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CHALLENGES OF E-LEARNING IN DEVELOPING

COUNTRIES: THE UGANDAN EXPERIENCE

CONFERENCE PAPER · JULY 2012

DOI: 10.13140/2.1.4754.1448

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CHALLENGES OF E-LEARNING IN DEVELOPING COUNTRIES: THE
UGANDAN EXPERIENCE
Josephat O. Oroma, Herbert Wanga, Ngumbuke Fredrick
Tumaini University - Iringa (TANZANIA)
[email protected], [email protected], [email protected]

Abstract
Uganda introduced universal primary education (UPE) in 1997 and the country witnessed a dramatic
increase in the enrolment in primary education countrywide which also increased the ratio of pupils-to-
teachers, classroom congestion and limited learning resources thereby forcing schools to teach in
sessions (morning and afternoon) for nearly all classes. Over time, this high enrolment with all its
problems were transferred to secondary schools prompting the government of Uganda to introduce
universal secondary education (USE), and several years later this effect reached the universities. To
overcome these challenges, the universities and higher learning institutions adopted the use of
information and communication technologies, also referred to as e-learning in their academic
environments to facilitate teaching, learning and collaboration. The adoption of and implementation of
e-learning was met with numerous challenges and constraints and this paper therefore investigates
the challenges faced as a result of large classes consequential from bulky enrolment and also
explores the measure in context to their academic environment that were adopted to overcome the
limitations.
Keywords: challenges, e-learning, ICT, developing countries, pedagogy, measure, context.

1 INTRODUCTION
Educational opportunities in Africa have grown considerably since the 1950s [1], especially with the
involvement of the private sector and is marked by the increased enrolment at all levels. This growth
was more evident in the 1990s when the whole world collectively agreed to implement and fund
education for all (EFA) initiative with the one goal to provide universal access to free, quality and
compulsory education by 2015 [2]. EFA which aimed at providing education to all people regardless of
age, gender but most especially to marginalized groups especially the girl child began to be discussed
and its goals were established in Jomtien (Thailand) in 1990 and reaffirmed in 2000 in Dakar
(Senegal) [2] grew into a reality with the support of interagency commission comprising of UNDP,
UNESCO, UNICEF and World Bank [3] became to be known as the Millennium Development Goals
(MDGs) and it started to be implemented in many developing countries in order to reduce the number
of uneducated youths in Africa [4]. The manifesto of the MDGs then set that “all children in the world
must complete primary school, boys and girls must have equal access to education at all levels by
2015 [5]. Many governments around the world have been busy implementing this goal and in the last
nearly two decades, numerous countries in the sub-Saharan Africa (SSA) including Uganda began to
institute policies aimed at achieving this goal, by introducing universal primary education (UPE) in
order to eliminate financial barriers to education by subsidizing it by 50% [1], increase access and
equality and the quality of education. UPE became viewed as the elimination of primary school fees in
government aided (public) schools. The elimination of fees in the public schools in the different SSA
countries was conducted differently and at different times, though Uganda was the first to introduce it
in Eastern Africa
Uganda, located in East Africa and along the equator, with an estimated population of 34million people
by 2012 [6] and 50.1% of the population are below 15years of age [7] and it is projected that about
86% of this population live in rural areas [8] and earn their living from subsistent agriculture leaving
only 14 % of the population as urban dwellers. Also, 31 % of this entire population live below the
international poverty line [8]. Uganda became one of the SSA countries that started UPE in January
1997 [5],[1], then immediately the country witnessed a tremendously high increase in enrolment at all
levels in primary schools countrywide, from nearly 3 million in 1996 to 5.3 in 1997 and a phenomenal
7.5 million in 2007 [9]. This shot in enrolment was somewhat a good sign of an effort in reducing the
level of poverty but along with it came other enormous challenges in the short run. These challenges

