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

Nelson Twinamasiko, Julius Nuwagaba, Anna Maria Gwokyalya, Innocent Nakityo, Enock Wasswa and Emmanuel Sserunjogi

SAGE Open, 2021, vol. 11, issue 3, 21582440211029922

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.

Keywords: e-learning; ICT; COVID-19; knowledge; attitudes (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:11:y:2021:i:3:p:21582440211029922

DOI: 10.1177/21582440211029922

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