Integration of e-Learning in higher education institutions and learners’ engagement possibilities in Ugandan Universities

Abstract

The normalization of e-learning as a common form of teaching post Covid-19 era, caused a rapid transition in Ugandan universities causing a percentage of physical lectures substituted with e-learning sessions. This caused physical separation of instructors from learners during e-learning sessions. The hasty transition created queries about how effectively learners are engaged during e-learning sessions, given the existing ICT infrastructure, stakeholder ICT skills and inadequate support systems in the Ugandan universities. This paper sought to explore e-learning experiences in Ugandan Universities, targeting establishing how the model can be effectively utilized to achieve learner engagement. The objectives were; (1) to examine the experiences and perceptions of learner engagement during e-learning in Ugandan universities. (2) to explore the opportunities and challenges learners and instructors face in engaging during e-learning in Ugandan universities and (3) to identify and analyze potential strategies for enhancing learner engagement during online learning within Ugandan universities. A textual narrative synthesis methodology was adopted using secondary data sources, and findings revealed that learner engagement strategies are not yet fully embraced. That HEIs should expand internet access and provide offline learning resources, train instructors in interactive e-learning strategies and design learner-centered content, formatively assess holistic engagement strategies and establish digital support systems to assist learners and educators in real-time.

Keywords: E-learning, learner engagement, higher education