Proceedings of INTED2012 Conference. ISBN: 978-84-615-5563-5

5th-7th March 2012, Valencia, Spain. 3535
included issues such as limited learning resources, materials and facilities, classroom congestions,
which increased the pupil-to-teacher ratio tremendously from 38:1 to 60:1 with the situation even
worse in the first two primary classes where the ratio went beyond manageable levels of 100:1 [10].
This forced schools to conduct teaching in sessions for nearly all classes. some pupils studied
morning sessions while others studied in the afternoon session, but with the same teachers and same
contents, which also became that the teachers are overworked but without any increase in their
salaries. About seven years of implementation of UPE, the same high enrolment with all associated
problems were transferred to secondary schools countrywide, forcing the government to adopt
Universal Secondary Education (USE). Just like the all the primary schools in Uganda, the secondary
schools countrywide also experienced classroom congestion, limited learning materials, resources and
facilities, few teachers to counterbalance the increased number of students and also some of the
schools were forced to study in sessions (morning and afternoon).
Again, several years of implementing USE, the very same problems were transferred to the
universities all over the country. Classrooms were congested, learning materials became inadequate
for the large number of students, and teachers were too few. In order to overcome this challenge,
various universities and institutions of higher learning in Uganda adopted the use of information and
communications technologies (ICTs), otherwise known as e-learning into their academic environment
to facilitate teaching, learning, research and collaboration. Whereas the implementation presented
enormous potentials to these universities, it was faced with challenges and limitations in context to
their local environment. To overcome the challenges and limitations, these academic institutions
adopted measures in context of the problem and their local environment and therefore, these are what
this study seeks explore and report.

1.1 Uganda’s Educational System and History of UPE

Uganda’s system of education follows the 7-6-3 structure, meaning that one has to spend 7 years in
primary school, 6years in secondary school which is also divided as 4 years in ordinary level (after
which s/he can join a primary teachers college, technical and business colleges, vocational training
centres, technical institutes or technical and vocational schools) [26] and 2 years of advanced level
and at the end of each level, there is a national examination [11] and there after s/he then joins the
university for a minimum of 3 years bachelors, however some of the bachelors take up to 5 years [12],
for example bachelors of medicine and bachelors of surgery.
Education in Uganda has expanded rapidly and has undergone evolution in the past decade [12] and
the system been under constant review ever since the post independent era with the aim of improving
the quality and access to education in the country. Several efforts by government were instituted to
identify bottlenecks in the educational policy and make improvements where necessary. For example
in 1987, the government of Uganda convened an Educational Policy Review Commission (EPRC)
which had the mandate to make policy recommendations for all levels [5], and the EPRC in 1989
recommended in their report to the government of Uganda the universalization of primary education as
soon as feasible while stating that: “only when every child is enrolled at the right age and does not
leave school without completing the full cycle of primary education it would be possible to ensure that
all the citizens have the basic education needed for living the full life. Also, it will help in achieving a
transformation of the society leading to greater unity among the people, higher moral standards and
an accelerated growth of the economy.” [13]
Again in 1993, the government of Uganda and the United Nations Children’s Fund (UNICEF) began a
series of initiatives to increase school enrolment in the country which then led to the formation of the
Primary Education and Teachers Development Project in the same year [5], with about seven major
goals;
• To reform the education of primary teachers
• to prepare for reforms in the primary school curriculum
• to reform the pupil examination system
• to improve the provision of text books and reading materials in classrooms
• to introduce a system of assessing the quality of education prided and
• to introduce a framework for country-wide assessment of overall educational progress

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several other initiatives undertaken by the government of Uganda nearly around the same period
included the Complementary Opportunities for Primary Education (COPE) [5] which is a program
targeting children who were unable to attend the formal primary education. Most of the children in this
category were orphans, children of poor peasants who could not afford fees and/or children from large
families.
All these programs and government initiatives paved way for the inauguration of UPE in Uganda in the
early 1990s and in January 1999, UPE was birthed in the Uganda, Pearl of Africa.

