| dc.description.abstract | The study examined how learner support in online learning groups can be used to enhance collaborative learning at Makerere University. To meet this requirement, this study investigated the perceptions and experiences of working with online learning groups, explored the nature of learner support in online learning groups, examined challenges faced by online learning groups, and established learner support strategies that can enhance online learning groups for collaborative learning at Makerere University. The study was guided by the Social Cultural Learning Theory and Salmon’s Model. An exploratory case study design was used, and a sequential mixed methods approach was adopted. The study was conducted at Makerere University, Kampala, Uganda. It involved 85 participants who were drawn from MIDT and Bachelor of Commerce classes, and Online Instructors and Coordinators of the programmes respectively. Findings revealed that since learning is a social activity it requires social support systems from both tutors and peers to enhance collaborative learning. However, the nature of support needed varies and manifests in different forms ranging from internet connectivity, facilitator or tutor presence and guidance, mobilisation of groups, extending ICT training opportunities, and giving adequate time to the learners. The challenges realised were poor internet accessibility and infrastructure, limited time for preparation, heavy workloads, the inadequate orientation of learners to online learning groups, and collaboration. From the findings, it is recommended that the university pays close attention to continuous training of the teaching support staff in managing online learning groups, encourage learners to use public internet cafes and kiosks within their reach, design courses reflecting learners' needs, encourage continuous communication of instructors with learners and devising means to motivate online instructors. | en_US |
