About | Contact Us | Register | Login
ProceedingsSeriesJournalsSearchEAI
e-Infrastructure and e-Services for Developing Countries. 13th EAI International Conference, AFRICOMM 2021, Zanzibar, Tanzania, December 1-3, 2021, Proceedings

Research Article

Blended Learning in Refugee Education: An Interim Report on the Foundations for All Project in Kampala and Kiryandongo, Uganda

Download(Requires a free EAI acccount)
3 downloads
Cite
BibTeX Plain Text
  • @INPROCEEDINGS{10.1007/978-3-031-06374-9_34,
        author={Sandra Nanyunja and Martha Akello and Robert Egwalu and Mary Kompogo and Cosmos Lugala and Apollo Mulondo and Brooke Atherton El-Amine and Kate Symons and Georgia Cole and Juan-Jos\^{e} Miranda and Michael Gallagher},
        title={Blended Learning in Refugee Education: An Interim Report on the Foundations for All Project in Kampala and Kiryandongo, Uganda},
        proceedings={e-Infrastructure and e-Services for Developing Countries. 13th EAI International Conference, AFRICOMM 2021, Zanzibar, Tanzania, December 1-3, 2021, Proceedings},
        proceedings_a={AFRICOMM},
        year={2022},
        month={5},
        keywords={Refugee education Uganda Blended learning Higher education},
        doi={10.1007/978-3-031-06374-9_34}
    }
    
  • Sandra Nanyunja
    Martha Akello
    Robert Egwalu
    Mary Kompogo
    Cosmos Lugala
    Apollo Mulondo
    Brooke Atherton El-Amine
    Kate Symons
    Georgia Cole
    Juan-José Miranda
    Michael Gallagher
    Year: 2022
    Blended Learning in Refugee Education: An Interim Report on the Foundations for All Project in Kampala and Kiryandongo, Uganda
    AFRICOMM
    Springer
    DOI: 10.1007/978-3-031-06374-9_34
Sandra Nanyunja, Martha Akello, Robert Egwalu, Mary Kompogo, Cosmos Lugala, Apollo Mulondo, Brooke Atherton El-Amine, Kate Symons, Georgia Cole, Juan-José Miranda, Michael Gallagher,*
    *Contact email: michael.s.gallagher@ed.ac.uk

    Abstract

    This paper presents interim findings from the Foundations for All pilot. Foundations for All is a blended learning bridging program aimed at supporting refugee students and disadvantaged members of the host community in two Ugandan locations to access higher education. Through discussing the Foundations for All pilot’s teaching and learning design, multi-partner collaboration, use of technology, emphasis on a psychosocial support model, and learner-centred curriculum, we offer relevant practical perspectives applicable to using blended learning in teaching in emergency contexts like the Covid-19 global pandemic, as well as situations of conflict and displacement. Our interim findings contribute to practice through making concrete recommendations for other institutions wishing to embark on a similar model. We contribute to research by proposing a distinction between ‘thick’ models of refugee access programmes which offer blended or online content along with substantial psychosocial and other support, interaction with specialist tutors, contextually-relevant learning design and content, accessible technology and learning centres and financial support, along with meaningful exit pathways for students, against ‘thin’ models which offer curated online content for free to refugees without the additional support. A further contribution outlined in the paper is the role which expert psychosocial support can play in enhancing refugee learners’ engagement with teaching.

    Keywords
    Refugee education Uganda Blended learning Higher education
    Published
    2022-05-26
    Appears in
    SpringerLink
    http://dx.doi.org/10.1007/978-3-031-06374-9_34
    Copyright © 2021–2025 ICST
    EBSCOProQuestDBLPDOAJPortico
    EAI Logo

    About EAI

    • Who We Are
    • Leadership
    • Research Areas
    • Partners
    • Media Center

    Community

    • Membership
    • Conference
    • Recognition
    • Sponsor Us

    Publish with EAI

    • Publishing
    • Journals
    • Proceedings
    • Books
    • EUDL