Question

(a) What is the role of e-learning in your university?

(b) What do you feel could be improved for the way forward?

Introduction

The electronic learning is defined as: the provision of educational content (electronic) through
the media based on the computer and its networks to the recipient in such a way that allows the
possibility of active interaction with this content and features and with its peers only
simultaneous or not synchronized and the possibility of completing this learning in time and
place and at the speed that suits Conditions and abilities, as well as the possibility of managing
this learning also through these media (Gorbunova & Kalimullin, 2017).

In some definitions e-Learning encompasses more than just the offering of wholly on-line
courses. For instance, Oblinger and Hawkins (2005) noted that e-Learning has transformed from
a fully-online course to using technology to deliver part or all of a course independent of
permanent time and place. Also the European Commission (2001) describes, e-Learning as the
use of new multimedia technologies and the Internet to increase learning quality by easing access
to facilities and services as well as distant exchanges and collaboration. The following are also
different definitions of e-learning.

E-learning refers to the use of information and communication technologies to enable the access
to online learning/teaching resources. In its broadest sense, Abbad et al (2009), defined E-
learning to mean any learning that is enabled electronically. They however narrowed this
definition down to mean learning that is empowered by the use of digital technologies. This
definition is further narrowed by some researchers as any learning that is internet-enabled or
web-based (LaRose et al, 1998; Keller and Cernerud, 2002).

E-learning, according to OECD (2005) is defined as the use of information and communication
technologies in diverse processes of education to support and enhance learning in institutions of
higher education, and includes the usage of information and communication technology as a
complement to traditional classrooms, online learning or mixing the two modes. Also according
to Wentling et al (2000) the term e-learning refers to the attainment and use of knowledge that
are predominantly facilitated and distributed by electronic means. To them, the e-learning
depends on computers and networks, but it is likely it will progress into systems comprising of a
variety of channels such as wireless and satellite, and technologies such as cellular phones
(Wentling et al., 2000). In their literature review on definitions for e-learning, Liu and Wang
(2009) found that the features of e- learning process are chiefly centered on the internet; global
sharing and learning resources; information broadcasts and knowledge flow by way of network
courses, and lastly flexibility of learning as computer-generated environment for learning is
created to overcome issues of distance and time (Liu and Wang, 2009). Gotschall (2000) argues
that the concept of e-learning is proposed based on distance learning, thus a transmission of
lectures to distant locations by way of video presentations. Liu and Wang (2009) however claims
that the progression of communications technologies, particularly the internet, did transform
distance learning into e-learning.

E-learning is a technological tool has been used for teaching and learning. Basically, computer
and internet are essential to enable transferring of knowledge and skills. The applications of e-
learning include, computer based learning, web- based learning, virtual education opportunities
and digital collaboration. Content is provided via internet, audio or video tape, CDROM, and
satellite TV. E- learning can be self-paced or instructor-led that include image, media in the form
of text, animation, and streaming video and audio. Different abbreviations have been used as
synonyms to e-learning like CBT (Computer-Based Training), WBT (Web-Based Training) and
IBT (Internet-Based Training).

Koontz and Weihrich, (2004) defined the kinds of e-learning as following:

1- The Direct E-Learning (The Synchronous E-Learning): The Learning methods and techniques
are based on the global information networks to communicate and exchange lessons and research
topics between the learner and the teacher at the same time as real-time teaching material such as
(Real-time chat) or receive lessons through the so-called virtual classes. One of the positives of
this type is that the student can get direct feedback from the teacher to study it.

2- The indirect E-Learning (Asynchronous E-Learning): In which the learner gets courses or
lessons according to a study program in which chooses the times and places appropriate to its
circumstances by employing some methods of E-Learning such as e-mail and video. This
education depends on the time spent by the learner to reach the skills that the lesson aims at. The
advantages of this type that the learner gets his study according to the appropriate times and the
effort he wishes to give, as well as the student can re-study the material and refer to it
electronically whenever needed, the most important disadvantages is that the student cannot get
feedback from the teacher or teacher only at the time upon completion of the course or program,
he learner also needs to motivate himself to study, because most of the study is unilateral, which
makes him feel isolated.

