Browsing by Author "Juma KASADHA"

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A Big Data Adaptability Framework in Developing Democracies, Challenges and Opportunities
(IST-Africa 2023 Conference, 2023-05-05) Adam A . Alli; Fahadi MUGIGAYI; Juma KASADHA; WALUSANSA Y. Yahya
As oil and electricity shaped prospects of many developed economies in the previous centuries, the information age is shaped by big data analytics and artificial intelligence-related mechanisms to propel future economies. Big Data analytics provide a bountiful platform of real-time facts derived from data accumulated from the government’s information and communications technologies (ICTs). In this paper, we reflect on the opportunities big data creates in reconceptualizing governance in Africa’s developing democracies. Through wellstructured systematic literature survey, we explore the applications and adaptability of big data in developing democracies and their structures of governance. We connote that governments are likely to create significant value from structured, semistructured and unstructured big data that appear naturally because of using respective ICTs governance through a big data lens. This value is in terms of inclusive egovernance, provision of government services among others.
Teaching as a Service: An Exploration of Educational Framework for Technology driven teaching for Higher Education Institutions
(IST-Africa 2024 Conference, 2024-05-24) Adam A . Alli; Ibrahim LWEMBAWO; Fahadi MUGIGAYI; Juma KASADHA
This study examined Teaching as a Service and explored the educational framework for technology-driven teaching in Higher Education Institutions (HEI) in Uganda. This was done by looking at status of ICTs in terms of device ownership, internet utilization for instructional purposes, information technology adoption, Learning Management Systems (LMS) and Enterprise Resource Planning Systems (ERP), available resources, and capacity-building initiatives as signals for utilization of technologies for teaching. A deductive approach was used to select 30 individuals from public, private, and institutionally affiliated universities, organized into groups of ten who participated in the study. The first cohort contributed insights into the initial components of TaaS framework, which were iteratively refined until a stable framework emerged. Subsequently, an examination was conducted to ascertain the presence of these components within higher education institutions (HEIs). The investigation revealed that up to 80% of the respondents predominantly utilized ICTs individually or through institutional provisions. Access to ICT was primarily facilitated via personal laptops and smartphones, bolstered by robust infrastructure and widespread broadband connectivity within most institutions. Internet accessibility was pervasive across various campus locations, with most respondents engaging with online resources daily up to 90% of use time. The study revealed that HEI are in the initial phases of adopting technologies for teaching. Adapting TaaS framework can go a long way in helping HEIs to adopt technology effectively.
Video conferencing as a teaching mode in higher educational institutions in Uganda: teacher perception
(Inderscience Publishers (IEL), 2022-12-22) Yasin Magombe; Adam A . Alli; Mutwalibi Nambobi; Juma KASADHA
Recently, Information Communication Technologies (ICT) have gained significant usage in enabling institutions to continuously deliver education even during the COVID-19 pandemics lockdown. Its significant application in the education sphere has resulted in new capabilities at all levels of educational institutions. In Uganda, the use of video-enabled teaching is increasingly being established in universities especially during the COVID-19 lockdowns. In this study, we examine teachers’ perception of the use of video conferencing, as a mode of teaching in higher educational institutions. The findings of this study show that teachers are of the high opinion about Video Conferencing (VC) as a mode of teaching at Higher Education Institution (HEI). In the study, several challenges that included poor ICT infrastructure, slow internet connection and those related to the cost of establishing a reasonable ICT infrastructure that can support VC were revealed. We conclude our study by providing recommendations required to improve infrastructure and to create policies to support online education as a whole and in particular VC as a teaching model that bridges in person, in class and remote learning.