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Contribution of Constructivism Seminar Series to Postgraduate Contribution of Constructivism Seminar Series to Postgraduate

Students' Academic life in Uganda: A Case Study of Kampala Students' Academic life in Uganda: A Case Study of Kampala

International University International University

Jackline Estomihi Kiwelu

Tukundane Benson

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Contribution of Constructivism Seminar Series to Postgraduate Students'

Academic life in Uganda: A Case Study of Kampala International University

Article · June 2020

DOI: 10.59568/JASIC-2020-1-1-01

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Vol. 1, No. 1 (June 2020)

Journal of Applied Sciences, Information, and Computing

ISSN: 1813-3509 https://jasic.kiu.ac.ug

JASIC Vol. 1 No. 1 1

Contribution of Constructivism Seminar Series to Postgraduate

Students’ Academic life in Uganda: A Case Study of Kampala

International University

Jackline E. Mayende Kiwelu

, Benson Tukundane

The Iddi Basajjabalaba Memorial Library,

Kampala International University, Kampala Uganda, jackline.[email protected]

Directorate of Higher Degrees,

Kampala International University, Kampala Uganda, benson.tuku[email protected]

Abstract

The constructivism seminar mode of knowledge delivery is known to improve learners' attitudes and bring more interest to

the learning process. Seminars are a means of sharing knowledge and skills beyond the university curriculum where students

gain societal practices. This study aimed at evaluating the postgraduate seminar series that is carried out at Kampala

International University to establish their constructivism and their benefits to the learners. A descriptive survey and qualitative

methods were employed, and self-administered questionnaires were administered on 52 respondents, and a literature review

was also carried out on similar studies to draw conclusions in this study. Findings revealed that students were using seminars

for collective academic problem solving, putting into practice their experiences, innovation, and gaining new knowledge.

This study’s findings revealed that 35% (R Square =.035) of the effective learning of postgraduate students was explained by

seminar series that they had gone through. Based on this study's findings, it is recommended that universities and other higher

intuitions of learning offering postgraduate programs, should adopt seminar series mode of learning for effective learning

outcomes.

Keywords: Constructivism, Postgraduate seminar series, Higher education, Effective Learning

1. Introduction

This paper draws experiences from Kampala International

University postgraduate seminar series. It aims at

highlighting the importance, challenges, and

recommendations for improvement of postgraduate

seminars for student's retention, completion, and effective

learning using constructivism theory. Postgraduate

education has never been easy for most students,

especially at the Ph.D. level. Postgraduate students have

stories to tell how their journey to attain doctorate, master

degrees have proved tedious and almost impossible

Scherto Gill (2007); Sylivia., et al, (2001). In Uganda,

especially most Ph.D. learners say it takes them more than

five years to get their doctorates and four years to attain a

Master's degree. Others start and drop out when the

journey becomes long. Due to the challenges that come

with postgraduate studies especially research Mayer et al.,

(2014). Universities have improvised postgraduate

seminar series as a way to make the students come

together to discuss their study progress to ensure student

retention, persistence to graduation, and better academic

performance.

Baird & Munir (2015) suggest that a word seminar

originates from constructivism theory forwarded by Jean

Piaget and John Dewey which emphasize that learning is

active, not passive means of knowledge absorption.

Postgraduate students are adults that learn actively by

adding knowledge to the experiences they have. Through

a seminar, students interact and construct new ideas that

are added to their existing knowledge. Arthur (2001),

Rideout et al. (2002), and Choi (2004) say that seminar

mode of knowledge delivery improve learners’ attitude

toward learning and bring more interest in the learning

process. Meanwhile, seminars are also means of sharing

knowledge and skills beyond the university curriculum

where students gain societal practices (Hauke, 2007).

