Drivers Affecting the Acceptance and Use of Electronic Learning Among Ugandan University Students in the COVID-19 Era: A Cross-Sectional Survey Among Three Universities

Abstract

COVID-19 is an emerging and highly infectious disease that is becoming a global health challenge affecting all sectors. To prevent COVID-19 transmission, all education institutions were closed and advised to turn to online learning. The present study sought to determine the factors affecting the acceptance and use of electronic learning among Ugandan University students in three universities. The study relied on two data collection instruments: a questionnaire and a semi-structured interview. An online cross-sectional survey was conducted on a population of students in three pre-selected universities: Kyambogo (KYU), Makerere (MAK), and Kampala International University (KIU). Of the 614 questionnaires returned, 578 were valid; 65.4% of the respondents were males; 60.7% were from MAK and the majority being in their third year of study (49%). Overall, 69.2% had good knowledge, 22.5% had positive attitudes toward e-learning. The semi-structured interviews revealed connectivity and skills challenges as the main barriers to the implementation of e-learning. For better implementation of e-learning by Universities, effective planning needs to be done with active students’ involvement to avert negative attitudes. We recommend more studies be done on the Universities’ preparedness for the implementation of e-learning. Universities should collaborate with telecommunication companies to provide subsidized prices for internet costs and information and communications technology (ICT) equipment to students.

Pandemic, Higher Education, and a Developing Country: How Teachers and Students Adapt to Emergency Remote Education

“…Conversely, students faced challenges to different extents and types such as limited teacher scaffolds, overloaded lesson activities, inadequate learning resources, financial-related problems, poor learning environment, mental health struggles, conflict with home responsibilities, and more (Rotas & Cahapay, 2020). This finding is similar to studies from other developing countries asserting that students experienced ineffective learning while in the middle of a pandemic (Comelli et al, 2021;Noori, 2021;Twinamasiko et al, 2021). At the start of the pandemic, many Filipinos expressed their negative sentiments and emotions such as anger, fear, sadness, and surprise (Garcia, 2020).…”

Perceived risks of COVID-19, attitudes towards preventive guidelines and impact of the lockdown on students in Uganda: A cross-sectional study

“…Students faced challenges accessing learning platforms online due to poor internet connectivity, expensive internet data packages and lack of access to computers. Connectivity issues have also been reported as a main barrier to the implementation of e-learning in universities in Uganda during COVID-19 [ 26 ]. A higher proportion of female students were unable to study online compared to males, which exacerbates the gender gaps in Africa, where gender inequalities in education already prevail [ 27 ].…”

Predictors for adoption of e-learning among health professional students during the COVID-19 lockdown in a private university in Uganda

“…The rapid shift to e-learning introduced many health professional students to new ways of learning in virtual environments, as well as the use of e-learning tools and resources. Students in developing countries face significant economic limitations, weak internet connectivity, lack of knowledge of ICT usage all of which impact their readiness to adopt e-learning [1,8] In Uganda, documented challenges include students' lack of awareness and skills in using e-learning platforms, access to ICT tools, internet costs and connectivity [2,3,9].…”