The E-learning is based on a set of objectives set by Ishlaiwa (2006) as follows:

Increasing the possibility of communication between students between them and the students
and the school, through the ease of communication between these parties in several directions
such as discussion boards, e-mail, and dialogue rooms.

Easy access to the teacher: The E-learning has made it much easier to access and access the
teacher as quickly as possible, outside formal working hours, for example through e-mail or web-
based discussion forums.

Transfer of educational experiences: Through the creation of channels of communication,

forums and educational practices distinguished can be replicated, examples of such question
banks, model plans for the model and optimal exploitation of audio and video technologies and
related media.

Modeling and presenting education in a standard form: The Lessons are modeled and
educational practices can be replicated, examples of which are model question banks, model
lesson plans, and optimal use of audio, video, and related media.

Availability of curricula throughout the day and all days of the week: This feature is useful for
people who want to learn at a certain time or who have personal burdens and responsibilities.
This feature allows everyone to learn in a time that suits them.

Ease and multiple methods of student assessment: The teacher’s immediate evaluation tools
provided a variety of ways to quickly build, distribute and classify information for assessment.

Reduce the administrative burden for the teacher: The E-learning allows the teacher to reduce
administrative burdens that would take him a great time in each lecture, such as receipt of duties
and registration of restrictions and correct tests.
Techniques Used in E-learning

The E-learning is based on a variety of modern technical sources. Bosman (2002), has identified
some of these sources, including:

The World Internet Information Network (The Internet): Eustance (1994) defines it as a global
network made up of a large network of networks with millions of users Eustance (1994), where it
can be used as a media and educational medium in one. An educational institution can advertise
and promote its programs. It can also store all its educational software on its website, and access
is available to students of mathematics and knowledge and according to the way the organization
works.

CD-ROM: The curricula are being prepared, download them on the students’ computers and
refer to them in time of need, as the various forms of educational material on CDs, can be used
as a video tutorial video accompanied by one hour, or to display a number of thousands of pages
of a book or reference, or a combination of materials written with pictures (Animation). This
technique also provides teachers and learners with additional dimensions to the role of
technology in education, the most important of which is that each part of the text can be
connected in a short time not exceeding seconds.

The internal network (Iterant): Where all the mathematics in the school are connected to each
other, so that the teacher was able to send the material to the students’ equipment. He placed an
educational activity or a duty and asked the students to implement it and send it back to his
machine. The applications of the World Wide Web in education are among the most important
and most widespread applications for their ease and general benefit.

Examples of these applications are as mentioned.

 Developing educational curricula on the World Wide Web

 Develop model lessons
 Developing self-learning lessons
 Training on some exercises
Design a site for the supervisor, administration, teachers in educational institutions (system,
results, designs, news, regulations…), which facilitates the follow-up by everyone.

Video conferencing (Video conferences): This technology is linked to the specialist academic
supervisors with their students in various sites and remote through a high-capacity television
network, and each student can be located in specific places to see and hear the specialist and the
academic advisor with the scientific material, and can also ask questions and inquiries with the
supervisor (The technology is similar to classroom education, except that learners are in different
and distant places. It enables mobile video conferencing to achieve the goals of distance
education and facilitate the communication processes between educational institutions, thus
ensuring two objectives: Expanding access to information resource centers and facilitating
cooperation between scholars and exchange of experiences, thus making the process of
education.

The audio conferences: The Audio conferencing technology is less expensive than
videoconferencing and is simpler, flexible and applicable to open learning. It is an electronic
technology that uses a regular phone and conversational language in the form of telephone lines.
The speaker (lecturer) has a number of independent (the students) scattered around (Sharp,
2005).

The interactive video: The interactive video technology includes both video and video
technology, which is managed in a special way through an account or video recorder. The most
important feature of this technology is the interaction between the learner and the displayed
material, which includes sound animation with the aim of making learning more interactive.
One-way communication because the learner cannot interact with the teacher (Sharp, 2000).

