=Paper=
{{Paper
|id=Vol-3938/ELEARNING_paper_10
|storemode=property
|title=Framework for Enhancing Tutor-student Interaction in Blended Courses: a Case of Bachelor of Youth in Development Work at Makerere University
|pdfUrl=https://ceur-ws.org/Vol-3938/Paper_10.pdf
|volume=Vol-3938
|authors=Geofrey Egesa,Emily Bagarukayo
|dblpUrl=https://dblp.org/rec/conf/elearning/EgesaB24
}}
==Framework for Enhancing Tutor-student Interaction in Blended Courses: a Case of Bachelor of Youth in Development Work at Makerere University==
https://ceur-ws.org/Vol-3938/Paper_10.pdf
Framework for Enhancing Tutor-student Interaction in
Blended Courses: a Case of Bachelor of Youth in
Development Work at Makerere University
Geofrey Egesa1, †, Emily Bagarukayo1, * and Leah N Sikoyo1, †
1Makerere University, Kampala, Uganda
Abstract
The study came up with guidelines to help in improving tutor-student interaction in Blended courses on
Learning Management System at Makerere University. The study attempted to answer What is the nature
and extent of tutor-student interaction on Makerere University E-Learning Environment (MUELE) in
Bachelor Youth Development Work (BYDW) course? What are the requirements needed for the framework
which can improve the level of tutor-student interaction on MUELE? The study used Focus Group
Discussion to get an insight from BYDW students on their tutor-student interaction on MUELE, the study
also used in depth interviews to get an insight from BYDW tutors, BYDW course Coordinator and MUELE
Administrator. Data collection methods included interview guides, focus group discussions and observation.
Therefore, it can be concluded that there is need for Makerere university to come up with a policy to compel
the Tutors to give feedback to students submission on MUELE, Makerere university should frequently retool
both students and Tutors on the usage of MUELE, Tutors time spent on MUELE should be considered as
workload to motivate them to give students feedback on time, Makerere University should start giving
BYDW tutors monthly data to enable them respond promptly to students.
Keywords
Blended course, Learning Management System, Makerere University E-Learning
Environment
1. Introduction
Blended learning has received accelerated progress globally as the most effective way of delivering
high-quality education that prepares students for the world of work, while still giving them a campus
experience (Rasheed et al.,2020). Graham, (2015) defined blended learning system as a combination
of face-to-face instruction and computer mediated instruction. This approach was developed out of
the need for flexibility in learning (Malczyk, 2020).
The ultimate objective of learning systems is to enable both the immediate outcome and learning at
any university to be achieved. This ultimate objective is that learning takes place and both the
immediate outcome and impact is achieved (Bojović et al., 2020). Regardless of the learning system,
objectives such as changing students’ behavior, equipping them and enabling them to be part of the
solution for their communities are some of the constant indicators of effective learning (Alqahtani,
& Rajkhan, 2020)
In Africa, the Blended Learning model has secured a place at the University of Pretoria as a leader
in the use of a technology-enhanced learning model (Sias, 2019). Since 2002 the University of Pretoria
has experimented and refined a hybrid approach to teaching and learning. The university has adopted
a delivery model which makes use of face-to-face teaching, classroombased learning tools
supplemented by online and technology-supported activities (Makhafola,
2018). The University of Pretoria’s retention, success and completion rates are some of the best in
South Africa. Equally, University of South Africa (UNISA) has been employing the model for over a
Proceedings for the 15th International Conference on e-Learning 2024, September 26-27, 2024, Belgrade, Serbia
∗ Corresponding author.
† These authors contributed equally
geofrey.egesa@mmu.ac.ug (G. Egesa); ebagarukayo@gmail.com (E. Bagarukayo); lnamarome@gmail.com (L. N.
Sikoyo)
0009-0006-8668-3739 (G. Egesa); / (E. Bagarukayo); / (L. N. Sikoyo)
© 2024 Copyright for this paper by its authors. Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR
ceur-ws.org
Workshop ISSN 1613-0073
Proceedings
decade now (UNISA, 2023). In West Africa Blended learning has also accelerated especially after the
funding and support of the Australian Department of Foreign Affairs and Trade where universities
like Kumasi Technical University in Ghana, Ladoke Akintola university of Technology in Nigeria,
University of Lagos and University of Ibadan in Nigeria have taken part and benefited a lot. In East
Africa and in particular Uganda, Makerere University started using the Blended Learning mode
especially in Open Distance Education where the students come to the university for two weeks at
the beginning of the semester and after two weeks, they return home where they start using the
Learning Management System (LMS) to access study materials (Nakitto, 2022). Makerere University
began using the blackboard LMS in 2002 and then later in 2014 moved from blackboard to Moodle
platform which it customized to Makerere University ELearning Environment (MUELE) (Buluma &
Walimbwa, 2021).
