Towards a Guide for Developing and Delivering Content Online in Higher Education in Developing Countries: A Case of Makerere University-Uganda

Abstract

Many higher education institutions in developing countries are struggling to develop and deliver content online. This was evident during the outbreak of the COVID-19 pandemic. This study therefore aimed at suggesting guidelines for contextualized development and delivery of online content within higher education institutions in developing countries with a particular focus on Makerere University in Uganda. The guidelines were developed by answering the following research questions. a) What are the characteristics of well-developed and delivered online content? b) What are the opportunities and challenges in developing and delivering online content in higher education institutions? c) What are the guidelines for developing and delivering online content within Higher education institutions in developing countries? The study adopted exploratory survey design and design science methodology. Mixed methods (qualitative and quantitative methods) were used. The qualitative methods were interviews, observations, and focus group discussions. The quantitative methods were survey. The analysis of the data was descriptive statistics for quantitative methods while thematic analysis for the qualitative methods. Data was collected from MCF e-Learning Champions and e-Learning Coordinator within Makerere University. The findings from this study are based on three objectives. The respondents characterized a well-developed and delivered content online as being interactive and student centered and activity based developed content with clear instruction. Some opportunities were identified; flexibility, interactivity, and accessibility. The study also identified some challenges; unstable and costly internet, limited online navigation skills and experience, and limited access to online facilities, delayed feedback, and learner isolation. Continuous training and capacity building in online content development and delivery assist in mitigating many challenges. For online content development instructional designers or content developers should pay attention at ensuring that the content constructively aligned by starting from intended learning outcomes (ILO), topics/units, learning activities, resources, assessment while for online content delivery the facilitators or faculty should ensure they are actively engaging within the course by providing timely feedback. The study concludes that online content development and online content delivery supplements each other. Well-developed online content makes online delivery more effective.