Education
Research shows need for training of staff and students on online learning
Learners were found to be unsatisfied with Blended learning pedagogy
Education is no longer just about putting pen to paper and memorizing facts. Today, innovative educators in higher education are improving learning through technology, as evidenced by the rapid adoption of technology-assisted teaching methods and blended learning (BL) models.
Blended learning integrates technology and digital media with traditional instructor-led classroom activities, giving students more flexibility to customize their learning experiences.
Although Blended learning has existed in Makerere University since 1991 in the Department of Open and Distance learning, this mode of teaching only recently became common place owing to the Covid-19 pandemic.
Following the Covid-19 lockdown, which resulted in the closure of the education sector, Makerere University was forced to adopt emergency Online and Distance e-learning (ODeL). The university since 2019 has adopted blended learning across all disciplines in the university.
The power of blended learning methods, however, lies in their ability to improve the student experience. It is against this background that a team of researchers set out to evaluate blended learning at Makerere University. Led by Arthur Mugisha, the Principal Investigator, the team set out to study how students understood the blended learning pedagogy, how they used BL during the pandemic, how respondents found BL, peer’s opinions on BL excitement and how BL could be made more exciting.
The study conducted for from December 2021 until July 2022 showed that 66% of the students/ respondents claimed to have a clear understanding of BL pedagogy to be a mixture of face to face and online modes of teaching and learning.
However, only 36% of the respondents found BL to be exciting due to: the flexibility and convenience it brings in the learning, the opportunity to be exposed to new learning technologies like zoom, reduced transport-accommodation-meal costs and disease spread, self-paced learning through downloaded materials, act of bringing the University closer to the communities and competence-based learning leading to promotion at places of work and unfortunately the ability to cheat exams.
The other percentage of 64% was not excited about BL because of the challenges it posed such as; consumption of data, poor network connectivity, length of exams (more than 24 hours), absence of a clear timetable, system failures and technology illiteracy among other things.
The students made some suggestions which they hope will make BL more exciting. These include a zero-rated system, upgrading the MUELE system (Makerere University E-learning Environment) and training for lecturers and students among other things.
The research team also evaluated the readiness of learners for BL pedagogy as well as the forms of learner support received. Only about 42% reported to have received training on the use of online platforms while 19% reported having received financial assistance, data/Wi-Fi and study gadgets from friends and relatives.
Research also showed that 51% of the respondents were and are ready to take on BL for continuity while 49% were skeptical and critical making them reluctant to embrace BL
An evaluation of the use of MUELE showed that 82.5% of the respondents found it difficult to navigate the teaching platform. About 98.5% could not join a group on MUELE. The students reported that they did not find the platform user friendly. This, Mr Arthur Mugisha said, calls for some changes on the learning platform.
Learners were found to be unsatisfied with Blended learning pedagogy.
Over 90% of the students reported not to have received guidance from their lecturers while also feedback on coursework submitted was also slow. It was also noted that majority of the students that required practical/ clinical experiences never received them during the online learning. Results showed that about 80% of the students were disappointed with the online examination system.
Some of the challenges identified with Blended learning are listed in the table below.