The introduction of BYDW in 2018 in the CEES at Makerere University was for the purpose of
making learning easy and affordable to different categories of learners. According to available records
from the college registrar’s office, forty (40) students were admitted to the BYDW programme in 2019
and by 2020 only fifteen (15) students were remaining in the course. This implies that there is a high
dropout rate in the blended programme (Maré & Mutezo, 2021). The programme is largely conducted
through asynchronous tutor-student interactions and thus its effectiveness is dependent on the
quality of interactions. One would imagine that since blended programme helps one save on the time
of traveling to the university and accommodation fee, there would be more students retained in the
course. However, BYDW online has failed to do that.
This study was guided by Social Constructivist Theory of learning and Terry Anderson’s model
of Online Learning (Amineh & Asl, 2015; Arievitch, 2020; Palincsar, 1998). Social constructivism
emphasizes the need for all actors involved in the learning process to get involved actively by way
of interacting with one another during the learning process. In this study, the aim was to examine
how the asynchronous tutor-student interaction has been effective and the possible means of
enhancing its success. This is to ensure that the interactions achieve the intended objective to
enhance learning. Terry Anderson’s Model emphasizes the need for interaction in Blended Learning.
Anderson says that interaction helps in allowing the students to take control of their learning
process, facilitating program adaptation based on students’ input and allowing various forms of
participation and communication. This study therefore draws on Terry Anderson’s model of Online
Learning; that emphasizes the need for tutor-student interaction in BYDW program to bring out
effective learning on the side of the students.
This paper is part of a larger study that focused on proposing a framework to improve the levels
of asynchronous tutor-student interaction in BYDW at Makerere university but for this conference
the paper presents what is the nature and extent of tutor-student interaction on MUELE and What
influences tutor-student interaction on MUELE?
2. Methodology
This study employed a qualitative research approach because the researchers aimed to obtain in
depth information from the key players who took part in the study. The study employed a blend of
case study and design-based research designs and the case of interest in this was Bachelor of Youth
and Development Work (BYDW).
The researchers chose a case study because of its many benefits which include the flexibility of
collecting data using various means like interview guides, focus group discussion and observation.
Case study enabled the researcher to capture the context and lived reality of the participants involved
in the study. The researchers were also able to explore the deeper causes of the phenomena under
the study through case study. Case study also makes it easy to explain the study results to the
audience even if they are not specialists.
The respondents were required to share their experience on the system, provide the critical
features, and their input in regard to how the effectiveness of the system would be enhanced. This
then helped in designing and testing a framework that would enhance the system.
Design-based research has been popular in educational research, and aims to develop tools,
curriculum and related frameworks (Hoadley, & Campos, 2022). In this study, the ultimate objective
was to propose a framework that would be used to enhance asynchronous tutor-student interaction.
A design based research was thus undertaken in the design process. The design-based research
involved the three step process that entailed; Stage 1: Needs analysis and the creation of design
principle, Stage 2: Development of the prototype of framework, Stage 3: Validation of the framework.
Study population
The study population comprises of 40 first and second-year students in BYDW, 24 tutors and 6
administrative staff. These were eligible participants in the study as they are actively involved with
the asynchronous tutor-student interaction system as primary players or as administrators.
In undertaking this study, participants were invited to participate under each of the two online
focus group discussion. By the time of this study BYDW had three cohorts: 1st cohort was in 2nd
Semester 2nd Year; 2nd cohort 1st semester 2nd year and then the 3rd cohort was in the 2nd semester 1st
year. Every cohort therefore made one focus group discussion. In the 1st cohort 10 students turned
up and joined the online focus group discussion; in 2nd cohort and 3rd cohort 15 students managed to
join the 2nd online focus group discussion making a total of 25 respondents under this category of
students. The remaining 15 students didn’t manage to join the online discussion problems because
they had network challenges and therefore accessing zoom was difficulty for them.