The satellite programs: In this technique the associated satellite programs are employed with a
computer system connected to a direct line with the communications network, which makes it
easier to use the audio and video channels in the teaching and education processes, and makes
them more interactive and vital, in this technology unite the content of education and its way
throughout the country or region of education, because the source of one provided that all
reception centers equipped with receivers and broadcasting compatible with the system user.
The Virtual Classrooms: There are other names for these classes. There are those who call them
electronic classes, smart classrooms, classes of the World Wide Web, virtual classrooms and
virtual classes. Virtual classes can be defined: chapters similar to traditional classes in terms of
teacher and student, but on the World Wide Web where they do not adhere to time or place, The
way virtual learning environments are created so that students can gather by networks to
participate in collaborative learning situations so that the student is in the center of learning and
for understanding and comprehension.

Instructional Strategies

while constructivist approach is more suitable in the e-learning situations, other approaches can
and should also be used. In fact, a suitable instructional strategy on the web is integration of the
best components of all the different learning paradigms, which will include information
presentation, guidance, collaboration, drill and practice, reflection, feedback, articulation and
creation, discovery, decision-making, and assessment. The following are some of the
instructional strategies that can be used in e-learning.

Information presentation: The web pages display textual as well as graphical information for
the learners. Also audio-video based learning materials can be supplied to the learners on the
web page.

Decision-making: Computer and web technologies allow learners to take their own decision to
follow links provided on the pages. The learning environment can be customized for individual
needs based on learner’s decision to take course/module/units. The learners can also decide on
the kind of interface (graphical and/or text-based).

Guidance and Collaboration: E-mail and online asynchronous discussion group facilitate
collaboration on the web. Using e-mail, the learners can contact a tutor or another student to
clarify doubts. Similarly, learners can collaborate through discussion groups to discuss and
debate on various aspects of the curriculum.

Drill and Practice: As in computer assisted learning, the web also provides drill and practice
opportunities. Using formative assessment techniques in the course content presented in small
web pages can lead to optimized learning.
Feedback: As we understand, feedback is a very essential component of the overall learning
process. Learners can receive automated feedback to their assignments, and interaction with
formative assessment tools in the web pages. Tutors can also provide e-mail based feedback to
learners with human touch.

Reflection: Using the asynchronous discussion tools, learners can express and reflect on ideas
and conception held by other learners, as well as on real life events.

Articulation and Creation: When the learner is reflecting on someone else’s idea, he/she is also
trying to articulate his/her own thought so as to put it in writing. In the process the learner
applies greater depth of thinking and create new knowledge embedded in a social and
meaningful context.

Discovery: The web provides an opportunity for the learner to discover new knowledge and
learning materials on the web. Inclusion of search facility on the learning site can facilitate this
or the learner can use other search tools. The emphasis here is on promoting independent
learning and evaluating the quality of information that one gathers through web searches.
Wilkinson et al (1997) have provided useful tips for evaluating quality of Internet resources.

Assessment: Though this is yet a foggy area, the web provides new ways and means of
assessment. With the emphasis on self-directed learning and learner autonomy, the assessment
issues become secondary as the learner tries to evaluate him/herself. However, the web provides
opportunity for speed, and power test in objective type questions. Electronic assessment of essay
type questions is also now possible to bring objectivity into the evaluation process (Swartz,
2001).

Online Media Creation Tools

Text: Preparing text-based learning material is relatively easy and can be done with only
computer keyboarding skills. Text-based materials are also easily accessed and understood by
learners. A typical web page is prepared using HyperText Markup Language (HTML)
instructions; HTML files can be created using common word processing software, such as
Microsoft Word. The WWW also supports other text formats, such as Rich Text Format (.RTF)
or Adobe Acrobat’s Portable Document Format (.PDF), which can be embedded within HTML-
coded pages.
Graphics and images: Graphics and images are useful to clarify or illustrate concepts in an
online learning programme. Graphics and images can be created, or digitised using a scanner and
imported into a computer using specific image manipulation software, such as Adobe PhotoShop
or Adobe Illustrator. Images are then imported into an HTML web page.

