Perceptions of Online Teaching Effectiveness in Higher Education: Case of Private
Universities in Rwanda
https://jriiejournal.com/perceptions-of-online-teaching-effectiveness-in-higher-education-
case-of-private-universities-in-rwanda/
Abstract:
This study was undertaken to investigate the online teaching effectiveness in
higher education institutions during Covid 19 pandemic. It is quantitative
descriptive research design which intended to describe the phenomenon of
online teaching and learning in private universities. The targeted respondents
were lecturers who ever delivered an online course. Both Universities and
lecturers were selected purposively due to the presumed technology
infrastructure and lecturer’s firsthand experiences in on online teaching.
Institutions are named institution A and B in this study due to research ethical
consideration. The survey was sent to 93 lecturers from both selected
universities, regardless whether they had the aforementioned experiences.
Consequently, the researcher was able to collect back only 34 questionnaires.
The research instruments used were borrowed from Volery (2000) and was a bit
modified to suit the present research. It was composed of four indicators such as
–Instructional design and organization, Facilitation of Discussion, Digital library,
and online teaching experience. The results indicate that the main challenge that
universities have to deliver an effective online teaching is the lack of digital library
with a mean of 3 and 1 standard deviation. It is therefore recommended to
private universities to digitalize their libraries for effective online teaching.
Furthermore, as the study was quantitative, it is recommended for future
researchers to undertake the same study from either qualitative research or
mixed methods approaches for in depth understanding of the phenomenon.
Perceptions of Online Teaching Effectiveness in Higher Education: Case of Private
Universities in Rwanda
https://jriiejournal.com/perceptions-of-online-teaching-effectiveness-in-higher-education-
case-of-private-universities-in-rwanda/
Abstract
This study was undertaken to investigate the online teaching effectiveness in higher education
institutions during Covid 19 pandemic. It is quantitative descriptive research design which
intended to describe the phenomenon of online teaching and learning in private universities. The
targeted respondents were lecturers who ever delivered an online course. Both Universities and
lecturers were selected purposively due to the presumed technology infrastructure and lecturer’s
firsthand experiences in on online teaching. Institutions are named institution A and B in this
study due to research ethical consideration. The survey was sent to 93 lecturers from both
selected universities, regardless whether they had the aforementioned experiences. Consequently,
the researcher was able to collect back only 34 questionnaires. The research instruments used
were borrowed from Volery (2000) and was a bit modified to suit the present research. It was
composed of four indicators such as –Instructional design and organization, Facilitation of
Discussion, Digital library, and online teaching experience. The results indicate that the main
challenge that universities have to deliver an effective online teaching is the lack of digital
library with a mean of 3 and 1 standard deviation. It is therefore recommended to private
universities to digitalize their libraries for effective online teaching. Furthermore, as the study
was quantitative, it is recommended for future researchers to undertake the same study from
either qualitative research or mixed methods approaches for in depth understanding of the
phenomenon.
Aligning Tertiary Education Curriculum with Workplace Competence in Rwanda
Academic Publishing
https://www.amazon.com/Aligning-Education-Curriculum-Workplace-
Competence/dp/6202016892
One of the major problems in higher education is the non-alignment of tertiary education
curriculum with workplace competencies demand. This embedded single case design was aimed
to explore this challenge of curriculum alignment with workplace competence in Rwanda. The
study collected data through in-depth interviews, observations, and document analysis. Twenty-
one participants were purposively (multiple variation sampling) selected from 4 private
universities, 4 public institutions of higher education, and 1 government agency. This study
employed participants of different profiles (12 university instructors, 4 academic vice presidents,
4 employees, and 1 employer).
Guided by 4 research questions, this study revealed that the tertiary education curriculum in
Rwanda was not aligned with the competence demand in the workplace as
the content, programs (fields of study), and instructional methods being used do not adequately
address the local workplace needs. With regard to the employability competencies most needed,
the study found that generic skills were needed at 42.66% against 57.33% of specific
competencies. Moreover, among generic skills, the study found that communication skill was to
be the highly preferred by employers. Furthermore, the study found the engagement of
university-external stakeholders in curriculum activities was very limited and hence
recommended the tripartite partnership—university-government-industry.
Similar to previous studies that assert that labor market information is a contributing factor to
educational supply and workplace demand alignment, this study found that there is enough
information that could serve to inform both education and business decisions. However,
participants indicated that the information is mismanaged and spread out to the extent it is not
informative. Thereby, the participants suggested the establishment of labor market information
system. The study ended with a curriculum-workplace alignment model based on 6 dimensions
which will further guide the extension of this study through quantitative perspectives.