The researcher scheduled a zoom meeting and shared the meeting links with the class
representatives who then shared in their class WhatsApp groups. Other categories of research
participants like BYDW facilitators were utilized as well because they are the ones involved in the
teaching process. They had important information to share with the researcher in relation to the
study. BYDW Program Coordinator was the one coordinating the BYDW program and both the
BYDW students and BYDW tutors were always in touch with the coordinator. The researcher felt
the BYDW program coordinator had a lot of information to share on how the program was running.
MUELE administrator was in charge of MUELE system and was aware of what was happening in the
BYDW courses, the research therefore felt that MUELE administrator had some good information to
share. BYDW facilitators, BYDW program coordinator and MUELE Administrator were all engaged
using individual zoom meetings.
Table 1
Participants who took part in the study
Category Population (N) Sample (s) Sampling Data collection
Technique strategy
BYDW Facilitators 12 6 Purposive Interview
BYDW Program 1 1 Purposive Interview
Coordinator
MUELE 1 1 Purposive Interview
Administrator
Students 40 25 Purposive Interview
Data collection
The data collection was done using two methods that is focus group discussions and semi structured
one-on-one interviews. A focus group discussion involves collection of data by inviting groups of
between 5 to 9 to discuss a phenomenon of interest.
In this study, it was important that student and tutor discuss the general issues related to
asynchronous tutor-student interaction. The justification for employing focus group discussion was
to obtain a widely acceptable framework that was proposed through a participatory process. The
participants in the focus group discussion were in their different years of the study; specifically, three
discussion groups were conducted using the discussion guide.
Semi structured one-on-one interview was the other data collection method that was used. Semi
structured interview involves collection of data by providing an opportunity for the respondents to
respond questions. It also allows the respondents to provide their own perspective on phenomenon
(Kumari et al., 2023). The main respondents for whom semi-structured interviews were used entailed
administrators and tutors. The justification for the method was based on the fact that these are the
category of people who use the MUELE as key tutors and administrators in order to collect their
views on the asynchronous interaction. Therefore, as a key informant, they shared with the
researcher on the strategies to improve tutor-student interaction on the platform. The tutors were
also interviewed since they are the instructors of the course; their contribution was important
because they are among the primary players. The interviews were conducted online using zoom
meeting, the researcher engaged the 6 BYDW tutors, BYDW coordinator and MUELE Administrator
with a number questions to which they responded as the researcher was noting some points. The
use of technology was due to the fact that at the time of conducting this research the government
had restricted physical meetings as a measure of containing COVID 19 pandemic.
A focus group discussion is an organized discussion between 6 to 12 people. The researcher used
focus group discussion to generate data from students premised on the view that the FGDs would
enable students to share their opinions openly with their fellow students. Focus group discussions
were used to collect data on the students’ experiences of tutor – student interaction on the BYDW
programme and their views on what needed to be done to improve the interaction. The researcher
held two FGDs with different cohorts of BYDW students; one group comprised of 10 students of year
one (4 male & 6 female), the second group comprised of 15 year two students (5 male & 10 female).
The reason for selecting students in different years was because the researcher wanted to have their
different experiences while interacting with their tutors on MUELE. The researcher got in touch with
the students’ class representatives and informed them of the need to get their views on the study
which was being carried out and the class representatives agreed to mobilize their peers to turn up
for the focus group discussion. Student class representatives agreed on the date and time in which
the focus group discussion would be held, and this was communicated to the researcher to schedule
a zoom meeting accordingly. When the questions were all covered, the researcher read to the students
the summary of the notes taken down during the discussion, and they all agreed that they were a
true record of the discussion.
Table 2
Two Focus Group Discussions
Focus Group Turned up Gender Programme Dropped out Final number of
respondent
FG# 1 10 4 male, 6 BYDW 1st 3 7 (4 males, 3
females Cohort female)
FG# 2 15 5 male, 10 BYDW 2nd 0 15 (5 males,
females Cohort 10 female)
In focus group discussion, 3 students dropped out of the online zoom meeting because of the
network challenges they faced.
Application of Design Based Research in this study
The researchers applied Design Based Research in this study and three steps were involved and used
in the study as seen below.
Stage 1: Needs Analysis
This phase involved the researcher doing a needs analysis on tutor-student interaction on the BYDW
program on MUELE;
This needs analysis helped the researcher to get a better understanding of the current nature of
asynchronous tutor-student interaction in BYDW programme. The researcher was able to identify
the requirements for the framework to enhance the level of asynchronous tutor-student interaction
in BYDW programme together with the practitioners who in this case were the tutors of BYDW
program; students who are studying BYDW; BYDW Program Coordinator and the MUELE
administrator.
