Challenges to E-Learning adoption among postgraduate students in College of Education and External Studies, Makerere University, Kampala, Uganda.

Abstract

This study sought to examine the challenges of eLearning adoption among postgraduate students in College of Education and External studies in Makerere, University, Uganda. Three research questions guided this investigation: the relationship between self-efficacy, learning styles, institutional support and e-learning adoption among postgraduate students at CEES. The study was both quantitative and qualitative in approach with a bias on the quantitative approach. The study was a cross sectional survey design administered to postgraduate students, teachers and school leaders who participated as study respondents. The objectives were tested using Pearson’s’ correlation co-efficient. The findings suggested that: there was a significant relationship between self-efficacy, learning style and Institutional support to eLearning adoption among postgraduate students at CEES. Therefore it was concluded that self-efficacy, learning styles and institutional support positively related with students’ eLearning adoption. It was recommended that for eLearning to improve at College of education administrators at the College should do the following: Offer training and orientation to postgraduate students in order to gain self –efficacy, provide different eLearning tools like web conferencing, video conferencing, computer software, Whiteboard, Internet, email, chat, Learning Management Systems (LMS) to allow students utilize the various learning styles using electronic devices. Further create learning environment that provides ICT infrastructure and resources for lifelong learning, Seek or advise government to remove all taxes levied on electronic devices like computers software ,inter-connectivity (internet), multimedia as donors are solicited to assist funding university with electronic devices to enable students get acquainted with them hence learn freely and adopt eLearning.