Adoption of E-learning in Selected Schools of Library and Information Science (LIS) in Uganda
| dc.contributor.author | Joseph Wejuli | |
| dc.date.accessioned | 2024-05-17T10:16:25Z | |
| dc.date.available | 2024-05-17T10:16:25Z | |
| dc.date.issued | 2024-05-16 | |
| dc.description.abstract | This research examined the adoption of e-learning in LIS education schools by comparing e-learning adoption at EASLIS and UCU to determine whether there were any significant differences and to propose strategies to improve their adoption rates of e-learning. The research's objectives were: i) to compare the e-learning initiatives at EASLIS and UCU; ii) to compare the degree of user-adoption of e-learning at EASLIS and UCU; iii) to examine the challenges affecting the adoption of e-learning at EASLIS and UCU; and iv) to propose strategies to increase the adoption of e-learning at EASLIS and UCU. The research design was a comparative case study with a mixed-methods research approach. The sample size consisted of 22 study participants who composed the entire target population. The data collection methods used were questionnaires and structured interviews. The research findings revealed that both LIS education schools had e-learning initiatives, however, UCU had less management support and did not have a governing committee to manage e-learning. It was further revealed that the degree of user-adoption of e-learning in both LIS education schools was high, however, there were limitations such as the need for staff to get their own Zoom licences at UCU and the low compliance levels among staff at EASLIS. It was also revealed that the LIS education schools suffered from limited funding, high connectivity costs and intellectual challenges, among others. UCU was also understaffed and staff at EASLIS showed low complacency levels and were overworked. The study concluded that there was a need for UCU to install an e-learning governing committee and to lobby for more management support. It was also concluded that both LIS education schools needed to train their staff in delivering engaging e-learning content. It was further concluded that both LIS education schools had to lobby for more financial support. Lastly, EASLIS had to improve staff compliance levels and UCU had to recruit more staff. For EASLIS, the study recommended increasing sensitisation levels to enhance staff compliance and scheduling content delivery as a strategy to reduce staff workloads. For UCU, the study recommended hiring more staff to fill the human resource gaps, purchasing Zoom licences for staff to limit them from using personal resources, lobbying for management support and installing an e-learning government committee. For both EASLIS and UCU, the study recommended lobbying for more funding and conducting staff training to improve their capacity to deliver engaging content. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.11951/1278 | |
| dc.language.iso | en | |
| dc.publisher | Uganda Christian University | |
| dc.title | Adoption of E-learning in Selected Schools of Library and Information Science (LIS) in Uganda | |
| dc.type | Dissertation |