Stage 2: Development of the framework:
In this phase, the researcher proposed the framework that would be employed to enhance the
asynchronous tutor-student interaction on the MUELE Platform. This was then subjected to
validation process.
Stage 3: Validation of the framework:
In this phase, the proposed guidelines were reviewed by independent reviewers who had a long
experience in tutor-student interaction and the respective adjustments made. The final set of
frameworks can now be provided to BYDW programme coordinators to consider its applicability.
This study followed the three steps since the subsequent steps are dependent. This study only
collected data that assesses the perceived level of satisfaction in terms of student-tutor interactions,
identified the challenges and proposed framework.
Data Analysis
Qualitative data was analyzed using different steps as discussed below:
Data preparation: at this point the researcher ensured that he had all the data like notes, audios,
videos and transcripts he had collected using different data collection methods. Familiarization: this
step involved the researcher reading, listening to and reviewing the collected data to help him in
getting and understanding its content and context. Coding: this step involved the researcher coming
up with different themes while categorizing the collected data to make a meaning out of it. Different
audio and video files were transcribed and accordingly categorized into their respective themes to
get meaning out of them. Data interpretation: during this step, the researcher looked at different
categories of data themes. The researcher was also able to analyze the significance of these themes
in relation to the research questions hence helping the researcher make the conclusions about the
study.
Ethical Consideration
A letter of introduction was sought from the Makerere University’s College of Education and
External Studies. Using the letter of introduction, permission was sought from BYDW students,
BYDW Tutors, BYDW programme Coordinator and MUELE Administrator to carry out the study.
The researcher stressed that the information being collected from BYDW tutors, students,
coordinator and MUELE administrator would be treated with utmost confidentiality it deserves. This
information would only be used for academic purposes. Kumar suggests that a highly ethical
approach is important to ensure that research is not affected by either the self-interest of any party
or in a way that impacts on any party.
2.1. Findings
Findings The State of Asynchronous Tutor-student Interaction on BYDW
The first objective was to establish the state of asynchronous tutor-student interaction on the
BYDW programme in relation to its nature and extent. The findings are in accordance with the
focus discussion groups with the students, and the interviews conducted with tutors and course
administrators. The key findings for this objective are explained below.
Uploaded Learning Material
The findings show that uploading learning materials by the tutors is one of the common means of
interaction methods between tutors and their students in the asynchronous learning system.
Specifically, the respondents noted that tutors upload full PDF text books, links to journal articles,
and other publications. In some instances, the tutors develop own summarized notes and upload
them using different formats like PDF and power point presentations. The students are then expected
to utilize the availed materials and references to help them in their studies.
The Mode of Tutor -learner Interaction on LMS
The findings indicate that the main mode of interaction is through written texts; audios and videos
are rarely used in LMS. Thus, the interaction modes were largely restricted to traditional text method.
Upon probing, it was noted that both tutors and students commonly use text media because they are
easy to use.
The Communication Schedules
The respondents noted that the communication from tutors on matters relating to syllabi, notes,
assignments, and other expectations about the course should be done early enough. For example,
the assignments were given early with a duration of between three weeks and one month before
submission. The period given to students to undertake their coursework and assignments was
considered to be good enough. However, it was noted that majority of the tutors send reminders to
have the work submitted at the tail end of the period. In the process, due to the reluctant nature of
students, some of them indicated that by then, they would have forgotten and would start panicking.
Tutor Feedback to Students’ Issues
The findings indicated that, in BYDW asynchronous interaction, tutors’ feedback to students
concerns and assignments was a key component of the programme. It was noted that, students were
encouraged to ask the tutors questions related to course issues. Tutors were also required to provide
feedback to students’ questions and the marked assignments. In this regard, the students from the
two FGD noted that many tutors delayed giving feedback. For instance, it was noted that, at times, a
response that would require a day or two to provide a response; the tutor would take a week or two.
This was largely attributed to lecturers being too busy or taking long to check the student issues
from the different platforms.
Factors that influence the asynchronous tutor-student interaction in the BYDW
programme
In this section, the aim was to establish the critical factors that were considered important in
influencing tutor-student interaction on the Learning Management System. Data for this research
question was collected from students, tutors and administrators using both interviews and focus
group discussions. The findings show that tutor- student interaction is influenced by the degree of
digital competence, tutor factors, system infrastructure, student discipline, internet connections and
devices used.