2 THE ROLE OF ICT IN EDUCATION

ICT is a force that has changed many aspects of the way we live [14] and has become a common
place entities in all aspects of human life, with a significant role it has and continues to play in the field
of education but with a concerned growing need to increase the involvement of ICT in education
because of the benefits it poses in this field. The proper and carefully planned integration and
inclusion of ICT tools and services in the academic environment has the potential of improving and
enhance educational quality by increasing motivation, facilitating acquisition of basic skills, promoting
inquiry and exploration, and preparing individuals for the technology–driven world [15] as well as
transforming the traditional methods of teaching and learning and taking learning beyond the
classroom but ICT itself does not pose any potential if not properly utilized to tap its full potential. The
role of ICT has been identified to include provision of remote access to learners, collaboration
between learners and each other as well as with facilitators and teachers, facilitate access to global
information resources and promotes education that is referred to as “anytime, anywhere” learning.
ICT, which includes the use of radios, televisions, as well as newer digital technologies such as
computers, mobile phones, computer networks and internet have been identified as potentially
powerful enabling tools for educational change and reform [16].
Other roles of ICT in education include the provision of tools and services convenient for data capture,
processing and interpretation, graphing, and modelling environments. These tools come in a variety
and its use varies by type from one institution to another and from place to place as well as the nature
and skills of the users themselves. Some of the tools have been used in the multimedia simulation of
processes and carrying out virtual experiments in science education, provides the management
information system support to the management and educational administrators.

2.1 Remote Access

ICT has the potential to improve education by enhancing the remote access to learning content and
information resources from anywhere and at any time provided that, the basic equipment and
configurations are harmonized. The ICT tools and services in general facilitate quick and easy access
to rich teaching and learning resources including ICT systems and services, online learning materials,
e-learning and other educational centred applications [17]. Usually these teaching and learning
materials are stored on a central computer referred to as a server that resides in the server room
within the premises of the institution and connected to other computers referred to as clients in a
computer network by various means such as networking cables, fibre optic cables or wirelessly using
access point devices connected to the internet. Using the client terminal machines, users (students)
located in remote areas to the institution will be able to put request for a particular piece of information
or data file to the server by using specialized applications such as a content management system or a
learning management system which then searches the server contents to retrieve and service the
request and give back response to the user.

2.2 Collaboration
ICT was built with the facilities and capabilities that enhance collaboration between groups of
individuals located in different geographical areas. The birth of these new technologies for education
has given birth to new terms like social computing [18] which when employed for learning, it also gives
rise to other new terms such as collaborative learning, which refers to the methodologies and
environments in which learners engage in a common task in which each individual depends on and is
accountable to each other [19]. With the inter-connection of ICT tools, devices and equipment located
in different places, users can comfortably connect to one another and collaborate on unlimited tasks
using these technologies as a platform.

3537
2.3 Data Capture
ICTs has provided individuals and organizations with the facilities that enable a vast range of data to
be gathered from far and wide and stored on a central repository. For example, historical,
environmental, academic, political and business data has all been captured and stored in and using
these ICT facilities. The storage is centrally done, but access can be remotely and concurrently done
by any authorised persons. These systems that provide the capture and storage also provide security
and safety to the data as well as maintaining integrity of the data, for future retrieval.

2.4 Digital Recording

In many ways, ICT tools and devices in education such as digital video camera, webcams,
headphones and microphones has facilitated the recording and storing of digital contents for
audio/visual learning contents for future use and distribution to learners in remote locations. These
tools and devices capture data and information in various formats that are all supported for storage in
the computer system to enable important information be saved for future use. These devices are used
to record information which will later be manipulated in the computer system to produce a multimedia
set of information which can then be ported to various devices for future reference and later use. Most
of these data is usually in audio/visual format and is intended to complement and enhance the
traditional

2.5 Management Information System

ICT has been used at the administrative level to provide a means of data storage for timely future
access. The Management Information Systems (MIS) are automated data processing applications that
collects, stores, processes, disseminates and timely retrieval of information as is and when it is
needed. This MIS are especially useful in the management of the institution where there are so many
students and so much data about them needs to be gathered and processed. Many times, manual
processing has produced so many errors and had led to inefficiency coupled low productivity within
the institutions, but the use of MIS facilitated effectiveness, efficiency and high productivity at
workplace.

