Desafíos de la implementación del aprendizaje en línea en universidades africanas: Experiencias de Etiopía y Ruanda

Autores/as

DOI:

https://doi.org/10.14507/epaa.33.8772

Palabras clave:

aprendizaje en línea, PPCT, desafíos, universidad, Etiopía, Ruanda

Resumen

La pandemia de COVID-19 interrumpió significativamente la sociedad, la economía y la educación. 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 a factores 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 a tecnología y pedagogía, pero la UR presentó un entorno más favorable en políticas de aprendizaje en línea, liderazgo, cultura y habilidades. Concluimos con observaciones sobre cómo estas dos universidades públicas africanas pueden abordar estos desafíos, crear resiliencia institucional y asegurar que su aprendizaje en línea promueva el acceso, la equidad y la inclusión.

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Biografía del autor/a

Mikyas Abera, University of Gondar

Dr. Mikyas Abera is an Assistant Professor of Sociology at the University of Gondar, focusing on education, urbanization, inclusion, rehabilitation, and gender. He has held leadership roles at the Mastercard Foundation Scholars Program and the School of Sociology and Social Work. Dr. Mikyas has collaborated with various scholars on research and community projects and has been published in multiple refereed journals. He is dedicated to promoting inclusion, participation, and excellence through quality education and ethical professional practice.

Pierre C. Bimenyimana, University of Rwanda

Mr. Bimenyimana is a PhD Scholar in Social Work at the University of Rwanda and the University of Agder. He serves as Advisor to the Deputy Vice Chancellor for Academic Affairs and Research at the University of Rwanda, teaches in the Department of Social Sciences, and is involved in the eLearning ecosystem at the Mastercard Foundation Scholars Program. His research focuses on citizen satisfaction with public and private services, moral dispositions, social innovations, and youth engagement, and he has numerous peer-reviewed publications.

Solomon Mekonnen Abebe, University of Gondar

Dr. Solomon Mekonnen Abebe is a Professor at the Institute of Public Health at the University of Gondar, Ethiopia, where he also directs the Community-Based Rehabilitation (CBR) program. He has held various leadership roles, including directing the Mastercard Foundation Scholars Program for over 5 years. His research focuses on non-communicable diseases, disability, inclusion, and rehabilitation services, particularly regarding the challenges faced by persons with disabilities in education and employment across several African countries. His work emphasizes the use of action research to benefit the community and promote inclusivity through innovative solutions.

Jean Claude Byungura, University of Rwanda

Dr. Jean Claude Byungura is an Associate Professor of Computer and Systems Science at the University of Rwanda and the Program Lead for eLearning at the Mastercard Foundation Scholars Program. He holds a PhD in Computer and Systems Science focusing on E-learning from Stockholm University, and has completed postdoctoral research in Digital Health E-learning. His research centers on IT-institutional alignment, Information Systems, and Educational Technology. He has published numerous research papers and is actively involved in projects promoting digitalization and e-learning locally and globally.

Raymond Ndikumana, University of Rwanda

Dr. Raymond Ndikumana is the Deputy Vice Chancellor for Strategic Planning and Administration and faculty at the University of Rwanda. His research focuses on enabling management control systems to support development and human capital impact. He holds a PhD in Management Accounting and Control from Örebro University (Sweden) and a Master’s in Accounting and Finance from the University of Dundee (UK). He is a Stanford University Certified Project Manager. Dr. Ndikumana has extensive experience in strategic planning, digitalization projects, partnership development, and institutional advancement, and currently serves on several regional and international boards.

Mustofa W. Jemal, University of Gondar

Mr. Mustofa W. Jemal is a PhD candidate in Health Quality at Queen’s University in Kingston, Ontario, and an Assistant Professor in Journalism and Communication at the University of Gondar, Ethiopia. He has held leadership roles at the University of Gondar, actively managing programs, teaching, and conducting research. His interests focus on health disparities, service utilization, health systems, and e-learning, emphasizing communication strategies to improve health quality. Mustofa is dedicated to using storytelling and participatory research to empower marginalized communities and create culturally sensitive interventions, bridging health quality and communication to promote an equitable healthcare system.

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Publicado

2025-05-27

Cómo citar

Abera, M., Bimenyimana, P. C., Abebe, S. M., Byungura, J. C., Ndikumana, R., & Jemal, M. W. (2025). Desafíos de la implementación del aprendizaje en línea en universidades africanas: Experiencias de Etiopía y Ruanda. Archivos Analíticos De Políticas Educativas, 33. https://doi.org/10.14507/epaa.33.8772

Número

Vol. 33 (2025)

Sección

Articles

Licencia

Derechos de autor 2025 Mikyas Abera, Pierre C. Bimenyimana, Solomon Mekonnen Abebe, Jean Claude Byungura, Raymond Ndikumana, Mustofa W. Jemal

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.