Digital competence of both students and tutors
The findings show that, to be effective and be able to use MUELE, a threshold of competences was a
prerequisite of digital competence for both tutors and students. The LMS that Makerere university
uses (MUELE) contained features and capabilities that can enrich the asynchronous tutor-student
interactions. These included; chatrooms, discussion forums, messaging, assignment folders and
quizzes. The degree to which both tutors and students possess the threshold of digital competence,
is the degree to which the interaction can be enriched and is more effective.
Tutors factors
The findings show that tutors were not engaging students actively in the asynchronous tutorstudent
interaction during the learning process; yet the asynchronous tutor-student interaction was very
important for student to succeed with their learning process.
Orienting students
The results indicated that students were supposed to be introduced or oriented on how to effectively
interact with their peers and tutors asynchronously. Responses from tutors, students, and
administrators indicate that tutors were expected to orient students, communicate the expectations,
schedule classes and grade the assignments. Where the tutor fulfilled this role, the tutor-student
interaction improved. Students and tutors agreed that in the course units where the tutors were active
online; there was a lot of tutor-student interaction.
Online Presence
In terms of tutor presence online, the findings show that tutors were rarely online to respondent to
students’ questions and other concerns.
Providing assignments and timely feedback
The results show that providing assignment in time, marking, and providing timely feedback by the
tutors influenced tutor-student asynchronous interaction. All the respondents including students,
tutors and administrators pointed out that, the degree to which the tutors provide feedback on
assignments determines the degree of success of the tutor-student interaction.
Students accountability and engagement levels
The results show that learning was mainly used to benefit students and so was the asynchronous
tutor-student interaction centered towards the students. In order to achieve learning objectives,
students had an equally significant duty of being engaged, dedicated and accountable for their own
learning. More so, the students at university level ought to play a strong role in getting in touch with
the assignments, participating in the scheduled interaction sessions and also be proactive towards
seeking clarity from tutors when need be. All that amounts to accountability and engagement levels.
The degree to which the students are accountable and engaged, was the degree to which they can
gain from the asynchronous tutor-student interaction.
User-friendliness of the system
The study revealed that, user-friendliness of the LMS influenced the quality of tutor-student
interaction. Both tutors and students who participated in this study noted that, the ease with which
one can log in and upload their work or communicate, determined their attitude towards the
interactions.
Framework Design
Objective one and two provided the state of asynchronous tutor-student interaction of the
BYDW programme, and factors that Influence the Asynchronous Tutor-Student Interaction in the
BYDW Programme such as the results from respondents in this case the BYDW students, BYDW
tutors, BYDW Programme Coordinator and MUELE Administrator helped the researcher during the
designing of the framework to improve tutor-student interaction. The responses to objective one
identified both the aspects that the interactions have been effective, and the areas that the interaction
was ineffective. In developing the framework, the positive aspects of tutor-student interaction in
BYDW were retained. In objective two, the respondents identified the critical factors that influences
the asynchronous tutor-student interaction. The feedbacks for objective one and two helped the
researcher to identify the requirements which include the degree of digital competence from both
tutors and students, user-friendliness of the LMS and flexibility of the tutors were used in developing
the framework. In addition, the researcher also got useful information like motivation from the
students and clarity of the tutor’s communication from the reviewed models and frameworks during
the study plus the related literature to design the framework. The following framework was thus
designed.
Designed Framework to Enhance Tutor-student Asynchronous Interaction in BYDW
Programme
The designed framework below is as a result of the response got from the respondents in relation to
objective 1 and 2; answering questions 1-3 plus the useful information from the reviewed models and
literature used in this study. This helped the researcher design the framework to enhance
asynchronous tutor-student interaction in BYDW programme as seen below on the next page:
Table 3
Designed Framework
No Challenge at hand Proposed guidelines What needs to be done Impact
1 Tutors taking long A clear timeline for Tutors should provide the Students will be
before giving marking and providing specific reasonable time motivated to learn with
students feedback. feedback to students when this should be done. clear expectations.
should be established.
2 Unclear Provide clear Tutors should provide Students will be engaged
instructions instructions and clear instructions as they since assignments are
accompanying guidelines for the give online activities and continuous and marks are
learning activities activities given on assignments. accumulated for each
on MUELE. MUELE. single assignment.
