Relevancy of Online Learning in Training Learners in Five UBTEB Centres in Uganda during Covid-19 Pandemic; An Online Comparative Participatory Institute Based Research Appraisal Using Semi-Structured Questionnaire.

Abstract

Background:

This research surveyed the relevancy of online learning in training learners, it was conducted in five UBTEB centers in the rural and urban learning environments of Team University, Uganda Wildlife Conservation Institute in Kasese, Yole Polytechnic Institute-ARUA, YMCA Comprehensive Institute, and BUGEMA University Vocational school. It centered on assessing students’ acceptability of online learning, identifying the instructional tool used during online learning, the affordability of online learning by the institutions, and identifying challenges being faced during online learning. 

Methodology: 

It was an online survey in which an electronic questionnaire was sent to participants who met the inclusion requirements.

Results: 

Most institutions used the zoom to deliver online learning with 107/167 participants saying that they used to zoom in delivering online learning, next was teleconferencing followed by Google meet. WhatsApp though the least used, was the most readily available means with little or no technical challenges and was widely used by students. Almost all participants afforded online teaching, with exception of Yole TI, some tutors in Team (01), UWLI (03), Yole (02), and Bugema (01) said that online teaching was not affordable. Having access to mentoring, professional-pedagogical training, isolation from other students, campus life, and controlling the curriculum and academic honesty, students complain about the technical complications, internet connection, lack of time in preparing to handle each student’s need, lack of institutional support, lack of pedagogical training in the transition to online teaching, lack of infrastructures of ICT, lack or poor of Wi-Fi, Economic implications and Workload of assignments to Tutors and Learners were some of the challenges that were identified

Conclusions: 

Generally, online learning received resistance at first but later every institution embraced it. 

Recommendations: 

For sustainable implementation, Online learning should be incorporated into the learning curricula, first with higher institutions and then later at the Advanced level.