| dc.description.abstract | The use of online and electronic learning was greatly enhanced in Uganda’s higher education
institutions during the COVID-19 lockdown as a strategy for education continuity. However,
the experiences of students with visual impairment with this type of learning remains
undocumented. This study explored experiences of visually impaired students of Makerere
University in accessing online and electronic learning resources, and enablers and barriers of
access to online and electronic learning resources in this population. Five visually impaired
students and five support persons/key informants of visually impaired were interviewed. The
results reveal that visually impaired students have both positive and negative experiences
with accessing online and electronic learning resources in Makerere University. The enablers
and barriers of access to online and electronic learning resources are at different ecological
levels. The key enablers at the individual level were personal skills, attitudes and finance,
while at the family level, emotional and economic support from family members are key
ingredients of access. At the meso-level, supportive lecturers and support from friends were
enablers. At the macro level, the supportive University policies provided increased access to
resources. The barriers across the ecological levels included poverty, poor network, lack of
skills, family negative attitude, dependence and lack of electricity. The study concludes that
access to online learning is a viable option for learners with visual impairment; however, the
support systems of learners and education providers must take into account the limitations of
these learners and integrate tailored interventions into the teaching as a strategy of ensuring
access. | en_US |
