Effect of using E- learning as a medium of teaching and learning during the COVID-19 Epidemic lock down in Kawempe Division.

Abstract

Despite the efforts that have been made by educational institutions to create a possibility for students to continue learning during the lockdown; students, teachers and all other educational stakeholders still have limited skills on the usage of E-Learning as a medium of teaching and learning because access to ICT tools still remains limited. This study therefore analysed the effect of using E-Learning as a medium of teaching during the covid-19 lockdown in Kawempe division. The specific objectives of the study were to find out how covid-19 generally affected education in Kawempe division, to examine the progress of education using E-learning during the covid-19 pandemic lock down in Kawempe division and to ascertain the student’s participation using E-learning tools during the lockdown in Kawempe division. The disruptions caused by the covid-19 lockdown left us with no option of reaching to our study area to meet the respondents hence several existing literature and its implication to our area of study were collected. Thereafter data was analysed using secondary qualitative analysis i.e., data mining and mapping. It was found out that the usage of ICT tools for teaching and learning in Kawempe division still has a lot of limitations. The results showed that there is still a gap when it comes to the level of knowledge, access and awareness of the E-Learning tools by teachers, students and even parents. Despite the so many limitations accompanied with using of ICT tools in teaching and learning, there are a few positive impacts found such as stimulation of active participation of learners, fun learning and a feeling of attachment to the lessons conducted. The recommendations of the study were; Provision of equal access to digital infrastructures during full-time remote education. Improving on the parents’ digital competence to enable them possibly support and guide especially their younger children. Also, teachers and educational staff needed more advanced digital competence, beyond digital content creation, in order to make remote schooling successful