Common image formats include the Graphic Interchange Format (.GIF) and Joint Experts
Photography Group (.JPEG), which use compression technology to make image file sizes smaller
for quicker web display or download. Though graphics and images are useful learning tools, their
preparation requires some skill and experience in using graphic design software. Graphics or
images generally have a bigger file size than plain text, and take longer to download or to display
on screen.

Audio and video: Audio and video are useful to show practical and real life activities. Hazardous
and costly experiments can be captured using video for presentation on the WWW, for repeated
use. With new digital audio and video progressive download and streaming capabilities, audio
and video can be transmitted directly over the Internet although transmission quality still
depends on the learner’s network connection and available bandwidth. Popular audio and video
file formats and software include Apple Quick Time, Windows Media Technologies and Real
Network’s Real Systems. Another emerging format is the Motion Pictures Experts Group
(.MPEG), although the disadvantage of MPEG is that the whole file must be downloaded before
it starts to play. If high bandwidth is available, all these technologies can deliver high quality
video and sound. Today, the popular audio format is MP3, and video format is Flash Video
(FLV).

Animation and 3D-models: Animations and 3-D models can be very powerful in teaching and
learning spatial applications, but need high bandwidth to display well. The WWW animation
standard is animated GIF files, although Java, Shockwave and Macromedia Flash are also used.
The standard for 3-D modelling is Virtual Reality Modelling Language (VRML). A web browser
needs a VRML plug-in to display 3-D models properly. Designing quality animation and 3-D
models also requires a high degree of skills and experience in the appropriate software.

Communication Tools
Internet communication is either asynchronous (email, mailing lists, bulletin boards) or
synchronous (text-based chat, audio chat, videoconferencing). Web-based communication for
teaching and learning has been popularized by the constructivist-learning paradigm (Oliver,
2000; Hung & Nichani, 2001), which is based on collaborative learning principles.

Electronic mail: Users send and receive email text messages asynchronously through a
programme (like Microsoft Outlook or Qualcomm’s Eudora Pro) installed on the user’s
computer, which sends and receives information through an email server provided by the user’s
Internet Service Provider (ISP) or office network. However, web-based email (like Hotmail or
Yahoo Mail) allows users to access their account from any computer with an Internet connection.
A user can send emails to multiple recipients simultaneously, and can attach files (word-
processed documents, spreadsheets, images) to each message. This facilitates collaborative group
learning at a distance, but puts the onus on the learner to initiate or maintain contact.

Mailing lists: Mailing lists are many-to-many communication channels on the Internet, managed
using specialized software such as Listserv, Majordomo, and Listproc. People email instructions
to join or leave a list to the computer running the service. Lists can be moderated or
unmoderated, and can be used to collaboratively discuss and debate education or training issues
within learning communities. However, too large a group can hinder rather than help the learning
process.

Discussion boards: Internet discussion board systems such as WebBoard, Yahoogroups or

GoogleGroups are similar to mailing lists, with the additional feature of everyone’s messages
being available on the WWW as a series of discussions. Messages are displayed online as they
are received or as appended replies to the original message, allowing simultaneous coverage of
many topics.

Chat: Internet Relay Chat (IRC) is the standard for synchronous, multi-person, text-based chat.
Most IRC applications (such as MSN Messenger, ICQ, Skype, Yahoo Messenger, etc.) are
independent of the WWW, but can also be launched from a web page. The software keeps track
from a central server of when you, and a list of people you specify, are online. You can text- chat
or voice chat one-to-one, or in a conference. Some systems have an electronic whiteboard on
which a teacher may “write” information viewable by all online chat participants, simulating a
classroom situation. However, synchronous text or voice chat can create organizational problems
-especially in globally offered web courses, where there are time zone issues.

Other Communication Tools: Besides the above traditional tools, everyday new forms of
communication tools based on the web are available. Some of these are Blog, Wiki, micro-
blogging, etc. These are also often called Web 2.0 tools, and they provide the user an increased
ability to interact and contribute to the system as an active participant rather than a passive
receiver of information.

