e-learning in east african universities

WALIMBWA MICHAEL(M.Ed.ICT, B.Ed, DIP. Ed)

INTEGRATING E-LEARNING IN TEACHING AND RESEARCH IN UPCOMING EAST

AFRICAN REGIONAL UNIVERSITIES

Over view

04/08/23WALIMBWA MICHAEL CNIE BANFF 2008

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• Increasing access and basic training in computer skills the world over have eventually brought e-learning into the realm of education. Through Digital Learning Environment and Computer Assisted Education, computers, networks and other computer related technology are used in the delivery of instruction and involvement in research.

• This research is to help universities in developing countries get e-learning strategies into their teaching and learning priority list or agenda.

Background


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The University of Dar es Salaam (Tanzania), University of Nairobi (Kenya) and Makerere University (Uganda) are investing in e-learning to enhance teaching, learning and research as a solution to some of the problems in higher education in the region and to tap the benefits of e-learning, attempts that are slightly closing the digital gap.

Introduction


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E-learning involves the use of computers or electronic device in some way to provide training, education or learning material (Moore, 2006). E-learning is usually limited to the role of aiding self paced learning and distance education, thus terms like on-line learning, web-based learning, distributed learning, networked learning et cetera are also used to mean e-learning, (Murthy and Mathur, 2008).

E-learning in the present context


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Though e-learning is growing rapidly, with the other part of the World already reaching mobile learning (m-learning) stage, the selected universities of the East African region are yet at the stage of introducing e-learning, amidst very insufficient resources and very indifferent attitude.

The benefits of integrating e-learning in the selected institutions


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• E-learning is viewed variously as having the potential to improve the quality of learning, improve access to education, reduce the cost and improve cost-effectiveness of education, (Alexander, 2001).

• There is also collaborative learning environment with a paradigm shift to student constructivist learning (Alessi and Trollip, 2002).

• E-learning provides one of the most interactive digital learning environments. E-learning strategy contributes a lot to this environment, thus better and practical education.

The challenges of integrating e-learning in the selected institutions


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• Lack of access and skills, to use ICT in the classroom• Limited internal human resource capacity means

learning is not specific to the local populations and their learning needs.

• Policy harmonization in e-learning remains an issue to contend with in an attempt to integrate e-learning into teaching and research universities.

• Limited bandwidth thus slow networks that frustrate the first effort.

What comes after the challenges…


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We stand the risk of being left behind in the digital revolution, thus face a bleak future and require urgent attention. There is need to seriously network and be supported in any such initiative of integrating ICT in teaching and learning. Practically, we have to shift from education for ICT skills to the use of ICT in the classroom.

Conclusion and way forward


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Real partnership between governments, private sector, civil society , academic institutions and global organizations for sustainability. Donors and implementers should spell out clearly the sustainability of human resources and relevance.

An action research approach to the integration of ICT in Education needs to be taken on.

There exists a real opportunity for universities to exploit the e-learning resource, taking a resilient approach is the way forward.

END

e-learning in east african universities

Technology