| BL challenges during Covid-19 | Frequency | Percentage |
| High cost of data | 231 | 29.6% |
| Poor network | 218 | 27.9% |
| No or little practical sessions | 42 | 5.4% |
| Acquisition of learning devices and their functionality | 41 | 5.2% |
| Other interruptions in environment | 41 | 5.2% |
| Difficulty in accessing MUELE | 40 | 5.1% |
| Limited screen sharing by lecturers | 37 | 4.7% |
| System inefficiencies | 33 | 4.2% |
| Unreliable power/electricity supply | 30 | 3.8% |
| Lack of a clear timetable to follow | 21 | 2.7% |
| Poor communication/misinformation | 19 | 2.4% |
| Unnecessary movements-staggered reporting with associated costs | 10 | 1.3% |
| Disruptions from unmuted Microphones | 8 | 1.0% |
| Virus leading to jamming and hanging | 4 | 0.5% |
| Less time during exams/inconsistencies in timing | 3 | 0.4% |
| Low motivation for online study | 2 | 0.3% |
| Phishing or frequent adverts | 1 | 0.1% |
| Total | 781 | 100% |
The learners also identified some possible solutions to the challenges. These include;
| Potential solutions to BL challenges | Frequency | Percentage |
| Reduce data costs | 166 | 31.9% |
| Go back to face-to-face | 107 | 20.5% |
| Stabilise internet or network connectivity | 69 | 13.2% |
| MUELE system improvement/upgrade | 50 | 9.6% |
| Provide compliant learning gadgets | 27 | 5.2% |
| Lecturers should fully be available online | 24 | 4.6% |
| Improve learner support systems | 22 | 4.2% |
| Provide more flexible time tabling | 13 | 2.5% |
| BL is good except for practicals | 12 | 2.3% |
| Explore other platforms beyond MUELE | 6 | 1.2% |
| Create central information repositories | 6 | 1.2% |
| Provide reliable alternative power sources | 6 | 1.2% |
| Host should regulated unmuted microphones | 4 | 0.8% |
| Consult students during decision making | 4 | 0.8% |
| Provide more time to submit online exams | 3 | 0.6% |
| Create BL regional centres of Excellence | 2 | 0.4% |
| Total | 521 | 100.0% |
The research study recommended BL must be practiced but also improved. Other recommendations include;
- Once practiced, BL should cut cross both academic and non-academic units of the University.
- Top Makerere University management needs to take interest in adequately financing and staffing the Institute of Open, Distance and eLearning
- On ensuring number 3 above, there is need to attach ODeL specialists (champions) to each of the University units with clear terms of reference.
- It is hoped that in the near future regional BL centres of excellence will be created and specialists attached to support off-campus BL activities.
- In regard to regional BL centres of excellence, subsidising players who provide alternatives to hydro power to ensure that the remotest of learners is able to participate in BL.
- Introduce a basic BL course for both lecturers and learners
- Promote the Bring-Your-Own-Device approach for sustainability. Communicate it to the students’ community, parents and/or sponsors
While speaking during the dissemination workshop, NCHE director of Quality Assurance, Dr Pius Achang who represented the Ed of NCHE, Prof. Mary Okwakol, called on Makerere University to extend support to other institutions of learning because “while NCHE rolled out e-learning, acceptability has been hard”. He hoped that the findings of the research will inform policy on blended learning.
On his part, the Deputy Vice Chancellor (Finance and administration) Prof. Henry Alinaitwe, who represented the VC called for continued training of both staff and students in an effort to improve BL uptake. He called on CEES to offer training to all staff inform of teacher training for many lecturers have no teacher training experience.
The Principal of CEES, Prof. Anthony Muwagga Mugagga, called on the government to fund the evaluation of blended learning across the country. The government called on the College of education to support e-learning during the lockdown so it is important that an evaluation of that mode of teaching be done. He thanked the government of Uganda for its continued support to research as the university moves towards becoming a research-led institution. Prof. Mugagga called on the Ministry of Education and Sports to support the collect with ICT equipment as well as support he IODEL centre so that it can offer training in BL across the country.
He called for uptake of digital technologies but also warned against its dangers such as spread of pornographic materials.
The Director of IODel, Prof. Paul Muyinda Birevu, noted that a similar evaluation among teaching staff had been done so it was important for the team to evaluate the students’ uptake and affordances of blended learning.
Dr. Stephen Wandera, from MakRIF congratulated the project team upon winning the grant and successfully disseminating the findings. He called on the improvement of MUELE to make it for interactive for both staff and students. He encouraged the PI to offer some policy guidance on Blended learning.
PROJECT TEAM
- Arthur Mugisha
- Prof. Paul Birevu Muyinda
- Dr. Joshua Bateeze _ KCCA
- Dr. Harriet Najjemba
- Dr. Robert Ayine- NCHE
- Prof. Jessica Norah Aguti – Busitema University
Project Admin
Rose Akanya
Education
UNESCO CFIT III, Transforming Higher Education through Innovation and Competence-Based Skills
Makerere University hosted an insightful and educational national workshop at the College of Engineering, Design, Art and Technology (CEDAT) conference hall on July 29, 2025 aimed at citing ways how Higher Education can be improved into innovation and research-led learning as well as how education can be changed from the traditional learning to competence-based learning. The workshop was based on the theme, “Reimagining Higher Education for a Skills-Based, Innovation-Led Economy”.
