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A Model for Scaffolding Traditional Distance Learners in Africa for Constructivic Online Learning

PB Muyinda
JT Lubega
K Lynch


How can we solve the lull in uptake and usage of online learning amongst traditional distance learners in Africa? Several online learning initiatives are taking place in Africa, but a critical assessment of their impact in terms of increasing access to higher education through distance learning indicates, in most cases, lack of value for money. A few distance learners use online learning management systems and other online resources in those institutions. How then do we interest and motivate the majority of traditional distance learners in Africa to adopt and uphold online learning practices? This paper provides a model that can be used to scaffold traditional distance learners in Africa for constructivistic online learning. The framework is built based on experiences derived from a survey of third year Bachelor of Commerce distance learning students at Makerere University who participated in an online learning pilot. The students were,
for their very first time, asked to undertake three out of ten modules of an Information Technology course using an online learning mode. This course had previously been tutored using traditional face to face and print based materials methods. The three online modules were tutored using the BlackboardTM Learning Management System. The model is important for managing change from traditional distance learning delivery methods
to online delivery methods and ensuring that distance learners in Africa uphold online learning practices.

Journal Identifiers

eISSN: 2707-6113
print ISSN: 1816-6822