3 Activities not being Establish the number of Tutors need to set clear Ensures clarity and helps
paced well and lack assignments that deadline dates for online the students to pace their
of activity deadline students are supposed activities. studies.
dates. to do in a semester, and
specify their respective
deadlines.
4 Old and less useful Provide updated Tutors also need to pace The students will relate
notes by tutors for reading material to their online activities well with updated
the students. students. such that students have information.
time to balance and do
the activities for other
course units.
5 Limited tutor Tutors need to be Tutors need to give and
online presence on regularly online to provide useful and
MUELE. guide and support their updated reading
students as they do the materials to the students.
activities on MUELE.
6 Tutor’s largely use Use of a mixture of The variety of interactive Makes learning
text only as the interactive tools. tools should be mixed to interesting.
main interactive enable audio, video and
means. text to be used
7 Students’ failure to Impose penalties for The students are Provides penalties for late
submit their late responses. responsible for submission.
responses in time. submission of their
responses within the
deadline.
8 Difficulties in MUELE trainings should The university should Learning and teaching will
using MUELE for be enhanced for both provide the tutors and be more effective.
both tutors and BYDW tutors and BYDW students with training on
students to enable asynchronous
students
them navigate well tutorstudents
through MUELE. interaction.
Validation of the designed framework
The designed framework was subjected to ten experts from Makerere University that had knowledge
of the instructional system design field. Four instructional designers, three material developers and
three students who had used the current system were involved in the review and validation exercise.
The validation by experts was important in order to get insight for improvements of the guidelines
as well as obtaining a guarantee that the guidelines developed was feasible to be implemented in the
learning context.
Providing feedback and comments
Tutor Online activities with clear instructions
Clear deadline dates for online activities
Provide updated and useful reading
materials
Use variety of study materials
LMS
Regular trainings for both
tutors and students on LMS
usage
LMS becoming user-friendly
LMS storing live session
videos
Student
Always be online in order to effectively do
assignments and other activities
Need to clearly observe the deadlines
Motivated to learn
Stay engaged since the assignments are continuous
Self-pace
Updated study materials will help students to
understand faster
Figure 1: A diagrammatic presentation of the validated framewor
2.2. Discussions of the findings
The State of Tutor-student Interaction in BYDW Programme
The findings indicate that, tutors upload written materials which they feel that when students read,
they will be able to understand well the course concepts in details, but students wish to have simplified
notes. The findings further showed that some students were not proactive in completing their
assignments, which required the tutors sending them constant reminders. This could be attributed to
the inherent challenges of distance learning (Handel et al., 2020). Uploading of unsurmised materials
could be based on higher learning principles that require students to undertake intensive personal or
group research. Ideally, higher learning institutions are primed on the fact that the students have a
significant role to play in their studies (Curtin, 2021). The study also showed that text is the main
medium of communication in the asynchronous tutor-student interaction, however, the best practice
should involve the use of variety of media. The study further indicated that some students take long
to learn how to communicate through the online learning system. This can be attributed to lack of
adequate digital skills. While LMS usage may not have major differences from the key devices that
the students have, like the mobile phones; familiarization with a new application may take time (Voogt
et al., 2018). The findings showed that the tutors take long to respond to student issues. This can also
be explained from the inherent weakness of distance learning (Middendorf &
Shopkow, 2017). The findings also showed that tutors don’t give students feedback on the activities
given especially discussion forum questions, it should be noted that the delay in offering feedback is
contrary to principles guiding the asynchronous tutor-student interaction (Curtin, 2021).
To Identify Factors that Influence asynchronous tutor-student interaction on
MUELE
The findings showed that the level of digital competence was key in enhancing tutor-student
interaction on the LMS. This means that, the degree to which tutors and students are able to use the
LMS platform to input either text or any other materials affects the degree to which the tutor-student
interaction is effective. The findings also indicate that the user-friendliness of the system influences
the success of student-tutor interaction. This is consistent with best practices on asynchronous form
of learning that have been found to be effective. The findings further showed that the clarity of the
tutor’s communication influenced tutor-student interaction on LMS. This can be explained from the
perspective of effective communication principles (Topping et al., 2022) which suggests that clarity is
a critical factor in effective communication. Flexibility by the tutors was another critical factor that
enhanced tutor-student interaction in the current study. Bond (2020) suggests that flexibility is
central to blended learning. The result also considered user friendliness of the LMS as one of the major
requirements to enhance the tutor-student interaction, which is in line with the technology adoption
models (Lai, 2017). Finally, the individual student’s level of motivation and personal discipline was
found to influence the level of success in asynchronous tutor-student interaction. The core
expectation of a student whose programme entails self-learning and studying from a distance is
personal discipline and motivation (Cheng et al., 2018).
