Transitioning From Blended Classroom To E-Learning: Challenges Faced by Lecturers and Learners During Emergency Institutional Closure

Abstract

Introduction: The swift transition to eLearning, prompted by the COVID-19 pandemic, has significantly impacted the academic sector. This study investigates the challenges encountered by educators and learners as they shift from traditional or blended learning environments to fully online platforms.

Objective: The primary aim is to explore the difficulties faced by both academic staff and students during the transition to eLearning, utilizing Muteesa I Royal University (MRU) as a case study.

Methods: An online cross-sectional survey was conducted, involving 30 academic staff members and 100 students from MRU. The sample size was determined using Solvin's formula, with purposeful and convenience sampling techniques employed to select participants. Data collection was achieved through questionnaires and interviews, focusing on the tools used for online engagement and the challenges encountered.

Findings: The study reveals significant challenges for academic staff, including the need for enhanced technological skills and the difficulty of adapting to online teaching methods without prior preparation. Assessing student learning remotely and student resistance to the new learning modality further complicated the transition. Students faced issues such as unexpected expenses, lack of necessary technological devices, unfamiliarity with online tools, diminished motivation, and the exacerbation of the digital divide.

Recommendations: The paper proposes strategies to mitigate these challenges, emphasizing the need for comprehensive training for both teachers and students in online education tools and techniques, improving access to necessary technology, and fostering a positive attitude towards eLearning.