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
Makerere University, through its ResilientAfrica Network (RAN), has launched the Africa Regional Education System Resilience Observatory (ARESRO) Project, a groundbreaking initiative aimed at bolstering the resilience of education systems across sub-Saharan Africa. The virtual launch, held on February 25, 2025, brought together key stakeholders, including prominent academicians, development partners, and educational experts from across the continent.
The ARESRO Project, funded by the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX) through the International Development Research Centre (IDRC), seeks to establish a virtual observatory headquartered at Makerere University. This observatory will serve as a central hub for real-time data on education system resilience, tracking current and future risks, shocks, stressors, and existing interventions in 42 GPE partner countries across Africa.
In his remarks, Prof. Barnabas Nawangwe, Vice Chancellor, emphasized the significance of the ARESRO Project in advancing Makerere‘s vision of becoming a research-led and innovation-intensive institution. “It is through such innovative projects that we can offer solutions to address the development challenges within our communities,” he added.
Prof. Nawangwe further underscored the importance of resilient education systems, especially in the face of Africa’s socio-economic, demographic, and climate challenges. He highlighted the need for strategic investments in research and innovation, noting that “Africa is on the rise, and her renaissance must be anchored in a formidable higher education sector that is research and innovation-led.”
Prof. William Bazeyo, Chief of Party of ResilientAfrica Network, highlighted the critical need for resilient education systems, stating, “The COVID-19 pandemic starkly demonstrated the vulnerability of education systems to unexpected shocks. By establishing ARESRO, we aim to provide real-time data and insights that will enable education systems to anticipate, adapt to, and recover from a wide range of disruptions.”
Echoing this sentiment, Prof. Rhoda Wanyenze, Dean, School of Public Health, emphasized that, “ARESRO is not just about helping education systems bounce back from disruptions; it is about proactively anticipating, planning for, and adapting to various challenges to ensure continuity and quality education for all learners in Africa.”
Ms. Tricia Wind, Program Lead for the Global Partnership for Education Knowledge and Innovation Exchange (GPE KIX), highlighted the observatory’s alignment with the goals of the Resilient Africa Network (RAN) at Makerere University and explained that GPE KIX, a joint initiative between IDRC and GPE, funds this project to support partner countries in building equitable, inclusive, and resilient education systems.
Tricia emphasized the importance of resilient education systems, especially in light of disruptions like the COVID-19 pandemic, natural disasters, and emerging challenges like artificial intelligence. She noted that the observatory aims to generate evidence and innovative solutions to help African countries strengthen their education systems against future shocks while promoting gender equality and inclusion.
She also highlighted the observatory’s role in addressing knowledge gaps regarding education system resilience, a concept lacking consensus in theory and practice. The initiative encourages collaboration among affected communities to find and implement effective solutions.
The Africa Regional Observatory is one of six global observatories, with others in Latin America and the Caribbean, the Middle East and North Africa, Eastern Europe, the Caucasus and Central Asia, the Pacific region, and South and Southeast Asia. These observatories aim to foster a community of practice, sharing research, insights, and strategies to enhance education system resilience worldwide.
According to Dr. Roy William Mayega, the Principal Investigator, the ARESRO Project aims to fill crucial knowledge gaps by developing a unified framework for defining, assessing, and enhancing education system resilience. It will explore effective approaches to addressing future shocks, stressors, risks, and vulnerabilities, ensuring that African education systems are better prepared to face emerging challenges such as climate change, pandemics, civil conflicts, and technological shifts.
The observatory will engage in a three-pronged research approach, including Context Analysis, Formative Assessments, and Foresight Analysis. These strategies will provide a comprehensive understanding of resilience practices, perceptions, and experiences, as well as anticipate future shocks and stressors. Key project deliverables will include sub-regional desk review reports, country-specific formative assessment reports, foresight analysis reports, and research translation products such as knowledge briefs and policy briefs.
In his remarks, Prof. Nawangwe expressed deep appreciation for the support from GPE KIX and IDRC, saying, “Your contributions will go a long way towards strengthening the resilience of our education systems in Africa. IDRC has been a long-time partner of Makerere University, and we do not take your partnership for granted.” He also commended Prof. William Bazeyo for his exemplary leadership in steering research and innovation in Uganda and beyond.
Through strategic stakeholder engagement and collaboration with regional bodies such as the African Union, IGAD, ECOWAS, and SADC, ARESRO aims to influence policy and practice, ensuring that resilience-building strategies are embedded in education systems across Africa. The project will also prioritize gender equity, inclusion, and adaptive management to create more inclusive and sustainable educational environments.
The virtual launch ended with the official inauguration of the ARESRO Project by Prof. Nawangwe.
The Office of the Deputy Vice Chancellor (Academic Affairs) and the College of Education and External Studies through the Centre of Teaching and Learning Support are implementing the Pedagogy and Professionalism course, which is aligned to Makerere University’s strategic approach of promoting innovative teaching and learning.