3 E-LEARNING
The integration and utilization of ICT tools and services in education otherwise referred to as e-
learning, presents enormous opportunities to significantly facilitate the effectiveness of delivering the
learning contents and gaining access to immense pool of educational information if appropriately
utilized, and it has also gained global recognition as a method to improve the teaching and learning
processes aimed at creating an economy powered by technology and propelled by information and
knowledge [16]. E-learning in universities and institutions of higher learning has been used both by
students and staff in the process of exchanging information and gaining knowledge [20] as well as for
communication and access to educational information. There are other uses such as for conducting
online classes, whereby the teacher and the students are in remote places but are able to conduct
lessons in class with the help of these technological tools and services. The basic components of e-
learning includes sets of computers (clients) from where users access materials and another computer
(server) on which the learning materials and knowledge contents are centrally stored, for collaboration
among the students in their learning processes and among the teachers for research,
In general, e-learning technologies are used to deliver learning instructions to learners who are
located in remote areas from a central site using computers, mobile phones, over computer networks,
internet connections and other methods of connection at cheaper cost. It was also established that
these technologies helps in conducting course related research and facilitates timely feedback to the
instructors and administrators as well as providing timely information and statistics about learners’
studying habits such as frequency of login and access of learning content, progress on courses, and
scores in each course. Recent innovations in e-learning allows education to be individualized
(adaptive learning), it enhances learners interactions with each other (collaborative learning), and it
transforms the role of the teacher [21].

3538
4 CHALLENGES
While the e-learning integration has witnessed enormous success and there are several success
stories to prove this, it has as well presented great challenges in equal measures to these institutions
of higher learning in Uganda. It was noted that the challenges were basically the same in almost all
the institutions, some of the institutions experienced a specific and contextual challenges different
from others. It is therefore important to understand these challenges so as to mitigate its effect on the
quality of education services and as well to give an opportunity for any other institutions preparing to
adopt these technologies in their academic setting to understand the difficulties ahead and plan well in
preparation.

4.1 Inequality in Access

One of the common challenges to technology-enhanced learning is the wide gap between those who
have access to these new technologies and those who do not have the access. While only handful of
people has total access to technology, a large number cannot get access to these new tools and
services such as computers, other digital devices and the internet. The inequality in access is
determined by numerous factors such as availability and reliability of infrastructures, gender, economic
status, skills in use (e-competence), and motivation of the users.
It is moderately clear that in developing countries, infrastructure penetration is so poor and
inadequate. In most cases, these infrastructures such as electricity, telephone connectivity, internet
highway and good roads are restricted to urban areas and thereby influencing the trend of access to
technology being restricted to urban areas, because a large number of the population are living in rural
areas therefore have no access. This gives advantage and privilege to those living in urban areas to
have access by default while their counterparts living in the rural areas where infrastructure is not
available are at a disadvantage of in-access to technology. However, even those living in urban areas
where infrastructure is available may not have access to these technologies due to economic status.
On the other hand, gender-based in-access is more noticed in the females than in their male
colleagues. This has been attributed to various reasons such as social responsibilities and status,
attitude of the females, and low motivation to use these technologies. To a big extent also, access to
these technologies is determined by whether or not one is able to afford. Since most people are
basically low and average income earners, they are not favoured to gain access and use these tools
because of its exorbitantly high prices. For example in Uganda, to access and use internet at a public
internet café is about Uganda shillings 2,000 (2450 shs = USD 1). Another factor of hindrance to
technological access is the level of skills and competence (e-competence) in the use of these
technologies. Since it is a new field, only few people are knowledgeable in its use and the potentials it
presents in all aspects of human life. And lastly, a large number of people are not motivated to gain
access and use these technologies have a low attitude and false belief that it causes unemployment
[22],[23] with little regard to gaining a deep understanding into how this happens.

