources, self-development, technological readiness, and innovation readiness. We urge that lecturers and students be open-minded, adaptable, and motivated in self-development in order to adapt their teaching and learning approaches to the online environment. Campus leadership, through continuous online training programmes are also urged to focus on altering lecturers’ and students’ mindsets to help them understand that the future of higher education systems involves the online environment, and that online teaching and learning has become the new normal.


Keywords:  COVID-19 pandemic, online teaching, and learning, higher education, digital transformation, transformative teaching, institutional readiness


 Received: May 7, 2022  Accepted: June 30, 2022  Published: July 14, 2022


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