Contribution of Constructivism Seminar Series to Postgraduate Students’ Academic Life in Uganda Kiwelu, et. al

JASIC Vol. 1. No. 1 2

Names given to these seminars vary from university to

university. Some call them research seminars,

postgraduate seminars, graduate seminars, project

seminar, and other student seminars. Some universities the

seminars are organized, directed, and facilitated by

students while other universities faculty administrators

organize them. These seminars can be done in a physical

or online environment. Most of the online seminars are

known as webinars (Hauke, 2007).

The general aim of a seminar is to share knowledge and

skills about various topics that are not covered during

class time such as presentation and writing skills,

publishing, proper ways to disseminate research findings,

and so forth. While other universities, seminars are ways

of teaching where students are gathered, supervisors

present a lecture and they discuss the lecture in groups.

Some university seminars are forums of discussing

projects, hands-on practices, and other contemporary

issues(Hauke, 2007). Hunter and Linder (2005); Edwards(

2018) add that seminars are good for first-year university

learners because they provide support to the new

university learners to cope with university education

which is quite different from secondary or lower-level

education. However, if seminars are not well organized

and supervised can instead make the learners become lazy

in the learning process and not contribute effectively.

They can also make learners who like to dominate the

learning deny other opportunities to provide their

contributions or innovations(Baird & Munir, 2015).

2. Review of Related Literature

2.1 The Origin of Constructivism Theory

Buckland M. (2018) explains that a theory is an

understanding of the origin of phenomena and its behavior

in totality. Therefore in order to understand a seminar as a

concept, it is important to understand constructivism

theory where it originates. Constructivism theory is a

behavioral learning theory where a learner is actively

involved in the learning and keep on building knowledge

from the previous knowledge and experiences.

Constructivism philosophy encourages learners to

construct knowledge as they work on a project

collectively and collaboratively. Scholars agree that

Socrates originated the idea of constructivism in teaching

and learning. Socrates believes that learners' cognitive

abilities play a key role in personal knowledge acquisition.

Dewey, Piaget, and Vygotsky advocated for learners'

experiences and background abilities as part of

constructivism in the process of knowledge

acquisition(Jia, 2010).

2.2 Basic ideas behind constructivism theory in

relation to learning

a. Personal cognition: Learners actively construct

personal understanding and knowledge during the

learning process. The learning is personally initiated.

Therefore during learning individuals active

participation is paramount.

b. Previous experience and knowledge: When learning

is going on knowledge is constructed, therefore the

interaction between learners' background experience

and new learning should be considered in

constructivism.

c. Teachers' and students' relationships in the learning

should be that of a facilitator and a self-learner who

directs their own learning.

2.3 Relationship between Constructivism theory and

Seminars in Higher Education

The word seminar originates from the Latin word

"seminarium”, which means "seed plot"(Wikipedia,

2019). Evensen and Hmelo (2000) and Baird & Munir

(2015) argue that a seminar is a mode of learning

originating from the constructivism theory of learning

which emphasizes that learning is active, not passive

means of knowledge absorption. Constructivism

philosophers (Jean Piaget and John Dewey) say that

learners direct their learning by adding knowledge to the

experiences they have. Through a seminar, students

interact and constructor generates new ideas that are

added to the existing knowledge rather than consuming

the teacher's knowledge. Seminars are innovative ways

that educators used to implement constructivism in

learning in a way of creating a conducive environment for

learning.

Seminars were used for learning from Socrates' times

whereby Socrates prepared scenarios and questions that

inculcated higher order thinking and use of previous

experiences in the learning (Al’Adawi , 2017). Gardner,

Barefoot, & Swing (2001) coined the first year seminar

concept many years ago at the University of South

Carolina. Hunter and Linder (2005) define a seminar, as

a small discussion-based course in which learners and

their instructors share ideas and information in a

classroom environment.

Constructivists in higher education imply that the adult

learning environment should have problem-solving

activities that are relevant to the interest of the adult

learners who have plenty of experiences. The adult

learners are encouraged to learn in a collaborative manner

so that each learner share experiences and bring out a

collective solution. Therefore group learning,

presentations, and meaningful assessments are crucial in

such learning environments for better understanding and

acquisition of knowledge(Jia, 2010 & Sjøberg 2010),

In North American universities, the term "seminar" means

a course of deep study which is a student's major subjects

or discipline of specialization. These seminars involve

semester or term workload of assignments, exams,

research papers, presentations, and graduation credits.

