Articles

Distance Learning and Challenges of Technologies by Students in Uganda

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This study was conducted to examine the challenges students face in Uganda when it comes to distance learning. Uganda is a developing country and this has put a strain on the resources available to students in terms of access to technology. Therefore, this study looks to understand the challenges that students in Uganda have experienced in the shift to distance learning and the strategies that students have used to cope. A non-probability sampling technique of snowball was used to identify initial participants who meet the research criteria. In all, thirty (30) students across all levels of education in Kampala district were selected. The results showed that the majority of students reported experiencing some form of challenges related to distance learning. The most commonly reported challenges were technical problems with the learning platform and lack of access to the internet. The results of this study can inform policy decisions to better equip students and teachers for effective teaching-learning program across various educational institutions.

Distance Learning Amidst Covid-19 Pandemic: Attitude and Assessment Performance of High School Students in Three Moroccan Private High Schools

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The outbreak of Covid-19 pandemic worldwide urged educational institutions to come up with quick and effective alternatives to ensure students’ learning and academic year continuity. Morocco was no exception to deal with that situation. As a response to the pandemic, the Ministry of Education launched distance learning as a “new” mode for learning across the country. The objective of the current study is to investigate students’ attitude towards distance learning during the pandemic. Also, it is an attempt to evaluate the impact of distance learning on students’ assessments. 119 students from 3 private schools in Rabat Morocco were involved in the study. A closed-questionnaire was shared with the target population via Google-Form. Later, 12 student informants were recruited to share insights on their learning journey amidst the outbreak of the pandemic. The findings reveal that students’ attitudes have shifted to a positive direction after being introduced to distance learning. However, the findings indicate that there is a negative correlation between distance learning and in-class assessment. The study also concludes by key recommendations found in the students’ responses and review of literature on the need to adopt effective methods in distance learning.