Using Facebook for teaching,
learning and student support on
the Open and distance learning
programmes: A tutor’s experience
Godfrey Mayende
godfrey.mayende@gmail.com &
mayende5@iace.mak.ac.ug
Outline
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Context
Educational goal
Teaching and Learning Assumptions
Demonstration
Challenges
Discussions
Context
Context Cont
 Two weeks face2face
 Use of ICT in ODL research
 BED - Aguti & William, 2006
 SMS COX – Kajumbula, 2006
 Mobile Research Supervision initiative - Muyinda et al,
2010
 Facebook usage – Muyinda & Mayende, 2013
 Mobile support – Muyinda et al, 2013
 MUELE
Context Cont
 The learners are distributed across the country with
others coming from places with no access to PC
internet & electricity.
 Research has shown that mobile phone access by
distance learners has rapidly increased (Kajumbula,
2006; Muyinda et al, 2010) and Facebook usage is
growing as well (Muyinda & Mayende, 2013)
Where it all started?
 IT II – COX, BBA, BCOM
 External students and Internal students (Main
Campus, Jinja campus & Fort Portal Campus)
 Educational goal is to increase interaction among IT II
students from multiple campuses and delivery modes.
Learning and Teaching Assumptions
 eLearning framework by Anderson, 2003
Learning and Teaching Assumptions
Sufficient levels of deep and meaningful
learning can be developed, as long as one of
the three forms of interaction (studentteacher; student-student; student-content) is
at a very high level. The other two may be
offered at minimal levels or even eliminated
without
degrading
the
educational
experience. (Anderson, 2003:54)
Learning and Teaching Assumptions
 Constructivism learning theory (Vygosky,1978)
 Active approaches to learning presents learning as a
social process which takes place through
communication with others (Hiltz et al, 1977)
 Constructivism is based on knowledge construction
within a social context (Carliner & Patti, 2008)
 Online learning can provide affordances for learners
to become active and interact with their peers.
Affordance Analysis of Interactive
Learning
Demonstration
 Teaching and learning
 Supporting Modeling and explaining
 Feedback
 Promoting scaffolding
 Promoting collaboration and social
negotiation
 Promoting articulation and reflection
 Student support
Challenges
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Large class sizes
Nickname usage
No Policy for online learning
Privacy issues
Time consuming but does not count on 10-12 hours
course load
References
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Jessica N. Aguti & William J. Fraser. (2006) “Integration of Information communication Technologies (ICTs) in the
Distance education Bachelor of Education Programme, Makerere University, Uganda”, Turkish Online Journal of
Distance Education – TOJDE, p.166-171, volume 7, ISSN 1302-6488, 2006
Kajumbula, R. (2006) “The effectiveness of mobile short messaging service (SMS) technologies in the support of
selected distance education students of Makerere University, Uganda.”, Paper presented at the Fourth PanCommonwealth Forum on Open Learning (PCF4).
Muyinda, P.B., Lubega, J.T. and Lynch, K. (2010) ‘Unleashing mobile phones for research supervision support at
Makerere University, Uganda: the lessons learned’, Int. J. Innovation and Learning, Vol. 7, No. 1, pp.14–34.
Vygosky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes, Cambridge: Harvard
University Press.
Carliner, S. & Shank, P. (2008), The e-Learning Handbook, published by Pfeiffer, 989 Market Street, San Francisco,
CA 94103-1741
Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In
M. Moore & G. Anderson (Eds.), Handbook of distance education (pp. 129-144). Mahwah, NJ: Erlbaum
Muyinda, B. P. & Mayende, G. (2013). Pedagogical Affordances of Social Networking Sites amongst Distance
Learners in Uganda. A Paper Presented at eLearning Africa 2013 8th International Conference on ICT for
Development, Education and Training, Safari Court, Windhoek Namibia, May 28-31, 2013
Bower, M. 2008. Affordance analysis – matching learning tasks with learning technologies. Educational Media
International, vol. 45, No. 1, pp, 3-15.
Discussion
 Let us now start talking