Following a phased approach, the first cohort of the training targeted 50 teaching staff, with five members nominated from each of the ten Colleges to participate in a three-day training workshop (19th to 21st February 2025), focusing on enhancing the skills of academic staff in competence-based education in the ever-evolving academic landscape.
Addressing the participants during the closing ceremony of the training workshop, the Acting Vice Chancellor, Prof. Buyinza Mukadasi congratulated the first cohort of the academic staff upon the successful completion of the course.
Underscoring the importance of continuous learning and professional development, he disclosed that the training will be rolled out at the different colleges within the university to ensure that all academic staff are equipped with competence based teaching skills and methodologies.
He called upon those who had been trained, the University leadership and academic staff in general to always be conscious of the trends in the education sector, the emerging developments in the teaching profession and the world at large.
“The world is changing and different teaching methods must be employed to meet the diverse needs of students. The best way to remain relevant in the academia involves adapting to emerging developments and learning new technologies, “he said.
Dr. Dorothy Kyagaba, the Coordinator at the Centre of Teaching and Learning Support appreciated the Office of the Deputy Vice Chancellor (Academic Affairs) for creating a supportive environment through research entities and centers that facilitate innovative teaching, learning, and strategic partnership.
Dr. Kyagaba implored the participants to use the knowledge acquired during the delivery of teaching and learning programmes. She lauded the participants for their active participation and recognized the facilitators for their contribution to the success of the training workshop.
Highlighting some of the courses tackled during the training namely foundations of university pedagogy, competence-based curriculum, active-based learning, entrepreneurship, and emerging technologies, Dr. Kyagaba was optimistic that the knowledge and skills acquired would be used to cause a positive impact in teaching and learning at Makerere University.
On behalf of the Principal of the College of Education and External Studies, Prof. Anthony Mugagga, the Dean of the School of Education, Dr. Mathias Mulumba who is an Associate Professor at Makerere University, pointed out that one of the key takeaways from the Pedagogy and Professionalism training workshop is the need to train all academic staff in competence-based methodology.
The Principal emphasized the importance of training academic leaders in competence-based education. “For the next cohort, we will train Academic leaders namely Principals, Deputy Principals, Deans, and Heads of Departments,” he stated.
He explained that training academic leaders in competence-based education will empower them to appreciate the need to change their delivery approach towards competence-based methodologies, and also enable them to provide leadership in promoting interactive and learner-centered approaches.
“Training academic leaders, will help them to provide the much-needed leadership in interactive and learner-centered approach. By training academic leaders, the university aims to create a ripple effect that will transform the teaching and learning culture across the institution,” he said.
In his capacity as the Dean of School of Education, Prof. Mulumba informed the participants that the College of Education and External Studies through the School of Education was aggressively involved in the implementation of government programmes in partnership with the Ministry of Education and Sports, the National Curriculum Development Centre (NCDC) and the Uganda National Examinations Board (UNEB) to champion the rolling out of competence based methodologies in the country.
Prof. Mulumba cited the teaching staff at the School of Education, who in collaboration with resource persons from the National Curriculum Development Centre are executing the project titled: Capacity Building of Teacher Educators in Competency Based Curriculum (CBC) in selected Public Universities in Uganda. According to Prof. Mulumba, the research project, which is being implemented at Makerere University, Busitema University and Mountains of the Moon University is funded by the Government of Uganda through Makerere University Research and Innovation Fund (MakRIF).
In a bid to improve the quality of education in the country, the Government of Uganda through the Ministry of Education and Sports and the National Curriculum Development Centre embarked on the implementation of the new Competency Based curriculum at the Lower Secondary level (Senior One to Senior Four).
The first products of the new Competency Based Curriculum were unveiled on Tuesday 11th February, 2025 when the Uganda National Examinations Board (UNEB) released the results of the Uganda Certificate of Education (UCE) Examinations.
Unlike the traditional approach, which is teacher-centered presenting the learner as a passive recipient of knowledge, the new Competency Based Curriculum is learner-centered, ensuring that the learner is innovative, active, engaged and involved in the entire teaching and learning process.
According to Dr. Mathias Mulumba, an Associate Professor at Makerere University, also the Dean of the School of Education, the new Competency Based Curriculum is enveloped in a learner-centred approach.
“The learner is at the centre of the teaching and learning approaches. It is about assessing the competencies of the learner. The learner must play a big role because he or she is the one to benefit from the teaching and learning processes,” he said.
He revealed that the Competency Based Curriculum requires the teacher to be a facilitator who is well-versed with learner-centered methodologies and content knowledge to enable meaningful learning.
Acknowledging that this is the best curriculum, Uganda has ever had, Dr. Mulumba called upon academic staff, learners, parents, employers and stakeholders in general to be involved in its realization and effective implementation.