The event commenced with a tour of exhibitions which featured innovations like, skin care products (With love) body jelly created by Raphaelina Okoth a student from Mbarara University of Science and Technology, designed to provide effective hydration for different skin types, and an AI powered medical diagnosis system (Integrated healthcare system) designed to reduce waiting times in health care settings, featuring emergency management capabilities and patient doctor communication tools developed by Hargreave Aturinzire a student from the College of Computing and Information Sciences (CoCIS). Other innovations included Mobile App similar to Uber that helps users find trustworthy mechanics in case a car breaks down in an emergency, reducing delays and inconveniences through features like voice support and photo uploads, developed by students based at the Makerere University Innovation Pod (Mak UniPod). Developed by Bill Canton Ojoke and Nanzala Joyce. M both students from CEDAT, a water quality testing prototype for fish farmers that automatically monitors parameters like temperature, PH, and ammonia levels sending SMS alerts when issues are detected was also showcased. Also exhibited was an automated precision irrigation system designed to solve issues of over and under irrigation problems, developed by students from College of Health Sciences (CHS) and College of Veterinary Medicine, Animal Resources and Biosecurity (CoVAB) among others.
Speaking at the event, the Vice Chancellor, Prof. Barnabas Nawangwe, expressed his appreciation to the citizens and Government of the People’s Republic of China who made the funds available to the United Nations Educational, Scientific and Cultural Organization (UNESCO) to undertake the important assignment, the China Funds In Trust (CFIT) project. He further thanked the government of Uganda for supporting innovations and technology taking place at different universities.
“I am really encouraged that they are still some Ugandans who receive other people’s money and put it to good use; they are people with integrity which helps our country to move forward,” said Prof. Nawangwe.
He made mention of the success of other countries like South Korea and China in innovation and the need for Uganda to follow suit as this will boost the economy of the country, and demonstrate the importance of promoting innovation and research.
He emphasized the importance of creating jobs for the growing youth population to stabilize the state of Uganda, a task that is upon Ugandans themselves and not anybody else from any country, “The bulk of industrialization in Uganda must be by Ugandans and particularly the young people who have had the opportunity to get higher education, especially in innovation and research related fields,” he said. “History will judge us harshly if we don’t do anything to create jobs for our people,” he argued.
The Vice Chancellor discussed the challenge of low enrollment in higher education in Uganda and the need to produce more engineers and technologists. “We need to put our efforts together in order to have a reasonable impact,” he said.
Prof. Nawangwe called for collaboration among universities to have a significant impact on industrialization and job creation. He highlighted the role of Mak UniPod in producing companies and creating jobs. “I believe that through the training our students and staff undergo at the UniPod, we are going to begin churning out companies”, said Prof. Nawangwe.
He sounded a wakeup call on the importance of using current resources to make an impact and the potential risks of relying on external aid. “This is not going to be there all the time as the funders can wake up in the morning and freeze all the funds”, said the Vice Chancellor. He said this in relation to the United States of America’s act of withdrawing their funding from UNESCO. “This should be a very good lesson,” he commented.
Deputy Chancellor in charge of Academic Affairs at Mbarara University of Science and Technology (MUST), Prof. Nixon Kamukama highlighted the success of the project, mentioning that six African countries participated, with Mbarara University and Makerere University being chosen from Uganda.
“Traditional lecture methods are being replaced with hands-on, student-centered training, the emphasis is on practical skills, with more time spent in the field rather than lecture halls”, he stated.
He further explained the training of lecturers under the CFIT project, with two cohorts completing the training and receiving certificates. This is in line with skilling and preparing for the students doing the new curriculum who are coming on board. “And it is our policy that as a lecturer, if you don’t have a certificate when it comes to 2027, it will be hard for you to appear on the timetable, because you will have no skills”, said Prof. Nixon.
