Perceptions Towards the Effectiveness of E-Learning in Private and Public Universities in Uganda: A Comparative Study.

James Kizza; Wilson Kasule; David Amonya; Leticia Nakimuli; Assumpta Komugabe

doi:10.37284/eajass.3.1.420

James Kizza, PhD Kyambogo University
Wilson Kasule Kyambogo University
David Amonya Kyambogo university
Leticia Nakimuli Kyambogo university
Assumpta Komugabe Kyambogo university

DOI: https://doi.org/10.37284/eajass.3.1.420

Keywords: E-Learning, Perceptions, Readiness, Private University, Public University

Share Article:

Abstract

The Covid-19 pandemic has made universities in Uganda to re-think the way education is delivered in challenging situations without sacrificing the intended objectives of university education. This study investigates the perception of both students and lecturers in private and public universities towards the effectiveness of e-learning. The study followed a quantitative approach and a cross-sectional survey design. The study sample consisted of students and lecturers in the departments of the Arts and Social sciences conveniently selected based on their willingness to participate. The study objectives were 1) to investigate whether there exists a difference in perception towards e-learning effectiveness between students in private and public universities 2) to investigate whether there exists a difference in perception towards e-learning effectiveness between lecturers in private and public universities. The two-sample t-test with equal variance was used to analyse the data. The study findings revealed the existence of a significant difference in perceptions towards e-learning effectiveness between students in private and public universities (p = 0.0000 < 0.05), and between lecturers in private and public universities (p = 0.0000 < 0.05). It is concluded that the apparent differences in perception are better explained by the state of readiness to adopt e-learning by both students and lecturers in private and public universities. It is recommended that universities obtain the necessary ICT infrastructure to support e-learning, make it easily accessible, and continuously train both students and lecturers in e-learning methodologies. It is also recommended that e-learning methodologies become an integral part of the teaching-learning methodologies in universities.

Downloads

Download data is not yet available.

References

AlKhuder, S. B., & AlAli, F. H. (2017). E-Learning Systems Requirements Elicitation: Perspectives and Considerations. International Journal of Virtual and Personal Learning Environments (IJVPLE), 7(1), 44-55.

Altanopoulou, P., Katsanos, C., & Tselios, N. (2014). Effectiveness of wiki-based learning in higher education. In Research on e-Learning and ICT in Education (pp. 137-147). Springer, New York, NY.

Baig, M. A. (2011). A critical study of effectiveness of online learning on students' achievement. I-Manager’s Journal of Educational Technology, 7(4), 28-34.

Best, J. W., & Kahn, J. V. (2016). Research in Education. Pearson Education India.

Casley, D. J., & Kumar, K. (1988). The collection, analysis and use of monitoring and evaluation data. The World Bank.

Dounas, L., Mazo, R., Salinesi, C., & El Beqqali, O. (2015, November). Continuous monitoring of adaptive e-learning systems requirements. In 2015 IEEE/ACS 12th International Conference of Computer Systems and Applications (AICCSA) (pp. 1-8). IEEE.

Hussain, M., Zhu, W., Zhang, W., & Abidi, S. M. R. (2018). Student engagement predictions in an e-learning system and their impact on student course assessment scores. Computational intelligence and neuroscience, 2018.

Kasse, J. P., & Balunywa, W. (2013, February). An assessment of e-learning utilization by a section of Ugandan universities: challenges, success factors and way forward. In International conference on ICT for Africa (Vol. 15).

Matovu, M. (2012). Distance education in Uganda: Issues, opportunities, and challenges. OIDA International Journal of sustainable development, 4(9), 63-70.

Nsoh, S. N., & Amedorme, S. K. (2015) (2015). Perceptions of technical and vocational education and training distance learning students of the University of Education, Winneba, Ghana about their courses of study and face-to-face sessions. International Journal of Education and Research, 3 (5), 65-78.

Ouma, R. (2019). Transforming university learner support in open and distance education: Staff and students perceived challenges and prospects. Cogent Education, 6(1), 1658934.

Oye, N. D, Mazleena Salleh, and N. A. Iahad. (2012). E-Learning Methodologies and Tools. International Journal of Advanced Computer Science and Applications, 3 (2), 48-52.

Parker, A. (1995). Distance education attrition. International Journal of Educational Telecommunications, 1(4), 389-406.

Samsuri, N. N., Nadzri, F. A., & Rom, K. B. M. (2014). A study on the student's perspective on the effectiveness of using e-learning. Procedia-Social and Behavioral Sciences, 123, 139-144.

Shraim, K., & Khlaif, Z. (2010). An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development, 16(3), 159-173.

Trakru, M., & Jha, T. K. (2019). E-Learning effectiveness in higher education. International Research Journal of Engineering and Technology (IRJET), 6(5), 96-101.

Uys, P. M., Nleya, P., & Molelu, G. B. (2004). Technological innovation and management strategies for higher education in Africa: Harmonizing reality and idealism. Educational Media International, 41(1), 67-80.

Wu, C. H., Chen, Y. S., & Chen, T. G. (2017). An adaptive e-learning system for enhancing learning performance: Based on dynamic scaffolding theory. EURASIA journal of mathematics, science and technology education, 14(3), 903-913.

Xu, H., & Ebojoh, O. (2007). Effectiveness of online learning program: a case study of A higher education institution. Issues in Information Systems, 8(1), 160.

Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker Jr, J. F. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75-79.