Mastercard Foundation Scholars Program e-Learning Initiative Working Papers
Assessing Faculty and Institutional Readiness for e-Learning at the University of Gondar
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Authors: Tadesse Abera, Tesfahun Melese, Hawltie Abera, Mustofa Worku Jemal
The study aims to investigate whether the University of Gondar was ready for e-Learning. The study conducted a cross-sectional survey with faculty members and administrative staff. Findings showed that faculty members demonstrated readiness in technological access, confidence, and training, as well as positive attitudes towards online teaching. However, institutional readiness lacked in ICT infrastructure, administrative support, and resource support.
Challenges and Opportunities for the Adoption of e-Learning at the University of Gondar: A Qualitative Study
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Authors: Yohannes Abich, Getachew Azeze Eriku
This study aimed to explore the main challenges and to identify the enabling factors for the adoption of e-Learning at the University of Gondar, Ethiopia. The study identified major challenges that significantly affect the adoption of an e-Learning system in Ethiopia. The study confirmed that establishing e-Learning infrastructures, increasing commitment and offering in-depth training are key elements for the successful implementation of e-Learning in higher education. This study also provided important recommendations serving as a baseline for policymakers, designers, and researchers that help them to better understand the essential components of the e-Learning system.
Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda
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Authors: Mikyas Abera, Jean Claude Byungura, Raymond Ndikumana, Solomon Mekonnen Abebe, Pierre Celestin Bimenyimana, Rediet Gizaw, Mustofa Worku Jemal
The COVID-19 pandemic prompted the University of Gondar and the University of Rwanda to adopt online learning, challenging their traditional face-to-face education. A study explored leadership, policies, potentials, challenges, and best practices in implementing educational digital solutions, emphasizing the need for a blended approach, policy improvements, and addressing challenges like poor connectivity, lack of devices, and limited training. E-learning is in its early stages, requiring global best practices tailored to local contexts and collaborative efforts for success.
Challenges and opportunities of adopting online learning at the University of Gondar: Lecturers’ and higher officials’ perspectives
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Authors: Alemu Kasaw, Getachew Azeze, Melisew Mekie
E-Learning, utilizing the internet and ICT, has rapidly transformed education, offering new opportunities and challenges. A study at the University of Gondar investigated lecturers' perspectives on adopting online learning. While participants acknowledged its applicability, challenges like inadequate infrastructure were identified. Recommendations include capacity-building training for instructors and improving infrastructure to successfully implement e-Learning at the university.
Regulatory Framework of e-Learning Integration with Inclusive Higher Education in Ethiopia: The Case of Students with Disabilities
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Authors: Hailemariam Belay Fenta, Tariku Taddele Lake, Belete Addis Yemata
In Ethiopia, students with disabilities (SWDs) encounter learning barriers, necessitating inclusive higher education strategies. E-Learning is crucial for inclusivity, but its integration faces challenges. A mixed research design assessed policies and practices of Higher Education Institutions (HEIs). Findings reveal early stages of e-Learning development, hindered by lecturer resistance, digital skill gaps, and inadequate policies. Recommendations include comprehensive policies, training, internet access, and further studies on e-Learning and inclusive education.
Students’ and Lecturers’ Perceptions of the Effectiveness and Challenges of Face-to-Face and Online Mathematics Instruction in Large-Scale Classes: The Case of the University of Yaoundé 1
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Authors: Daniel Duviol Tcheutia, Nathalie Diane Wandji-Nanda
This study explores integrating e-Learning to address challenges in Mathematics education at Cameroonian universities, emphasizing large class sizes and limited classrooms. The research team advocates for a combined approach of online teaching and in-person sessions to alleviate issues, anticipating improved student success, comprehension, and reduced dropout rates. They are currently implementing a sample online course using Moodle.
The Impact of Online Learning on the Learning Outcomes and Performance of First-Generation College Students in a Ghanaian University
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Authors: Esther Afoley Laryea, Sena Agbodjah, William Ohene Annoh
The COVID-19 pandemic forced higher education institutions to shift to online learning, impacting first-generation college students (FGCS) disproportionately. FGCS, often from low-income backgrounds, faced financial hardships exacerbated by job losses. This study investigated the effects of the online transition on FGCS' academic performance. Results showed no significant CGPA difference but highlighted the influence of cognitive and instructor presence on their learning outcomes.