However, he discussed the challenges of matching traditional lecturers with students trained in competence-based education. “It would be very difficult to match the traditional lecturer and the student who has trained differently”, he said.
He went on and said that there is a mismatch in training approaches, particularly affecting education students who struggle to find employment. Schools are finding it very difficult to employ Students who are doing education because they have not been taken through the competence-based curriculum”, he expressed.
He however encouraged the government to address employment issues by supporting competency-based education whereby a student can manage to start up a project and move on instead of looking for jobs.
Prof. Kamukama also emphasized the need for practical training. “You need farms that will engage all these students, 80% of the time should be spent in the field. We have to take lecture rooms to the industries or bring industries to the lecture rooms”, he stated.
He explained that traditional lecture methods are becoming obsolete, with a shift towards hands-on training. “Soon lecturers and professors are going to put aside their yellow notes and we move on”, he said.
He acknowledged the role of artificial intelligence in education with a focus on practical skills.
Mr. Timothy Ssejjoba, the Commissioner University Education and Training in the Ministry of Education and Sports, expressed gratitude to UNESCO for their coordination efforts and securing funds from the People’s Republic of China.
In his remarks, he highlighted the focus on competence-based assessment systems to prepare students for employment. “I think this project is really leading higher technical education into employment”, he stated.
Mr. Ssejjoba introduced the concept of green skills and their importance in creating a sustainable world. “We need to ensure that whatever we do, we do it in a way that would enable the world to be here long after us”, he commented.
He further mentioned the upcoming training on green skills to ensure that the education system empowers learners to sustainably develop the world. In this he emphasized the need for the education system to support and embrace green skills development.
Mrs. Nasaba Rosemary a representative from UNESCO, congratulated Makerere University and MUST upon their competence based education initiatives. And on this note, she emphasized the importance of celebrating success and innovation in education.
She further mentioned the pride felt by UNESCO due to the universities’ achievements and hoped that the successful model will be replicated across all universities and schools in Uganda.
The UNESCO representative discussed the importance of hands on learning and practical experience in education. “We need people who have learned from experience, that’s why we are very proud that you are looking at competence and hands on approaches”, she stated.
Education
Mak CEES Principal commends Prof. İbrahim Hakan Karataş for undertaking research in higher education
On Thursday 24th July 2025, the Principal of the College of Education and External Studies, Prof. Anthony Muwagga Mugagga, commended Prof. İbrahim Hakan Karataş, an international Postdoctoral Research Fellow from Turkey, for his contribution to research and graduate training at Makerere University in particular, and Uganda at large.
Prof. Karataş has undertaken research on Uganda’s Higher Education considering its broader political, economic and academic context, in order to contribute to a comparative study aligned with Turkey-Africa vision and internationalization policies in higher education.
Prof. Karataş is a scholar and researcher. He holds a Bachelor of Arts and Master of Arts in Turkish language and literature. He earned his PhD in Educational Leadership in 2008. He is an academic, who has served in the capacity of Assistant Professor as well as Head of Educational Administration Department at the Medeniyet University in Istanbul, Turkey.
Prof. Karataş has worked with academic staff at School of Education including Dr. Charles Kyasanku and Dr. Alfred Buluma to write papers focusing on Uganda’s higher education sector. He has also engaged and involved graduate students in research and publication undertakings.
Posted at the School of Education effective 15th August 2024, Prof. Karataş completed his research fellowship at Makerere University on 24th July 2025.
Bidding him farewell, Prof. Mugagga appreciated Prof. Karataş for choosing to work with staff in the College of Education and External Studies, and for his deliberate focus on research in higher education. Prof. Mugagga re-affirmed that Prof. Karataş’ research and findings will inform and enrich the higher education sector.
To ensure that Prof. Karataş continues to remember the institution, the College Principal presented to him, a Makerere University Necktie. Prof. Mugagga noted that the souvenir would enable Prof. Karataş always rekindle the great memories about Makerere University and the College of Education and External Studies.
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