Digital Technologies and Personalised Learning in Higher Education Institutions, a Case of Uganda Institute of Information and Communications Technology (UICT)

Abstract

The main hurdle in personal learning system deployment and success, which most of the institutions face is the challenge of outdated and lack of access to technology infrastructure. As a result, teachers, and more importantly learner’s experience via personal learning is impacted. This study sought to examine the relationship between Digital technologies and personalised learning at UICT in Uganda. The target population was 210 from where a sample of 136 including 91 and 45 for students and lecturers respectively was determined using the Krejcie and Morgan table and the study employed stratified random sampling to select students and lecturers as the unit of inquiry with the use of semi-structured questionnaires. Analysis was done using Statistical Package for Social Scientists (SPSS) computer programme version 25. Descriptive statistics of mean and standard deviation was used to present data and correlation coefficient used to establish the relationship between the variables. Results revealed a statistically significant positive relationship between digital technologies and Personalised learning in HIEs in Uganda. Findings indicated that digital technologies had a significant influence on differentiated instruction at UICT (r =0.954, p=0.000) and Adjusted R2 of 87.88%. Also digital technologies contribute significantly to individualized instruction at UICT (r =0.9605, p=0.000) and Adjusted R2 of 89.53%. Results further indicated that digital technologies had a significant relationship on knowledge construction at UICT (r =0.956, p=0.000) and Adjusted R2 of 88.40%. These findings are evident that digital technologies have an impact on the personalised learning at higher education institutions in Uganda. In order to improve personalised learning, digital technologies should be enhanced. These study results are useful in decision making and improving current teaching practices to realise personalised learning in HEIs in Uganda.