By Demiano Madundu.
A new study by a Uganda Christian University (UCU) graduate has illuminated the varied impact of mandatory Digital Learning Platforms (DLPs), like MUELE, on student academic performance and experience in the Faculty of Business and Administration. The findings suggest a growing divide influenced by access, digital literacy, and technical support.
Conducted by Kyamanywa Sarah, a Bachelor of Information Technology graduate, the September 2023 study titled “Digital Access and Academic Performance Among UCU Business Students” found that while DLPs offer convenience, many students are struggling to adapt, often with minimal support for technical challenges or data costs.
According to the research, a significant number of students are unable to consistently access all required online materials or participate fully in virtual sessions due to unreliable internet and high data tariffs. One final-year student explained, “I have to wait until late at night for cheaper data bundles, but by then I am too tired to concentrate on the recorded lectures. Sometimes, I miss quizzes because the network is poor.”
The study highlights digital literacy as a constant hurdle. Students from rural areas, in particular, battle to navigate complex interfaces and utilize advanced platform features, leading to emotional stress and feelings of inadequacy. A lecturer told Kyamanywa that students who exclusively rely on mobile phones often submit assignments with formatting errors, which impacts their overall grade.
The research also identifies different factors contributing to poor utilization of DLPs in the faculty. High cost of data was the leading barrier at 38%, followed by lack of technical support (29%), limited access to personal devices (21%), and poor digital skills (12%). “I share a small laptop with my two siblings. It is impossible to attend simultaneous classes or do group work effectively,” one respondent shared.
Time management and self-discipline emerged as one of the most affected areas. Tutors in the faculty reported that some students from the study group struggled with procrastination and accountability without the structure of mandatory physical lectures. “The flexibility is good, but without self-discipline, some students fall behind quickly,” one tutor told the researcher.
Mental and physical health challenges were also noted. Many students struggling with digital learning reported increased eye strain and fatigue from prolonged screen time. Furthermore, the isolation of studying remotely has led to reports of stress and reduced social interaction. According to a student counselor, anxiety is rising among students who constantly fear missing deadlines or experiencing technical glitches during exams.
Respondents recommended several interventions, including subsidized data packages for university students, mandatory basic digital skills training during orientation, and increased student-to-lecturer technical mentorship. “If the university could negotiate cheaper data or provide dedicated study spots with reliable Wi-Fi, it would level the playing field,” one participant suggested. Others urged the university to simplify the learning platform’s interface.
Kyamanywa’s research goes beyond documenting statistics; it paints a vivid picture of the socio-economic and technological struggles faced by students attempting to thrive in a mandatory blended learning environment. The findings highlight the broader implications for UCU—ranging from compromised learning quality to student attrition and a potential widening of the educational gap.
While the study focuses on the Faculty of Business and Administration, its lessons echo across many departments grappling with similar realities in the post-pandemic education shift. It calls for collective responsibility in ensuring that the digital tools meant to enhance education do not inadvertently become barriers to student success.