4.2 Equipment
First of all, in Africa the cost of acquisition of ICT equipment, for example computers remains high and
internet access is excessively expensive [24], and institutions usually do not have adequate funds to
obtain sufficient equipment to implement a sustainable e-learning system. At times they may be able
to acquire these equipment but sustaining a reliable system becomes an issue over time. Apart from
the high costs of equipment in developing countries, many times the technological market in Africa is
also flooded with counterfeit products which are sold expensively as well. It becomes difficult for the
technologically inadequate professionals in these countries to differentiate between original and
counterfeit equipment.
On the other hand, in most parts of Africa, technological equipment, devices and tools suffer the
effects of environment over time. For example, the accumulation of dust inside the computers renders
it functionless eventually and the heat during dry season causes over heating of equipment and
reduces its life-span and functioning since the many of the institutions, organizations and schools do
not install air conditioning in their computer rooms. Due to environmental factors especially high
temperatures and dusts and lack of routine service and maintenance, some computers were rendered
unusable in some of the institutions. For example at one institution, a systems administrator revealed
that about one quarter of their computers in the laboratory is inaccessible because of virus infections
and functionless processors resulting from accumulation of dusts. He went on to explain that the
situation worsened when the university failed to procure the tools for servicing and maintaining those

3539
computers and also because their antivirus had expired since it was a free one downloaded from the
internet.

4.3 Skills and Training

Since the technology profession in general is relatively a new field in developing countries, the level of
skills and knowledge in these areas are insufficient to a large number of people. The users of these
technologies such as teachers, administrators and students all have significantly low levels of skills
that do not favour the appropriate use of these technologies in education. Especially the teachers
needed training on how to use the new teaching platform and the students needed to be oriented on
how to learn and access learning materials from the new system. High Costs
The biggest challenge to technology in Africa is the cost of acquisition because of high levels of
poverty and weak economy which inhibits the power to purchase. To a large number of schools in
developing countries that depends entirely on the collection tuition fees as their source of revenue, it
becomes extremely difficult to acquire new technologies for use in their academic environment to
facilitate the teaching and learning processes. The costs of ICT integration and e-learning
implementation usually include purchase, setup and testing, internet subscription, services and
maintenance as well as training. This becomes expensive for those schools that do receive grants
specifically for the purpose of e-learning implementation since reliance on only fees collection is
neither sustainable nor sufficient in both the short and long run.

4.4 Pedagogy
It is evident that ICT is a new subject field in non-western countries [25] as compared to other areas
such as social sciences and business studies, not all universities offer degree study programs in ICT
related studies and therefore there are not so many professionals in this field. In most cases, it is
studied as a short course and or integrated into another study program as a course usually teaches
only the basics and within a single semester. And in the past, numerous students were taking degree
programs in ICT or computer science studies in universities in Europe and other foreign countries
outside Africa. Therefore, it is clear that many people are not well familiarized in the use and
application of ICTs in day to day activities and hence their knowledge and skills in ICT related work is
low compared to those in developed countries. However, their skills come from the use of basic
applications and or game playing on the computer. There are a number of people who studied
certificate in computer applications but due to inaccessibility of computers, their skills have
degenerated and need to learn again. While a large number of people are so poor that they cannot
afford to take studies in computer since the tuition is much higher than any other study programs.
There are therefore many issues that affect the pedagogy of e-learning in a developing country like
Uganda. These have been identified to include background education, cultural and ethical
orientations, poverty levels and religious inclinations; which all together create a wide diversity in the
educational environment to deal with. Education in Uganda was introduced by the missionaries [11] in
the 1880’s and has ever since undergone several modifications [26]. At the same time, the system of
education also has a background of Islamic education Islam as a religion was introduced in Uganda in
1844 by Muslim Arabs [27] and started Quran schools where most Muslim parents take their children,
but it is not clear when a curriculum for Islamic education was introduced. These differences in the
religious educational background offer a great diversity to deal with in terms of an acceptable
pedagogical method.

5 OVERCOMING THE CHALLENGES

As mentioned earlier, the implementation of these new technologies in education was met with great
challenges and in context of the learning environment but to a considerably great extent; the
challenges were similar in almost all the institutions, but with a few exceptions in some cases. In
response to the challenges, these universities and institutions adopted some measures in context to
counter the challenges so as to continue to promote teaching, learning and access to timely
information in a sustainable way. The measures are thus discusses below.