A Framework for Enhancing asynchronous tutor-student interaction on MUELE
The need to improve on the LMS capability featured prominently. In this regard, blended learning is
expected to accommodate different modes of communication. Capabilities to store lecture videos in
MUELE was not available at the time of data collection. Monitoring and accountability for both tutors
and student should be factored in the blended learning guidelines. Justifiably, there could be many
loopholes that could compromise the quality of blended learning. Just like any other form of learning,
the distance-learning component of blended learning ought to meet the quality assurance standards
(Topping et al., 2022). Furthermore, the demand that both student and tutors be committed to learning
usage of digital means is a valid argument. On one hand, the distance learning component of blended
learning is undertaken through digital means (Bradley, 2021).
2.3. Conclusion and recommendations
This study sought to examine the state of student-tutor interaction in MUELE, and it can be concluded
that there was low asynchronous tutor-student interaction characterized by tutors uploaded reading
materials mainly in text format on MUELE, BYDW tutors took long to give students feedback on the
submitted assignments and discussion forum activities. The study also sought to identify factors that
Influence the Asynchronous Tutor-Student Interaction in the BYDW Programme. It can be concluded
that inadequate MUELE training for both tutors and students greatly affects the level of interaction
on MUELE, lack of digital skills especially from students is also another factor which affects their
participation on MUELE platform, MUELE platform being complicated and not user-friendly for both
students and tutors was another factor which hinders effective interaction between tutors and their
students and MUELE platform lacking some features like where live session can be stored for students
use after a live session was another important factor identified. The study also sought to design a
framework that can enhance asynchronous tutor-student interaction in BYDW programme at
Makerere University and it can be concluded that, BYDW tutors don’t have a clear timeline for
marking and providing feedback to students’ submitted work, Tutors don’t give clear online
instructions about the activities to the students, BYDW students are over loaded with activities from
different BYDW tutors with colliding deadlines Finally, the study sought to validate the designed
framework to ensure it improves asynchronous tutor-student interaction in BYDW programme and
it can be concluded that there is need to enhance MUELE trainings for both tutors and students, the
need for tutors to constantly remind the students on the pending deadline of all the assignments given
and the need for tutors to start using a mixture of interactive tool or study materials given to students.
2.3.1. Given the above findings, the following recommendations are
made:
This study examined the state of student-tutor interaction in MUELE, the researcher recommends
that tutors should start uploading a variety of reading materials ranging from texts, audios, videos
and images, BYDW tutors should frequently check and provide feedback to what the students have
submitted on MUELE in relation to the activities given. The study identified factors that Influence the
Asynchronous Tutor-Student Interaction in the BYDW Programme. The researcher recommends that
MUELE trainings for both tutors and students should be enhanced to help in improving asynchronous
tutor-student interaction, students should also be trained on how to use the trending digital tools
around the globe to help in enhancing their digital skills, MUELE platform should be made user-
friendly to enable many users to use. The study designed a framework that can enhance asynchronous
tutor-student interaction in BYDW programme at Makerere University and the researcher
recommends that for Makerere university to realize high level of asynchronous tutor-student
interaction on MUELE, BYDW tutors should have a clear timeline for marking and providing feedback
to students’ submitted work, clear online instructions should be given to students, BYDW tutors
should sit at the beginning of the semester and all agree on the number of assignments plus their
deadline they are going to give such that deadlines don’t collide and tutors need to be regularly online
to guide students’ discussions on MUELE platform. Finally, the study sought to validate the designed
framework to ensure it improves asynchronous tutor-student interaction in BYDW programme and
it can be concluded that there is need to enhance MUELE trainings for both tutors and students, the
need for tutors to constantly remind the students on the pending deadline of all the assignments given
and the need to upgrade MUELE platform to be able to store recorded live sessions to ease students’
reference.
Acknowledgements
Special thanks goes to Makerere university’s School of Distance and Lifelong Learning where this
study was conducted from. I also thank the BYDW tutors, BYDW students and MUELE administrator
for accepting to take part in this study and also giving in their feedback which enabled the research
to proceed to the next level.
Declaration on Generative AI
The author(s) have not employed any Generative AI tools.
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