More so Gardner, Barefoot, and Swing(2001) report that

94% of accredited four-year colleges and universities in

Contribution of Constructivism Seminar Series to Postgraduate Students’ Academic Life in Uganda Kiwelu, et. al

JASIC Vol. 1. No. 1 3

the United States over the years have used seminars as a

tool to support new university students to cope with new

life in the university which is different from secondary

education. Authors in the literature such as Barefoot,

Warnock, Dickenson, Richardson, & Roberts, 1998;

Fidler, 1991; Fidler &Moore, 1996; Starke, Harth, &

Sirianni, 2001; Tinto, 1993; Gardner, Barefoot and

Swing(2001) and Permzadian & Credé, (2016) agree that

first-year university seminars contribute to student

retention, persistence to graduation and academic

performance.

In the UK and Australian universities, seminar

participants are all types of students. UK universities use

a seminar as a lecture course which is facilitated by an

expert or a renowned thinker(Clemson, 2015). In Africa

and other parts of the world, seminars are also embraced

in universities for various reasons such as first-year

orientation, content delivery, and active learning. The

term seminar also means a research talk by a visiting

researcher where participants can be postgraduate

students, lecturers, and researchers which sometimes such

talk is known as colloquium and project seminars.

Sometimes a seminar is also used interchangeably with a

word workshop which means a meeting where people

gather to address, learn, discuss, and agree on a certain

topic of interest (Hauke, 2007).

All in all, a seminar is a mode of learning which is learner-

centered where a learner participates in the learning and is

encouraged to actively learn in a group environment just

as the constructive model of education said, learning

should be active, not passive. A seminar is understood and

implemented in variedly worldwide. However, proper

preparation for the seminars should be prior done so as to

achieve a seminar purpose(Al’Adawi, 2017).

Postgraduate seminars differ from university to university.

Some universities use postgraduate seminars for

experiments or incubating of some ideas while others use

them to cover gaps in the curriculum and delivering

practical training. Some postgraduate students lack a

research skills background which was not nurtured in

undergraduate therefore research seminars are used to

cover such gaps(Willison & Buisman-Pijlman, 2016).

Some universities structure seminars within the semesters

and are organized by faculties while others are organized

by students(Hauke, 2007). Some faculties give doctoral

students a research paper of another student as a

discussant while the other student can be the presenter of

a PowerPoint presentation. This exercise makes the

postgraduate students have thorough prior preparation

which includes knowing well the content of the paper,

preparing questions and comments for the presenter on the

side of the discussant and knowing the content to be able

to answer the questions and the comments on the side of

the presenter (Friedrich, 2017).

2.4 Example of Postgraduate Seminar Practices

Among Universities In The Globe

Below is a summary of examples of educational

institutions which have postgraduate seminar series with

different aims.

a) The University of Copenhagen have variety seminars

such as Research Seminar mediated by Center for

Subjectivity which is weekly seminars for center staff

to share research progress and the Ph.D. Seminars

organized by the university to facilitate presentations

of various nature like posters from students research,

discussions and lectures from experts on topics of

interest. Additionally, these seminars are an

opportunity for new students to present their research

proposals for discussion (University of Copenhagen,

2018).

b) Oxford University doctoral seminars are informally

organized by students as ways of providing

supportive means for the students to share their

research with peers and interested university staff.

