International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 20, No. 3 (2024)

Navigating the transition to blended learning: Faculty experiences, challenges, and coping strategies at Makerere University

Joseph Watuleke, Makerere University, Uganda
Consolata Kabonesa, Makerere University
Ruth Nsibirano, Makerere University
Paul Birevu Muyinda, Makerere University
David Onen, Makerere University
Nuluyati Nalwadda, Makerere University

Abstract
As universities increasingly adopt flexible learning options, the shift from traditional face-to-face instruction to blended learning environments presents both opportunities and challenges. This study explored the experiences of faculty at Makerere University as they adapted to this transition, focusing on their training process and the obstacles they encountered. Utilizing a qualitative case study design, the research involved detailed observations and interviews with 11 faculty members from the School of Women and Gender Studies. The findings indicated that faculty with prior experience in Learning Management Systems (LMS) adjusted more smoothly to the blended learning format, while those unfamiliar with these tools faced significant challenges. Issues such as balancing demanding schedules and managing workloads highlighted the need for more structured and manageable training programs. Institutional support, including Internet data and transport refunds, played a crucial role in boosting faculty productivity and confidence. Furthermore, team-based development was found to be a particularly effective strategy, fostering collaboration and improving productivity, compared to individual efforts. The study also emphasized the importance of simplified instructional design processes and ongoing technical support in maintaining faculty motivation and engagement. Ultimately, the research recommends that institutions provide comprehensive technical support, promote collaborative course development, and streamline instructional design processes to ensure successful transitions to blended learning environments. These insights offer valuable guidance for other higher education institutions undergoing similar transformations, providing a framework for addressing challenges and enhancing the effectiveness of blended learning initiatives.

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