Benefits of e-Learning

The main advantages, justifications and benefits of e-learning include:

Easy access to the teacher: The e-learning has made it much easier to obtain and access the
teacher as soon as possible outside the official working hours, because the trainee can now send
his inquiries to the teacher through e-mail, and this advantage is more useful and appropriate for
the teacher rather than remain restricted to his office. It would be more useful for those whose
working hours were inconsistent with the teacher’s schedule or when there was an inquiry at any
time that could not be postponed (Kulik, 1989).

Increasing the possibility of communication between students among them, and between
students and school: Through the ease of communication between these parties in several
directions such as discussion boards, e-mail, dialogue rooms. The researchers believe that these
things increase and stimulate students to participate and interact with the topics in question.

Sense of equality: As the communication tools allow every student the opportunity to express his
opinion at any time without embarrassment, unlike the traditional classrooms that deprive him of
this feature either because of the poor organization of the seats, or the weakness of the student
himself, or shame, or other reasons, but this type of education provides a full opportunity for
students because they can send their opinion and voice through available communication tools
from e-mail, discussion boards and discussion rooms. This feature is more useful for students
who are afraid and anxious because this method of education makes students more daring to
express their ideas and find the facts more than they were the traditional classroom. The studies
have shown that on-line discussion helps and urges students to confront more.

Contributing to different views of students: Online forums, such as discussion boards and
dialogue rooms, provide opportunities for exchanging views on topics that increase the chances
of benefiting from the ideas and suggestions presented and integrating them with the views of the
student, which helps to form a solid foundation for the learner, has strong knowledge, opinions
through the knowledge and skills acquired through dialogue rooms.

The possibility of changing the teaching method: It is possible to receive the scientific material
in a way that suits the student. Some of them are suitable for the visual method. Some of them
are suitable for the audible or readable method. Some of them correspond to the practical
method. E-learning and its sources allow the possibility of applying the sources in many different
ways that allow modification according to the best method for the trainee.

Adapting the various methods of education: The e-learning allows the learner to focus on
important ideas while writing and compiling the lecture or lecture, and also allows students who
have difficulty concentrating and organizing tasks benefit from the material because they are
arranged and coordinated in some easy and good and important elements in them specific.

Additional assistance in repetition: This is an added advantage for those who learn in a practical
way. Those who teach through training, if they want to express their ideas, put them in certain
sentences, which means they have repeated the information they have been trained on, as
students do when they prepare for a particular exam.

The curriculum is available 24 hours a day, seven days a week: This feature is useful for people
who are moody or want to learn at a certain time, because some prefer to learn morning and
evening, as well as for those who bear personal burdens and responsibilities, this feature allows
everyone to learn in a time that suits them.

Continuity in access to curricula: This feature makes the student in a stable state that he can get
the information he wants at the time that suits him, it is not related to the opening and closing
times of the library, which leads to the student’s comfort and not being tired.
Do not relying on actual attendance: The student must adhere to a fixed, binding and binding
schedule of collective action for traditional education, but now it is no longer necessary because
modern technology has provided ways of communication without having to be present at a
particular time and place so coordination is not as important as the inconvenience.

Ease and multiple ways to assess the development of the student: Instant evaluation tools
provided teachers with a variety of ways to quickly and easily build, distribute and classify
information.

Maximize the time: The provision of the time element is very useful and important for both the
teacher and the learner. The student has immediate access to the information in the specified
place and time, so there is no need to go from home to the classroom, library or office. This
saves the time from loss, and the teacher can keep his time from Loss because it can send what
the student needs through the line of instant communication.

Reducing the administrative burden for the teacher: The e-learning allows the teacher to reduce
administrative burdens that took a lot of time in each lecture, such as receipt of duties and other
e-learning has been alleviated from this burden, it has become possible to send and receive all
these things through electronic tools with the possibility of knowing receipt of these documents.

Reducing the workload of the school: The e-learning Provide tools that analyze grades, results
and tests as well as the development of statistics about them and also to send the files and records
of students to the Registrar of the College.

Professional Development Opportunities: E-learning platforms offer numerous professional

development courses and training modules for teachers. These courses cover various topics such
as pedagogy, subject-specific teaching techniques, classroom management, and the integration of
technology in education. Teachers can conveniently access these resources to upgrade their skills
and stay abreast of the latest teaching methodologies.