These seminars make students improve their research

and produce good work and become ready for viva

and contributors to society. The informal seminars

help students to practice theories, network, and gain

writing and communication skills (Oxford

University, 2019).

c) University of Leicester seminars are known as

College Seminars organized by colleges and

departments for sharing new ideas and technology

(University of Leicester, 2018).

d) Uppsala University seminars are known as courses

and seminars organized by the university

administration as avenues for peer to peer interaction

and engagement (Uppsala University, 2019).

e) Stanford University seminars are known as student

seminars organized by students for peer to peer

interaction, discussion, networking, and engagement

(Stanford University, 2019).

f) Makerere University doctoral seminars are known as

graduate seminars organized by various university

colleges/faculties/departments as course units or

avenues for sharing knowledge and skills on various

topics and research projects (Makerere University,

2019).

g) Victoria University, Kampala, Educational

institutions today are using various knowledge

delivering methods which include the use of learning

materials such as books, lectures, discussion

meetings, workshops, seminars, and conferences.

Some institutions have seminar series every semester

tackling various topics of interest. These seminars

have proved beneficial to students and instructors.

2.5 Implication of Postgraduate Seminar Series at

Kampala International University

At Kampala International University (KIU) postgraduate

seminars are held every semester once a week. Various

Contribution of Constructivism Seminar Series to Postgraduate Students’ Academic Life in Uganda Kiwelu, et. al

JASIC Vol. 1. No. 1 4

topics are discussed after PowerPoint presentations from

key speakers with various expertise in research. An

evaluation study was carried out among the postgraduate

students who participated in the seminar series with the

aim of soliciting opinions and views about the importance

of these seminars in relation to their academic life.

3. Material and Methods Empirically, the study used a

descriptive survey design through a self-administered

questionnaire to collect views, opinions, and ideas from

the respondents. This study draws its findings from 52

respondents who included postgraduate diploma, Master,

and Ph.D. students who were selected using a purposive

sampling The study also employed the constructivism

ideas such as active learning, background experience,

group problem solving and cognitive to probe the

respondents. Statistical Package for Social Sciences

(SPSS) was used to analyze the data for meanings and

conclusions. Qualitative methods were used in this study

by drawing conclusions from previous studies on the same

subject as presented in this study.

4. Results

4.1 Demographic Details

The study started by establishing the demographic

characteristics of the respondents who were postgraduate

students at Kampala International University and the

results are as indicated in table 1.

Table 1: Demographic Characteristics of the

Respondents

Sex

Variable

Frequency

Percent

Male

55.8

Female

44.2

Total

100

Level of Course of Study

Frequency

Percent

PGDs

30.8

Masters

46.2

PhD

23.0

Total

100.0

Course Study Level

Frequency

Percent

Course Work

23.1

Research

Proposal

34.6

Data

Collection/Field

30.8

Awaiting Viva-

voce

11.5

Total

100.0

How many of the seminar series have you attended?

Frequency

Percent

One

21.2

Two

11.5

Three

19.2

Four

25.0

Five

23.1

Total

100

Contribution of Constructivism Seminar Series to Postgraduate Students’ Academic Life in Uganda Kiwelu, et. al

JASIC Vol. 1. No. 1 5

Table 1 revealed that according to sex, the study was

dominated by males who were 29 representing 55.8% of

the participants while the females represented 44.2% of

the respondents. The majority of the participants were

masters students representing 46.2% of the participants,

this was followed by postgraduate diploma and Ph.D.

students with 30.8% and 23% respectively. According to

the course study level, 34.6% were at the proposal stage,

30.8% were at the data collection stage, 11.5% were due

for viva-voce defense while 23.1% were still at the

coursework level. There was also evidence that the

participants in this study had at least attended a seminar

with only 11 participants attending only one semester

which represented 21.2%. These results revealed and

confirmed that the respondents were in a good position to

respond to the questions pertaining to this study.

4.2 The Contribution of the University Constructive

seminar series to Postgraduate students’ Effective

Learning

The respondents were asked to mention why they chose to

participate in the seminars. The results were collected

through open-ended questions as presented in table 2

Table 2: Reason for Constructive Seminar Series

Share experiences and sharpen each other

Solve academic problems and flowing together

Covering topics which not addressed in the lecture

rooms

Gain new academic ideas

It is an obligation as a postgraduate student to

participate

Reduce the pressure of working on my research in

isolation

Pearson Linear Coefficient Correlation for Seminar

Series and Effective Learning of Postgraduate

students

For a study to consider its data valid for parametric tests

like regression analysis, in statistics it is advisable to test

for the correlation. Since this study wanted to establish the

effect which was determined by regression results, the

researcher carried out a Pearson linear coefficient

correlation as per the results in table 3.

