Makerere University Students’ Learning Challenges Associated with COVID-19 Pandemic Lockdown: A Case of Department of Adult and Community Education
This study aimed to examine the challenges that were faced by university students because of COVID-19 lockdown and suggested interventions. The objectives of the study were to; identify the challenges associated with COVID-19 that were faced by students, and suggest interventions for continuity of learning by students at Makerere University. A descriptive survey design was followed and convenience sampling of students from the Department of Adult and Community Education was employed. Data was collected using a questionnaire, adapted and modified from ITHAKA S+R. The study revealed that the most significant challenges that students faced during lockdown included; balancing school, work, and home responsibilities, using digitalized documents, and accessing Makerere University E-learning Environment system (MUELE). From the findings, even those who can use these resources, they can try up to 60%. Interventions have been recommended in this study.
Bambara, C. S., Harbour, C. P., Davies, T. G., & Athey, S. (2009). Delicate engagement: The lived experience of community college students enrolled in high-risk online courses. Community College Review, 36(3), 219-238.
Beatty-Guenter, P. (2003). Studying distance education at community colleges. Journal of Applied Research in the Community College, 10(2), 119-126.
Blankstein, M., Frederick, J. K., & Wolff-Eisenberg, C. (2020). Student experiences during the pandemic pivot. Ithaka S+ R.
Butucha, K. G. (2020). Students’ Emergency Remote Learning Experiences during the COVID-19 Pandemic Lockdown in a Selected University in Africa. American Journal of Educational Research, 8(12), 899-905.
Carr, S. (2000). As distance education comes of age, the challenge is keeping the students. Chronicle of higher education, 46(23).
Chambers, T. E. (2002). Internet course student achievement: In Ohio's two-year community and technical colleges, are online courses less effective than traditional courses? (pp. 1-66). Bowling Green State University.
Cohendet, P. (2003). The digital divide in the European enlarged economic scenario: an assessment of the socio-economic effects. Strasbourg: University Louis Pasteur.
Cucinotta, D., & Vanelli, M. (2020). WHO Declares COVID-19 a Pandemic? Acta bio-medica: Atenei Parmensis, 91(1), 157–160. https://doi.org/10.23750/abm.v91i1.9397
Debowski, S. (2003, October). Lost in internationalized space: The challenge of sustaining academics teaching offshore. In 17th Australian International Education Conference, Melbourne Australia (pp. 21-4).
Donna, R. (2020). https://www.jpost.com/diaspora/majority-of-students-say-lockdown-has-negatively-impacted-their-education-639453. The Jerusalem Post.
Ellison, M. (2020). https://www.nbcnews.com/think/opinion/coronavirus-closed-colleges-sent-students-home-some-them-have-nowhere-ncna1170866
Hollow, D., & ICWE. (2009, November). eLearning in Africa: Challenges, priorities and future direction. In International Conference on Web Engineering (pp. 1-10).
Jaggars, S., & Bailey, T. R. (2010). Effectiveness of fully online courses for college students: Response to a Department of Education meta-analysis.
Jahng, N., Krug, D., & Zhang, Z. (2007). Student achievement in online distance education compared to face-to-face education. European Journal of Open, Distance and E-Learning, 10(1).
Krieger, K. (2020). Graduate studies and campus closures.
Lynch, M. (2017). The absence of internet at home is a problem for some students (Tech. Rep.). The Edvocate.
Merisotis, J. P., & Phipps, R. A. (1999). What's the difference?: Outcomes of distance vs. traditional classroom-based learning. Change: The Magazine of Higher Learning, 31(3), 12-17.
Moore, K., Bartkovich, J., Fetzner, M., & Ison, S. (2003). Success in cyberspace: Student retention in online courses. Journal of Applied Research in the Community College, 10(2), 107-118.
Rarkryana, P.A. (2020). Challenges of home learning during a pandemic through the eyes of a student. The Jakarta Post. Retrieved 12 March 2021, from https://www.thejakartapost.com/life/2020/04/11/challenges-of-home-learning-during-a-pandemic-through-the-eyes-of-a-student.html.
Singh, M., & Han, J. (2005). Globalizing flexible work in universities: Socio-technical dilemmas in internationalizing education. The International Review of Research in Open and Distributed Learning, 6(1).
Sitzmann, T., Kraiger, K., Stewart, D., & Wisher, R. (2006). The comparative effectiveness of web‐based and classroom instruction: A meta‐analysis. Personnel Psychology, 59(3), 623-664.
UNICEF. (2020). How many children and young people have internet access at home? estimating digital connectivity during the COVID-19 pandemic. UNICEF.
Wains, S. I., & Mahmood, W. (2008, October). Integrating m-learning with e-learning. In Proceedings of the 9th ACM SIGITE conference on Information technology education (pp. 31-38).
World Bank (2021). The World Bank in Uganda. Downloaded from: https://www.worldbank.org/en/country/uganda/overview
World Bank. (2020). How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic. World Bank. Retrieved 12 March 2021, from https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic.
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What makes the difference? Practical analysis of research on the effectiveness of distance education. Teachers College Record, 107(8), 1836.
Zhong, R. (2020). The coronavirus exposes education’s digital divide. The New York Times.
Ziguras, C. (2001). Educational technology in transnational higher education in South East Asia: the cultural politics of flexible learning. Journal of Educational Technology & Society, 4(4), 8-18.