Opening the training workshop for Teacher Educators held on 19th February 2025 at Makerere University, Dr. Mulumba stressed that the latest products (the Senior Four candidates who received the UCE results in February 2025) of the new Competency Based Curriculum are scheduled to join the Advanced level of education (Senior Five and Senior Six) and are expected to enroll at Universities in 2027 or 2028. He therefore stressed the need for academic staff at Makerere University and other Universities to be equipped with skills and knowledge that are in tandem with the new curriculum as well as the expectations of the learners.
The training workshop focused on: Understanding the Competency Based Curriculum, Effective facilitation of CBC sessions, Assessment in CBC, Integration of CBC in Teacher Education programs, and what to expect in the Advanced Level Competency Based Curriculum.
In this regard, he applauded the College of Education and External Studies at Makerere University for implementing the project titled: Capacity Building of Teacher Educators in Competency Based Curriculum (CBC) in selected Public Universities in Uganda, which is funded by the Government of Uganda through Makerere University Research and Innovation Fund (MakRIF).
He commended the Project Principal Investigator Dr. Mbulankende Julius Shopi together with his team consisting of Dr. Baluma Alfred, Dr. Walimbwa Michael, Associate Professor Esaete Josephine as well as the experts from the National Curriculum Development Centre namely Mr. Mathias Mulumba Mutema and Ms Nansubuga Joyce for implementing the project at Makerere University, Busitema University and Mountains of the Moon University.
On behalf of the team, the Project Principal Investigator, Dr. Mbulankende, explained that the situation analysis did identify gaps in competencies and abilities of teacher educators to adapt to the new curriculum. To position the academic staff into the gist of the training, he paused a question: How is the University ready to receive the Competency Based Curriculum products?
In his address, the Chairperson of MakRIF, Prof. Fred Masagazi Masaazi acknowledged the President of the Republic of Uganda, H.E President Yoweri Kaguta Museveni, the Ministry of Education and Sports, and the National Curriculum Development Centre for the support extended to Makerere University College of Education and External Studies in the execution of its mandate.
Underscoring the re-tooling processes such as the training workshop in Competency Based Curriculum, Prof. Masagazi Masaazi advocated for regular training workshops and the continuous professional development of staff.
Noting that a significant number of Ugandans were yet to understand and appreciate the new Competency Based Curriculum, he urged the academic staff to sensitize stakeholders about the new curriculum. He encouraged them to come up with research projects aimed at popularizing the new curriculum.
Building on to the general observations and remarks from the Dean of the School of Education, the Project Principal Investigator and Prof. Masagazi Masaazi, a seasoned academic and educationist,the stage was set for a highly interactive and hands-on training workshop delivered by resource persons from the National Curriculum Development Centre and experts in the education field.
Mr. Mathias Mulumba Mutema, a facilitator from National Curriculum Development Centre, constituted smaller groups consisting of lecturers of teaching methods and content areas into interactive and participatory sessions aimed at understanding and appreciating the changes in Uganda’s education system as well as the delivery and effective implementation of the new lower secondary school curriculum.
He shared a famous quote by John Dewey: “If we teach today as we taught yesterday, we rob our children of tomorrow.” Highlighting a typical example in the traditional approach, which was teacher-centred and based on a one-sided approach of receiving instructions from the teacher, Mr. Mulumba Mutema appealed to the teachers and participants to forget statements such as, “if you do not produce the notes the way I taught you, you will score zero.” He pointed out that such instructions do not have a place as stakeholders implement the new Competency Based Curriculum, which emphasizes the learner’s voice and choices.
He explained that the new curriculum is about usage of situations, illustrations, photos, examples, statements to enable the learner interpret real-life experiences and solve societal challenges.
Dr. Mulumba Mutema presented the features of traditional education versus Competence Based education citing the Motivis Learning, 2017. The traditional education is time based, passive learning, fragmented curriculum, isolation, textbook driven, teacher-centered, print, facts and memorization. Competency based education is outcome-based, provides for active learning, integrated curriculum, collaboration, research driven, student centered, multi-media and high order thinking.
One of the training sessions involved turning the teacher educators and lecturers into learners under the new Competency Based Curriculum, to discuss the successes and challenges of the new curriculum.
The workshop participants pointed out the following successes: Innovativeness, Acquisition and Application of skills, Increased learner self-confidence, spending more time learning rather than copying notes, more interest in learning and relevance-solving societal problems.
Some of the challenges of the Competence Based Curriculum registered during this training session included: Shortage of learning materials, transition challenges from traditional to competence based, none involvement of parents, the need for large spaces compared to the existing infrastructure, integrity issues in assessment, interpretation of assessments, stakeholders’ knowledge gaps about the new curriculum.
At the climax, the participants testified that the new curriculum ignites creativity and critical thinking with the learner being an active participant; it is anchored in real life situations and experiences, and it engages the learner and promotes team work.
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