Exploring teacher adoption and use of an upgraded eLearning platform for ICT capacity building at University of Rwanda

Byungura, Jean Claude; Hansson, Henrik; Mazimpaka, Olivier; Karunaratne, Thashmee

doi:10.1109/istafrica.2016.7530697

Cited by 3 publications

(2 citation statements)

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“…[3] Total e-learning uses e-learning as the only approach for teaching and learning, while blended learning combines face-to-face and e-learning approaches. [4] The University of Rwanda, the College of Medicine and Health Sciences (UR-CMHS), has been using an e-learning platform in the blended approach [5] even before the lockdown. With the COVID-19 lockdown period, however, the University of Rwanda (UR) was obliged to shift from the blended teaching and learning approach to total e-learning approach, relying on e-learning as the sole course delivery model.…”

Section: Background To the Studymentioning

confidence: 99%

“…[8,11,12] On the contrary, lack of financial support, lack of adequate policy, lack of training on e-learning and lack of instructional design, and ambiguous policy prevent the utilization of the e-learning approach. [5,9,10,13] Given the rapidity of the shift from physical to virtual learning during the covid-19 context, it is likely that these requirements for effective e-learning were not secured. Thus, the aim of this study was to assess the faculty preparedness for the use of e-learning and to identify factors that influence their use of e-learning at the College of Medicine and Health Sciences, University of Rwanda.…”

Section: Background To the Studymentioning

confidence: 99%

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Teaching and Learning during COVID-19 Crisis: Faculty Preparedness and Factors Influencing the Use of E-learning Platform at the College of Medicine and Health Sciences, University of Rwanda

Nyiringango

Umubyeyi

Nyirazigama

et al. 2022

RJMHS

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BackgroundTowards the beginning of 2020, the COVID-19 pandemic spread worldwide and caused many schools to close. Many educational institutions transitioned from traditional face-to-face or blended to a total e-learning approach. The University of Rwanda rapidly shifted from a blended teaching and learning approach to a total e-learning approach. Thus,this study assessed the faculty preparedness and the factors influencing the use of e-learningplatforms at the College of Medicine and Health Sciences.MethodsThe study used a cross-sectional design. A web self-administered questionnaire was used to collect data from 450 CMHS faculty from June to July 2020, with a response rate of 34.4% (n=155). SPSS was used to describe nominal variables with frequencies and percentages. Similarly, continuous variables were analyzed by calculating median and interquartile ranges. The Chi-Square and Man-Whitney tests were also computed using SPSS.ResultsThe majority of participants (93.7%) started using the e-learning approach, and 92.4% attended e-learning training. The top motivator for e-learning use was a personal interest in technology use (93.3%) and the leading barrier to using e-learning was the concern about access to students (77.1%).ConclusionThis study found that faculty preparedness was significantly associated with e-learning use. The leading motivator and barriers were a personal interest in technology use and concern about access to students, respectively.Rwanda J Med Health Sci 2022;5(2):189-202

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Section: Background To the Studymentioning

confidence: 99%