Challenges of Implementing E-Learning in African Universities: Experiences from Ethiopia and Rwanda
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| Title: | Challenges of Implementing E-Learning in African Universities: Experiences from Ethiopia and Rwanda |
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| Language: | English |
| Authors: | Mikyas Abera (ORCID |
| Source: | Education Policy Analysis Archives. Number 34 2025 33(34). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Electronic Learning, Technology Uses in Education, Higher Education, Barriers, School Closing, COVID-19, Pandemics, Distance Education, Educational Policy, Leadership, Access to Computers, Technological Literacy, Resistance to Change, Teacher Competencies |
| Geographic Terms: | Ethiopia, Rwanda |
| ISSN: | 1068-2341 |
| Abstract: | The COVID-19 pandemic significantly disrupted society, the economy, and education. The University of Gondar (UoG) and the University of Rwanda (UR) were similarly affected. Both closed their campuses, suspended face-to-face learning, and embraced internet-based resources and tools. However, successful transitions from class-based learning to e-learning require embedding elearning in their culture, structure, policy, and processes. In this paper, we explored their challenges in this process. We used the ecological systems perspective and viewed the universities as interrelated units capable of fulfilling institutional functions and responding or adjusting to ecological factors. We collected data through document review, key informant interview (KII), and focus group discussion (FGD). We audio-recorded and transcribed all KIIs and FGDs. We used Atlas.ti(9) to iteratively code, re-code, and categorize results under four themes: (a) technology/infrastructure, (b) pedagogy/devices, (c) policy/leadership, and (d) culture/skills. The two universities were relatively similar in technology and pedagogy challenges, but the UR reportedly had a better e-learning policy environment, leadership, culture, and skills. We concluded with remarks on how these two African public universities could address these challenges, create institutional resilience, and ensure their e-learning embraces and promotes accessibility, equity, and inclusion. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1481195 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic significantly disrupted society, the economy, and education. The University of Gondar (UoG) and the University of Rwanda (UR) were similarly affected. Both closed their campuses, suspended face-to-face learning, and embraced internet-based resources and tools. However, successful transitions from class-based learning to e-learning require embedding elearning in their culture, structure, policy, and processes. In this paper, we explored their challenges in this process. We used the ecological systems perspective and viewed the universities as interrelated units capable of fulfilling institutional functions and responding or adjusting to ecological factors. We collected data through document review, key informant interview (KII), and focus group discussion (FGD). We audio-recorded and transcribed all KIIs and FGDs. We used Atlas.ti(9) to iteratively code, re-code, and categorize results under four themes: (a) technology/infrastructure, (b) pedagogy/devices, (c) policy/leadership, and (d) culture/skills. The two universities were relatively similar in technology and pedagogy challenges, but the UR reportedly had a better e-learning policy environment, leadership, culture, and skills. We concluded with remarks on how these two African public universities could address these challenges, create institutional resilience, and ensure their e-learning embraces and promotes accessibility, equity, and inclusion. |
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| ISSN: | 1068-2341 |