Collaboration and Networking: E-learning facilitates collaboration and networking among

teachers. Online platforms and communities enable teachers from different regions of
Bangladesh to connect, share ideas, and collaborate on projects. This exchange of knowledge and
experiences can greatly enhance teaching practices and foster a sense of community among
educators.
Flexibility in Learning: E-learning allows teachers to engage in self-paced learning. They can
access resources and complete courses at their convenience, fitting their professional
development around their busy schedules. This flexibility enables teachers to continuously
improve their skills without disrupting their daily teaching responsibilities.

Integration of Technology: E-learning promotes the integration of technology in teaching

practices. Teachers can learn how to effectively use digital tools, educational apps, and online
platforms to create engaging and interactive learning experiences for their students. By
incorporating technology, teachers can make their lessons more interactive, accessible, and
tailored to the diverse learning needs of their students.

Improved Teaching Efficiency: E-learning can streamline administrative tasks and improve
teaching efficiency. Online platforms often include features such as automated grading systems,
digital attendance tracking, and communication tools, which help teachers manage their classes
more effectively. By reducing administrative burdens, teachers can allocate more time and
energy to instruction and student support.

Access to Education: E-learning has helped bridge the educational gap by providing access to
quality education in areas where schools and teachers are scarce. It has enabled students in
remote and disadvantaged areas of Bangladesh to receive education through online platforms and
digital resources.

Interactive Learning: E-learning platforms offer interactive and engaging learning experiences
for students. Through multimedia elements such as videos, animations, and quizzes, students can
learn in a more dynamic and stimulating environment, enhancing their understanding and
retention of concepts.

Flexible Learning: E-learning provides flexibility in terms of time and location. Students can
access learning materials at their convenience, allowing them to learn at their own pace. This
flexibility is especially beneficial for students who have other responsibilities or face challenges
attending traditional schools regularly.

Enriched Curriculum: E-learning platforms often offer a wide range of educational resources,
including multimedia content, interactive exercises, and assessments. These resources
complement the traditional curriculum and provide additional learning opportunities to primary
students. They can explore various subjects and topics beyond the limitations of textbooks,
promoting a holistic education.

Teacher Support and Professional Development: E-learning platforms can serve as valuable
tools for teachers. They offer resources, lesson plans, and teaching materials that can enhance the
effectiveness of classroom instruction. Additionally, e-learning platforms provide opportunities
for teachers' professional development through online courses and communities, enabling them
to upgrade their skills and knowledge.

Digital Literacy and 21st-century Skills: By utilizing e-learning tools and digital resources,
primary students in Bangladesh can develop digital literacy skills from an early age. They
become familiar with technology, online research, collaboration, and critical thinking, which are
essential skills in the digital era.

Cost-Effective Solution: E-learning can be a cost-effective solution for primary education in

Bangladesh. It reduces the need for physical infrastructure and can reach a large number of
students simultaneously. By leveraging existing technology and connectivity, e-learning can
provide quality education at a relatively lower cost compared to traditional education systems.

Part b)

Factors to be considered for effective integration of e-Learning: In education sector in Uganda,

there are several factors that need to be considered for effective integration of e-learning as
observed by the researcher. They include but not limited to type of technology, nature of the
curriculum, mode of delivery, administrative issues and competency framework.

Type of technology: The basic ICT infrastructural facilities are needed for educational
institutions to be IT-driven. Every lecture classroom is expected to acquire the necessary
physical facilities in information communication technology such as computer system,
telecommunication system and multimedia system (Simin, Thanusha, Logeswary & Annreetha,
2022), projector, whiteboards, satellite, broadband links, DVD and computers (Nwokolo, Allu &
Rabiu, 2017), computer hardware which includes micro-processes, storage devices, input devices
(Anowor, 2010). However, in some higher education institutions, such facilities are not adequate
and this affects effective the integration of e-learning in the teaching and learning processes.
Nature of the curriculum: For effective integration of e-learning in Ugandan education sector,
the curricula should be re-designed to accommodate the global educational challenges that meet
the societal needs. Most curricula used by higher education institutions in Uganda are yet to meet
this criterion. Faculty and administrators of education institutions are worried about course
quality (Schwanenberger, Dereshiwsky & Sujo-Montes, 2021). It is therefore important that, the
existing curricula should be reviewed to accommodate the global educational challenges, define
learning material for every activity, select appropriate assessment models, and identify skills and
other requirements for access.

