Epistemological Injustices During the Implementation of E-learning During the Covid 19 Pandemic at Mzuzu University in Malawi
by Robert Kalima, Student Support Services Manager at the Center for Open, Distance and eLearning, Mzuzu University in Malawi, Malawi
OUTLINE: The arrival of the Covid 19 pandemic resulted in the implementation of eLearning in traditional higher education systems. The implementation of eLearning in some contexts resulted in epistemological injustices to university students. Using qualitative study design, my study seeks to identify the epistemological injustices committed by Mzuzu University in Malawi during the implementation of eLearning during the Covid 19 pandemic with a specific focus on what constrained or enabled student learning during the implementation of eLearning.
Implementing Online Learning at an Ugandan University: Challenges, Lessons Learnt and Innovation
by Rogers Bariyo, Dean, Faculty of Interdisciplinary Studies, Mbarara University of Science and Technology, Uganda AND Evarist Nabaasa, Dean, Faculty of Computing and Informatics, Mbarara University of Science and Technology, Uganda AND Amos Baryashaba, Head of Computing Services, Mbarara University of Science and Technology, Uganda
OUTLINE Covid-19 pandemic greatly affected the Higher Education institutions (HEI) globally. However, the effects seem to have been great among HEIs in developing countries. In Uganda HEIs, struggled to adopt numerous strategies such as on-line teaching to enable learners continue with studies. Despite challenges of on-line teaching, this approach remains the best option during pandemics. Therefore, HEIs need to embrace it to supplement the traditional modes of teaching and learning.>