5.1 Blended Approach

While implementing the e-learning, challenges were identified such as slow and unreliable
connectivity, inadequate ICT skills of the learners, and inequality in access of these new technologies;

3540
the universities and institutions therefore adopted a blended approach to e-learning implementation. In
this approach, both the traditional teaching methodologies (face to face) and technology - enhanced
(online) learning were both implemented concurrently [28]. Both the students and the tutors
communicate, receive and deliver learning materials and access information using the traditional
methods such as face-to-face discussions with tutors periodically as well as using the ICT tools and
services to access learning content from the central repository whenever they can.
For example, at the beginning of the semester, the students converge at the university for orientation
and to pick learning materials for the new semester and to meet their instructors, get their contacts
and know all the important dates (for assignments, tests, face-to-face and examination). And towards
the end of the semester, they again converge at the university for a face-to-face residential session
with all the tutors for all courses. During this session, the students interact with the lecturers to resolve
any learning difficulties faced during self-study periods and at the end of this session, they do a final
end of semester sit-down university examination and break for vacation

5.2 Satellite Centres

A few years after adopting the implementation of e-learning, the number of distance learning students
grew considerably large to the extent that it began to cause over-crowding in the university during
face-to-face residential sessions and examination periods on campus. To address this scenario, an
adaptive measure had to be adopted. This forced a few of the institutions to open up satellite centres
in remote areas especially regions where students would converge instead of travelling to the
university, the tutors would travel from the university to the centres to meet students and respond to
the challenges of self-study. This move created a mode of flexibility that eased congestion issues at
the universities that were experiencing over-congestion in classrooms and on-campus during face-to-
face residential sessions and examination periods and also was advantageous to the students in the
sense that, services were now more closer to them than previously where they had to travel longer
hours and spend more money in transport fare and lodging.

5.3 The Post

In the situation where the students were unable to access the e-learning facilities to access learning
contents, or to submit assignment to the lecturer due to the unreliable infrastructure like internet
failure, such students were allowed to mail the assignment to the lecturer by posting it using post
office mail. This was revealed in an interview with one the tutors and an administrator in one of the
universities involved in this study.

5.4 Teacher Training

In addition to the other adaptive measures mentioned above, one of the universities narrated how they
have organized workshop and short training for staff on the DE program. The intention of this training
was to generate a deeper understanding of the dynamics involved in DE and to understand the DE
students, the factors acting in their learning environment and challenges they face in the learning
process. The training was also intended to capacitate all the staff on the DE program to enable them
to correctly know how to teach and assess distance learning students. This kind of training was
organized by the university management and involved all academic staff teaching in the DE program
and it was further revealed that the distance learning (DL) students are a special groups of students
who needed t be understood more so as to improve the quality in which they are handled and
managed differently from the rest of the on-campus (full-time) students because there are several
factors in their learning environment that inhibits effective learning and these factors differs from one
individual to another, one place to another as well as to some extent differ by gender.

5.5 Video Lectures

Due to the slow speed and high cost of internet as well as its unreliability, it was not possible to gain
remote access to large files of learning materials and contents over the e-learning platform by the
students from the central repository.
Another condition that prompted the use of video lectures on CDs was the expiry of internet
subscription and when there is no immediate re-subscription to the service. This would temporarily
make the e-learning system inaccessible outside of the campus local area network, which caused
disruption of service and

3541
6 CONCLUSION
This study has identified that the preparation for education for all in Uganda began earlier than the
quest to fulfil the MDGs as well as preparation for UPE in Uganda also began before the global push
for it.
It can then be concluded that, the universities and higher education institutions in Uganda have
identified the potentials that ICT presents to education, but the implementation of these new
technologies took them by surprise without adequate preparations.
The integration and utilization of these tools for education had no proper guideline or sets of rule for
implementation, each and every institution managed their own affair in the integration process and
therefore there was no uniformity in the process.
Insufficient funds and inadequate levels of skills in the use of these technologies is the centre of all
challenges in the implementation of this great educational endeavour. It was acknowledged that most
universities do not receive external funds but rely heavily on the tuition fees collection from students
therefore; most of it goes into the daily operations and staff wages. They therefore do not have
sufficient funds to undertake big projects like the implementation of e-learning effectively.

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