Mode of delivery: For effective delivery of e-learning instruction, there is need for technical
advice and support to be readily available for users; the higher institution IT infrastructural
facilities should also be available, adequate and capable of providing the necessary services at
any time. As Rahrouh, Taleb and Mohamed (2018) noted that instructors require different kinds
of support which include pedagogical support, technical support and the support from the
management for effective delivery of instruction with technology. This is important as the
development and designing of e-learning courses have several challenges than teaching in
traditional classroom environment.

Administrative Issues: Since the management should provide conditions that are needed, such as
ICT policy, incentives and resources, their commitment and interest in modern technologies
application at every level is a critical factor for successful implementation of e-learning (Huang
& Chiu, 2015). They should also provide support which may include; provision of incentives to
instructors (monetary rewards, awarding of extra credits for instructors and reducing workload of
instructors (Martínez-Caro, Cegarra-Navarro & Cepeda-Carrión, 2015). Furthermore, the
management should adopt freeware and open source software for teaching and learning
activities, allocate huge funds for e-learning instruction, make available appropriate technologies
and easy accessibility to teachers and students. This could make the users enthusiastic about e-
learning instruction. According to Kattoua, Al-Lozi and Alrowwad (2016) adequate access to e-
learning technologies by the users is important for effective integration of technology in
education sector.

Competency Framework: Both teachers and learners need exposure to e-learning usage and
training. The adequacy of their competency to work effectively with digital technologies is
prerequisite for successful integration of e-learning in education sector. As Dumford and Miller
(2018) opined that there should be improvement on instructors’ knowledge, skills and
perceptions about technology use in education for successful integration of technology in
education. In Uganda some teachers are yet to embrace e-learning instruction. Many teachers
still do not use e-learning instruction probably due to inadequate ICT skills. For effective
integration of e-learning for instruction, teachers should be able to use e-learning tools for
teaching, examination and evaluation. Hence, adoption of e-learning could be a challenging task
for both instructors and learners alike. It is therefore important that strategies be mapped out to
enhance its utilization.

Students Support; Students support is another critical component for effective e-learning
implementation in higher education. Thorpe (2002) provides a useful definition of student
support as “all those elements capable of responding to a known learner or group”, in other
words, it is the human face of course presentation. Three key elements can be derived in her
definition: identity, in other words the ability to deal with the needs of identifiable individuals;
interaction, the ability to be responsive to student needs; and time/duration, the ability to
maintain contact throughout the course. Dzakiria (2004) identifies several areas that students
require support services during e-learning supported course; these include; (i) learning support
needs, (ii) academic advisors about e-learning strategies and (iii) faculty and technical assistance.
Regarding learning support needs it is important that course instructors or the institution for that
matter, identifies students’ needs and addresses them accordingly.

Management Support; Management support is critical for successful integration of e-learning

technologies in higher education. Since the management provides conditions that are needed,
such as ICT policy, incentives and resources, their commitment and interest in modern
technologies application at every level is the most critical factor for successful implementation of
e-learning (Fisser, 2001; Sife et al., 2007). The management needs to be receptive and supportive
not only to the idea of application of e-learning but also supportive to instructors and students in
different ways. According to Deepwell and Syson (1999) cited in Fisser (2001), it is on the basis
of this favourable conditions that the institution can consider arranging central support services
(such as ensuring availability of technologies, training, and the like.) to effect changes among
stakeholders in the institution. In this way an institution-wide implementation of e-learning can
be successful.

