KAMPALA, Uganda — The initial phase of Makerere University’s e-Learning initiative, which commenced in 2021, has achieved notable advancements in strengthening the institution’s capacity for digital teaching and learning, university officials announced Thursday.
During a dissemination event held April 24, Prof. Paul Birevu Muyinda, the director of the Institute of Open, Distance and E-learning (IODEL), presented the outcomes of the first phase to a gathering of over 75 participants and key stakeholders. The audience included members of Makerere University’s management, faculty and staff representatives from the College of Education and External Studies (CEES), a delegate from the Ministry of Education and Sports, student leaders, personnel from the Directorate for ICT Support (DICTS), and representatives from the Mastercard Foundation and Arizona State University (ASU), as well as a cross-section of staff from various academic and administrative departments within the university.
The e-Learning initiative, financially supported by the Mastercard Foundation, was executed by IODEL in collaboration with the Office of the Deputy Vice Chancellor for Academic Affairs. Its primary objective was to enhance the e-learning capabilities of both Makerere University and its partner institutions. Muyinda stated that the $2 million grant facilitated significant progress in the university’s digital transformation efforts.
Among the key accomplishments of Phase 1, which concluded in 2024, were the training of 1,280 faculty members in effective e-learning methodologies. Additionally, the university successfully developed 2,579 online courses, surpassing the initial target of 2,560. The initiative also led to the creation of four support service modules specifically designed for the e-learning environment. Furthermore, over 7,000 students received capacity building in utilizing online learning platforms effectively. The program also involved the training and recruitment of 32 e-Learning champions who will provide ongoing support to both faculty and students. A significant achievement was the upgrading of the Makerere University e-Learning Environment (MUELE), the university’s primary online learning platform. The initiative also facilitated the acquisition of crucial e-learning infrastructure, including five multi-media studios, a dedicated video streaming server, and several all-in-one printers.
Muyinda underscored the critical role of strong support from the university’s top management in the successful implementation of the program. He expressed gratitude to the University Council, the Vice Chancellor, the Deputy Vice Chancellors for Academic Affairs and Finance and Administration, the Academic Registrar, the University Secretary, and the staff of DICTS for their support in executing the various activities of Phase 1.
Reflecting on the lessons learned during the initial phase, Muyinda highlighted the importance of co-creation in the development of online courses, noting that it fosters ownership and effective utilization. He also emphasized the necessity of learning designers for the pedagogical design of e-courses and the vital role of a robust and integrated infrastructure for staff and students in creating a successful e-learning ecosystem. Inclusive capacity building for both staff and students was also identified as essential for successful digital transformation. The establishment of cost-effective multi-media studios, operated by specialists providing technical support and capacity building, was recognized for its contribution to flipped classroom pedagogy through video content. Moreover, the design of new university buildings should consider pedagogical and inclusivity requirements from the outset. Ensuring inclusivity by designing all courses following universal design for learning principles was also deemed crucial. The success of online courses, Muyinda noted, heavily relies on well-structured student support offered by the university, including coaches, mentors, facilitators, technicians, career guidance counselors, and others. He also suggested the potential benefits of establishing a central unit, similar to Arizona State University’s EdPlus, to oversee the design, development, and growth of digital and innovative pedagogy within the university. Finally, the adoption of design thinking approaches in digital transformation processes and the optimization of collaborations for institutional growth were identified as key takeaways.
The e-Learning Initiative was conceived and implemented in response to the significant disruptions caused by the COVID-19 pandemic, which severely impacted access to and continuity of teaching, learning, and community engagement activities at Makerere University. While the university was able to continue some online teaching and learning through its existing MUELE platform, the pandemic highlighted the urgent need for a more resilient and comprehensive approach to institutionalize online teaching pedagogies.
Makerere University’s strategic plan already emphasized the provision of innovative teaching and learning and the adaptation to evolving ICT trends, advocating for a blended learning approach. The challenges presented by the COVID-19 pandemic and its aftermath further underscored the necessity for immediate, short-term, and long-term measures to institutionalize e-learning through staff and student onboarding, the creation of online course content, and the acquisition of necessary infrastructure and equipment.
The Mastercard Foundation’s call for proposals, aimed at supporting universities in enhancing the quality and accessibility of education during and after the COVID-19 era, presented a significant opportunity. The IODEL team at Makerere University, in collaboration with the Deputy Vice Chancellor for Academic Affairs, successfully submitted a proposal that secured a USD 2 million grant. The Mastercard Foundation Scholars Program e-Learning Initiative was officially launched on Sept. 20, 2022, by Prof. Mary Okwakol, the Executive Director of the National Council for Higher Education (NCHE), at a ceremony held at the university’s Yusuf Lule Central Teaching Facility Auditorium. University officials are now focused on planning and preparing for Phase 2 of the initiative, building on the foundation and lessons learned from the successful completion of the first phase.