Table 3: Pearson Linear Coefficient Correlation

Results for Seminar Series and Effective Learning

Correlations

Seminar

Series

Effective

Learning

Seminar

Series

Pearson

Correlation

.591

Sig

(2-tailed)

.000

Effective

Learning of

postgraduate

students

Pearson

Correlation

.591

Sig. (2-

tailed)

.000

**. Correlation is significant at the 0.01 level (2-tailed).

Results in table 3 revealed a correlation coefficient of

.591 which indicated a positive correlation between

seminar series and postgraduate Students' effective

learning in universities in Uganda. The strength of

correlation of r =.591, p=.000 suggested that there is a

large correlation between seminar series and effective

learning of postgraduate in universities. Since the data

were significantly correlated with the study variables, the

researcher went ahead to carry out regression analysis as

shown in Table 4.

Contribution of Constructivism Seminar Series to Postgraduate Students’ Academic Life in Uganda Kiwelu, et. al

JASIC Vol. 1. No. 1 6

Table 4: Linear Regression Analysis Results

Model Summary

Model

R Square

Adjusted R Square

Std. error of the Estimate

.591

.350

.337

.5615

a. Predictors: (Constant), Seminar Series

b. Dependent Variable: Effective Learning of Postgraduate Students

ANOVA

Model

Sum of

Squares

Mean Square

Sig.

Regression

8.479

26.896

.000

Residual

15.763

.315

Total

24.242

a. Dependent Variable Effective Learning of Postgraduate Students

b. Predictors: (Constant), Seminar Series

Coefficients

Model

Unstandardized

Coefficients

Standardized

Coefficients

Sig.

Std. Error

Beta

(Constant)

1.874

.385

4.871

.000

Seminar

Series

.389

.075

.591

5.186

.000

a. Dependent Variable: Effective Learning of Postgraduate Students

Results in Table 4 revealed an R Square of .350, this

indicated that according to this study, 35% of Effective

Learning of Postgraduate Students was explained by

variations in seminar series. Results also revealed that the

seminar series significantly contribute to the Effective

Learning of Postgraduate Students at Kampala

International University (β=.389, p=.000). Beta value of

.389 indicated that an improvement in seminar series by

one unit will lead to a 0.389 increase in the Effective

Learning of Postgraduate Students, whereas a constant

value of 1.874 indicated that when seminar series is zero,

Effective Learning of Postgraduate Students is equal to

1.874 and significant 0.00 level

5. Discussion

5.1 Contribution of constructive seminar series to

Postgraduate Students academic life

Findings revealed that the constructive seminar series

contributed positively to postgraduate students’ effective

learning as discussed hereunder:-

a) Sharing experiences and sharpen each other:

Seminars have the ability to bring together quick

learners and slow learners to sharpen each other.

Topics not well understood in class can be discussed

and in-depth learning is experienced. Reis (2019)

points out that those students who have never stood

before a crowd of people to make a presentation will

be able to practice before peers and eventually gain

presentation skills that are needed later in life.

Friedrich (2017) add that seminars contribute to the

improvement of student's language of communication

during presentations

Contribution of Constructivism Seminar Series to Postgraduate Students’ Academic Life in Uganda Kiwelu, et. al

JASIC Vol. 1. No. 1 7

b) Solving problems and flowing together Some

students have difficulties in the research work which

they think they are abnormal and fail to share but

during these seminars, they can share them and

discuss them and come up with solutions that can

push their studies forward.

c) Covering topics which may not be addressed in the

lecture rooms: Project seminars provide hands-on

experiences that are beyond the curriculum. For

example, the seminar which was offered by Petra

Hauke, Lecturer at the Department for Library and

Information Science at Humboldt University Berlin

where students participated in changing their ideas

into making books for publishing which could not be

done in lecture time(Hauke, 2007).

d) Innovation and new discoveries: Respondents say

the seminars were avenues for technology and

innovation updates in the field of interest.