Embracing E-Learning: Exploring Institutional Policy Challenges, Strategies and Reforms required in Implementation of All-Inclusive Online Academic Programmes in Public Universities in Ethiopia and Uganda
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Authors: Mukwenda Hilary Tusiime, Nahom Eyasu Alemu
This study explores institutional policy challenges, strategies, and reforms required to embrace all-inclusive online academic programmes at the University of Gondar in Ethiopia and Makerere University in Uganda.
Towards Authentic Online Assessment of Learner Performance
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Authors: Juliana Mulaa Namada, Bernadette Kamene Kiarie
This study aims at establishing the status of online assessment, determining digital tools used on online assessment, finding out the factors which affect exam credibility, examining the extent to which formative assessment contributes to authentic learner assessment and establishing the extent to which summative assessment contributes to authentic learner assessment.
Towards Best Practices in Online Content Development and Pedagogy: A Comparative Study of Opportunities and Challenges in USIU-Africa and KNUST
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Authors: Bernadette Kiarie, Courage Julius Logah, Juliana Namada, Nana Ewusi-Mensah
This study investigates the status of online education in USIU-A and KNUST and explores the opportunities and challenges in online content development and delivery.
Towards a Guide for Developing and Delivering Content Online in Higher Education in Developing Countries: A Case of Makerere University-Uganda
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Authors: Godfrey Mayende, Nazarius Turyakira, Dianah Nampijja, Moses Ainomwambutsya, Arthur Mugisha, Grace Joy Nabude, Paul Birevu Muyinda
This study aimed at suggesting guidelines for contextualized development and delivery of online content within higher education institutions in developing countries with a particular focus on Makerere University in Uganda.
Culturally-relevant pedagogy and students' preferences over online teaching/learning modalities in sub-Saharan African Universities: a case of the University of Abomey-Calavi
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Authors: Flifli Vincent, Prosper Houdji
This study assessed the responsiveness of the online learning techno-pedagogical materials to the students’ cultural and socio-economic conditions at Abomey-Calavi University through a student-centered lens.
Zooming into the Barriers and Motivations of the Ethiopian University Instructors for Designing and Delivering Content Online: An Institutional Case Study of the University of Gondar
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Authors: Nahom Eyasu Alemu
This study examines the challenges and prospects of instructors in designing and developing content online in a public university of Ethiopia.
Online Learning and Professional Development for Faculty and Staff at Makerere University in Uganda
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Authors: Harriet Mutambo Nabushawo, Jessica Norah Aguti
The study set out to establish why the uptake of e-learning among faculty at Makerere University is low in spite of numerous efforts by the university to scaffold staff by putting in place appropriate policies, infrastructure and supporting staff trainings through higher degrees, short courses and workshops.
Enhancing institutional policies and frameworks for E-learning: A case study of the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
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Authors: Nana Ewusi-Mensah, Courage Julius Logah, John Boulard Forkuor, Rose-Mary Owusuaa Mensah-Gyening, Abeaku Badu Arthur, Eric Appau Asante
This research set out to examine existing policies on online teaching and learning and content development in KNUST and seek to develop frameworks for the institutionalization of a codified e-learning policy for the institution to guide high quality online teaching and learning.
A Needs Assessment for Promoting Transformational Change Towards Accessibility in Education and Competence Mobilization for eLearning
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Authors: Theoneste Rutayisire, Jean de Dieu Iyakaremye, Athanase Dalson Gace, Justin Ushize Rutikanga, Ntabomvura Leon
This research aimed to evaluate the needs, preparedness, and willingness of open and distance learning (ODL) professionals as well as learners at the University of Rwanda to enhance the use of e-Learning resources in the education and learning environment.
Academic success of students and educational trajectories: characteristics and needs for a digital learning environment at the University of Abomey-Calavi
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Authors: Wilfrid Ahouansou, Fadhel Medard Salifou-Bio, Arnaud Dangbenon
The study aims to identify the characteristics of the learning environment to be created as part of the e-Learning adoption strategy to promote student success at University of Abomey-Calavi (UAC).