Pedagogical and Technical Support; Consideration of necessary kinds of pedagogical and

technical support for instructors is an important aspect for effective implementation of e-learning
courses in higher education. This is important because most instructors have not learned how to
integrate e-learning approaches and therefore for them this is a quite challenging endeavour
indeed for which close support seems necessary. From a study of Telnova (2005), three areas
that instructors that need pedagogical and technical skills are identified (i) designing of e-
learning courses and development (ii) designing of students’ activities so that e-learning doesn’t
include just delivery of content (designing of instruction) (iii) training on how to facilitate e-
learning environment which have different characteristics and challenges than teaching in
traditional campus/distance education environment.

Instructors need to be trained and supported on how to design appropriate e-learning instruction
which includes students’ activities so that e-learning doesn’t include just delivery of content. To
realize this end, there is sometimes need for a one-to-one support for instructors’ engaging in e-
learning activities, development and implementation. Additionally, a continuous personal
coaching to ensure a fearless familiarization with e-learning skills needed for e-learning is also
necessary.

Instructors in an e-learning environment need to learn how to facilitate an e-learning

environment which has different characteristics and challenges than teaching in traditional
campus/distance education environment. For example, often students in a distance education
university are working more than learning and they do have to show tremendous commitment to
their learning. It is up to the instructor, therefore, to (i) pace and create resources that make
learning for a distance learner as easy as possible (ii) emulate the traditional distance education
teaching – learning environment so that students can enjoy studying through e-learning and
working with others even without physically meeting them. For instructors to do this, appropriate
structures ‘need to be in place to support them.

Students’ Knowledge, Skills, Perceptions and Access to Technologies; Several students’ factors
are reported in literature to influence successful e-learning implementation in higher education,
which include perceived benefits of e-learning approaches (Smart and Cappel, 2006), access to
e-learning technologies and students’ knowledge in using technology (Kirkwood and Price,
2005). A perceived usefulness and ease of use of e-learning environment is an important factor
for students to either favour or avoid using technology for e-learning. It has been reported in a
study by Smart and Cappel (2006) that students feel that the flexibility and convenience of e-
learning, such as the ability to access the lessons anywhere at any time, and to complete the units
at one’s own pace are very pleasant experiences with e-learning delivery. Additional benefits
reported included systems’ ease of use, the organization of the units and immediate feedback,
and the opportunity to gain on- line learning experience. Similar findings are echoed in a study
by Abdel-Wahab (2008) which examined factors that predict students' intention to adopt e-
learning. Access to particular e-learning technologies in order to benefit from its potentials is
another major factor that must be taken into account when deciding which technology to be used.
Although the potential of technologies is widely appreciated among not only students but also
other stakeholders in higher education, the access to such facilities is still limited. Existing
literature indicates that depending on the context, students have different levels of access to
various e-learning technologies, for example it can be from home, workplace, university, or other
places (Bates, 1994; Hoven, 2000; and Meyer-Peyton, 2000). The access to different
technologies is different for different stakeholders (management, instructors and students) not
only within countries or regions but also across countries (Aguti and Fraser, 2006; Kirkwood and
Price, 2005; and Nnafie, 2002). In realization of this challenge, establishment of computer
laboratories for students as the case at The Open University of Tanzania is necessary (Mnyanyi,
Bakari and Mbwette, 2010).

Issuing E-newsletters: Our school has accumulated two years’ experience of issuing e-
newsletters. It is our hope that a better—quality, more versatile community e-newsletter will
emerge if and when all 13 local academic and vocational senior high schools can work together
toward the goal. There sure will be lots of benefits involved, less manpower and greater mutual
exchanges among others. More important, it can serve as a platform on which creative issues of
special interest can be discussed and the exchange and marketing of issue researches can be
made known and made possible. The baffling problem is that an advisory team which is in
charge of all academic and vocational senior high schools nationwide already has its own e-
newsletter. Insufficient funding has also cornered and stopped the future publication of our e-
newsletters. For the time being, all creative-thinking issues and issue-related researches are
channeled into the e-newsletters constructed by the aforementioned advisory team. Nevertheless,
we are still in firm belief that from a long-term viewpoint, a community-level localized e-
newsletter is what is needed to serve as a tool that helps boost the idea of marketing creative
learning exchanges, provide an incentive to construct a life-learning environment and improve
local citizens’ capability to confront and handle problems.

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