Challenges of Implementing E-Learning in African Universities - Experiences from Ethiopia and Rwanda

Oct 15, 2026

Uploaded by dawugda

The COVID-19 pandemic significantly disrupted society, the economy, and education, prompting the University of Gondar and the University of Rwanda to close campuses and suspend face-to-face learning while adopting internet-based resources and tools. A successful shift to e-learning depends on embedding e-learning within university culture, structure, policy, and processes. Using the ecological systems perspective, the study analyzed institutional challenges through document review, key informant interviews, and focus groups. Coding with Atlas.ti supported four themes: technology/infrastructure, pedagogy/devices, policy/leadership, and culture/skills.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Research Approach and Data Collection

Key Themes and Findings

Conclusions

| education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal | | | --- | --- | | Arizona State University | | | Volume 33 Number 34 May 27, 2025 ISSN 1068-2341 | | Challenges of Implementing E-Learning in African Universities: Experiences from Ethiopia and Rwanda MikyasAbera University of Gondar Ethiopia Pierre C. Bimenyimana University of Rwanda Rwanda Solomon M. Abebe University of Gondar Ethiopia Jean Claude Byungura & Raymond Ndikumana University of Rwanda Rwanda & Mustofa W. Jemal Queen’s University Canada Citation: Abera, M., Bimenyimana, P. C., Abebe, S. M., Byungura, J. C., Ndikumana, R., & Jemal, M. W. (2025). Challenges of implementing e-learning in African universities: Experiences from Ethiopia and Rwanda. Education Policy Analysis Archives, 33 (34) . [https://doi.org/10.14507/epaa.33.8772](https://doi.org/10.14507/epaa.33.8772) Abstract: The COVID-19 pandemic significantly disrupted society, the economy, and education. The University of Gondar (UoG) and the University of Rwanda (UR) were similarly affected. Both closed their campuses, suspended face-to-face learning, and embraced internet-based resources and tools. However, successful transitions from class-based learning to e-learning require embedding elearning in their culture, structure, policy, and processes. In this paper, we explored their challenges in this process. We used the ecological systems perspective and viewed the universities as interrelated units capable of fulfilling institutional functions and responding or adjusting to ecological factors. We collected data through document review, key informant interview (KII), and focus group discussion (FGD) . We audio-recorded and transcribed all KIIs and FGDs. We used Atlas.ti (9) to iteratively code, re-code, and categorize results under four themes: (a) technology/infrastructure, (b) pedagogy/devices, (c) policy/leadership, and (d) culture/skills. The two universities were relatively similar in technology and pedagogy challenges, but the UR reportedly had a better e-learning policy environment, leadership, culture, and skills. We concluded with remarks on how these two African public universities could address these challenges , create institutional resilience, and ensure their e-learning embraces and promotes accessibility, equity , and inclusion. Keywords: e-learning; PPCT; challenges; university; Ethiopia; Rwanda Desafíos de la implementación del aprendizaje en línea en universidades africanas: Experiencias de Etiopía y Ruanda Resumen: La pandemia de COVID-19 interrumpió significativamente la sociedad, la economía y laeducación. La Universidad de Gondar (UoG) y la Universidad de Ruanda (UR) se vieron afectadas de manera similar. Ambas cerraron sus campus, suspendieron la enseñanza presencial y adoptaron recursos y herramientas basadas en internet. Sin embargo, una transición exitosa del aprendizaje en el aula al aprendizaje en línea requiere integrar este último en la cultura, estructura, políticas y procesos institucionales. En este artículo, exploramos los desafíos que enfrentaron en este proceso. Utilizamos la perspectiva de los sistemas ecológicos, considerando a las universidades como unidades interrelacionadas capaces de cumplir funciones institucionales y de responder o ajustarse afactores ecológicos. Recopilamos datos mediante revisión documental, entrevistas con informantes clave (EIC) y grupos focales (GF) . Todas las EIC y GF fueron grabadas y transcritas. Utilizamos Atlas.ti(9) para codificar, recodificar y categorizar los resultados de manera iterativa bajo cuatro temas: (a) tecnología/infraestructura, (b) pedagogía/dispositivos, (c) políticas/liderazgo, y (d) cultura/habilidades. Las dos universidades enfrentaron desafíos relativamente similares en cuanto atecnología y pedagogía, pero la UR presentó un entorno más favorable en políticas de aprendizaje en línea, liderazgo, cultura y habilidade

FAQs

What problem does the study address in African universities?

It examines challenges universities faced when transitioning from class-based learning to e-learning during and after COVID-19 disruptions.

How were data collected for the research?

The study used document review, key informant interviews, and focus group discussions, with recordings transcribed for analysis.

Which major areas shaped the e-learning transition challenges?

Findings were organized into four themes: technology/infrastructure, pedagogy/devices, policy/leadership, and culture/skills.

Oct 15, 2026

Uploaded by dawugda