The research described in this thesis reports the results of a study into the adoption of e-learning strategies based on the use of the World Wide Web (WWW) and Internet. Through an extensive and critical literature review, it exemplifies how higher education uses intranets to deliver learning and support services to their student population. The overall aim of this research was to investigate how e-learning at the University of Chester might more effectively support students' learning needs, thereby improving their experience of e-learning. Students were given a mode of study, either face-to-face (64 subjects) or experimental using online intranet delivery (66 subjects). The course used for this study was a 13 week, Level Two undergraduate computer course taken by non-computing students. Quantitative and qualitative data were collected and analysed. The results reveal significant differences between the performance of the e-learning and face-to-face groups with e-learning students performing poorly when compared to their face-to-face peers. A lack of responsiveness in tutor support and student motivation were established as being major contributing factors as well as differences in the students' individual learning profiles. The research concludes that e-learning, although promoted as being anytime and anywhere is limited in its flexibility and responsiveness in the context in which it was assessed. Most e-learning activities at the University of Chester can be described as 'one size fits all'. They require students to read printed text, carry out further work, research or exercises, and post written comments to a discussion board. There is little evidence that individual student needs and preferences are being considered or supported. With the move towards blended learning in educational institutions, e-learning strategies are being used as a regular part of the curriculum to enhance the student experience. This research provides alternatives for the development and delivery of more individually tailored e-learning courses and provides strategies for supporting students in virtual environments more effectively. The thesis concludes by proposing a new model for e-learning based on these results coupled with a self-critical review and proposals for further research.

The design of any information management system (IMS) requires a clear strategy for its integration into the environment for which it is intended. Information management has been addressed in the objectives and plans of the Government of Uganda since independence in 1962, with varying degrees of success. The extensive changes that have taken place in the last few decades in Ugandan higher education have led to increased demands for managing student information. In turn a strategy for proper coordination of such data is necessary. The major aim of this study was to design such a strategy. The research therefore attempted to investigate the current state of the management and coordination of student information in Uganda. The needs and requirements of a student information management system (SIMS) and strategies for its integration in higher education programmes were established. The study carried out in the education sector was conducted using a qualitative research framework that provided a coherent set of propositions which explains the phenomenon of a SIMS. The researcher purposively selected the respondents (including key informants, administrators and student leaders) in this sector, who included people involved in the capture, storage, management and use of student information in various institutions in the given sector. Observably, the current state of the SIMS lacks a strategy to keep track of student information in Uganda. It was established that to ensure tracking of such data in the country, an identification system with standardised procedures in a coordinating structure is required together with a clear strategy for utilising the existing structures in the education sector. To design a strategy of this kind, a proposed framework for an integrated SIMS defined the principles, environment and contextual boundaries in terms of which the design is created. It defines the structure of a national student identification system and its coordination in the education sector in Uganda. Strategies for ensuring the sustainability of such a system and its implications for the socio-economic environment of higher education are considered. / Information Science / D. Lit. et Phil. (Information Science)

The design of any information management system (IMS) requires a clear strategy for its integration into the environment for which it is intended. Information management has been addressed in the objectives and plans of the Government of Uganda since independence in 1962, with varying degrees of success. The extensive changes that have taken place in the last few decades in Ugandan higher education have led to increased demands for managing student information. In turn a strategy for proper coordination of such data is necessary. The major aim of this study was to design such a strategy. The research therefore attempted to investigate the current state of the management and coordination of student information in Uganda. The needs and requirements of a student information management system (SIMS) and strategies for its integration in higher education programmes were established. The study carried out in the education sector was conducted using a qualitative research framework that provided a coherent set of propositions which explains the phenomenon of a SIMS. The researcher purposively selected the respondents (including key informants, administrators and student leaders) in this sector, who included people involved in the capture, storage, management and use of student information in various institutions in the given sector. Observably, the current state of the SIMS lacks a strategy to keep track of student information in Uganda. It was established that to ensure tracking of such data in the country, an identification system with standardised procedures in a coordinating structure is required together with a clear strategy for utilising the existing structures in the education sector. To design a strategy of this kind, a proposed framework for an integrated SIMS defined the principles, environment and contextual boundaries in terms of which the design is created. It defines the structure of a national student identification system and its coordination in the education sector in Uganda. Strategies for ensuring the sustainability of such a system and its implications for the socio-economic environment of higher education are considered. / Information Science / D. Lit. et Phil. (Information Science)