Technology is keeping on changing every now and

then, new things are coming up in almost all fields.

Industries are implementing these new technologies

and innovations which training institutions and

students need to be abreast of. It's not always possible

to include these new things in the student curriculum

in the shortest time therefore seminars are seen as the

best avenues for updates. In addition Hunt, (2010)

and Nyerere & Friso, (2013) agree that through

seminars, educational institution and industry can be

able to interface and therefore give confidence to the

students that the knowledge and skills they are getting

are the exact ones needed in the workplace depending

on their field of specialization

e) Ph.D. students requirements to graduate: Ph.D.

students are motivated to engage in doctorate

seminars as a requirement for graduation. Some

educational institutions have included graduate

seminars as part of the curriculum which a student

participates, makes presentations, discusses other

peer projects and earn graduation credits

f) Reduce the pressure of working alone as a Ph.D.

student: Ph.D. work especially by research only can

easily make students work in an isolated manner in

that a student can feel lonely and bored. Through

seminars, students can interact, share, and break the

boredom and those who were off track can be brought

on track.

5.2 Relationship between Constructive semina series

and a Class lecture

The study revealed that there was a close relationship

between the doctoral seminars and a class lecture because

the content discussed in the seminars was the continuation

of the class lecture whereby practical and further

understanding is done. They were quick to say most times

topics related to research and academic writings were

discussed.

5.2.1 Challenges of Postgraduate Seminars Series

a) Time-consuming therefore not all postgraduate

students are interested to attend and because

some universities the seminars are not for any

credit the students prefer to use their time for

lectures or credit unit courses.

b) Some of them require financial budgets

c) If not well organized, students fail to get the

opportunity to develop their high order thinking

capabilities and even share their experiences.

5.2 Recommendation

a) Doctorate seminar participation should be

examinable, this means a student who

participates should gain some credits for

graduation. This will encourage many students to

participate.

b) For the case of KIU, students should be allowed

to facilitate and discuss their research projects so

that they get input from peers as a way to

improve on their research and also a way to

encourage students to gain presentation and

public communication skills.

c) Additionally, the seminars at KIU can be used to

connect the students to the industry as a way to

share or gain new technologies and knowledge of

the industry to sharpen their skills.

d) It is also good that practical and tangible

outcomes come out of the seminars like what is

done at the Humboldt University Berlin where

book publishing is done at the end of a semester

there are books published out of the project

seminars.

6. CONCLUSION

Seminars, Conferences, workshops, and colloquiums are

very important constructive education delivery modes that

every university should not ignore. They contribute to the

overall learning process of a university student not only

postgraduates but also undergraduates. University

students get exposed to knowledge, experiences, and skills

which would not have been possible in normal class

lectures. However proper planning and administration of

these seminars will go a long way to ensure their aim and

objectives are achieved.

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Uppsala University (2019) Courses and seminars. 
Retrieved on 06th April 2019 from 
https://www.uu.se/en/about-uu/quality/courses-and-
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Victoria University (2019) Seminars and workshops 
downloaded on 6th April 2019 from 
https://www.vu.ac.ug/life-vu/seminars-and-
workshops 
Wikipedia, the free encyclopedia (2019) form of 
academic instruction: seminar downloaded 
on 02nd April 2019 from 
https://en.wikipedia.org/wiki/Seminar 
Willison, J., & Buisman-Pijlman, F. (2016). Ph.D. 
prepared: research skill development across the 
undergraduate years. International Journal for 
Researcher Development, 7(1), 63–83. 
https://doi.org/10.1108/ijrd-07-2015-0018 
Acknowledgment 
We acknowledge our esteemed postgraduate students 
who voluntarily responded to the questionnaire.  
 
 
  
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