Timely Completion of Online Assignments among Health Professional Students; an Evaluation of Open Distance and eLearning Platform at a Higher Education Institution (HEI) in Uganda

Abstract

To foster continuity of learning in universities, the Uganda National Council of Higher Education (NCHE) approved Emergency Open Distance and eLearning (ODeL) strategies in 2020. This was implemented at Clarke International University. The study therefore sought to determine the timely completion of online assignments among health professional students at Clarke International University. The quantitative approach was undertaken using the analytical cross-sectional study design from August 2021 to May 2022. Data was collected from systematic randomly selected 317 respondents using a self-administered questionnaire. The chi-square or Fisher’s exact tests were performed for comparison and binary logistic regression was conducted at multivariate analysis. Out of 317 respondents, timely completion of online assignments was observed at 79.8%. The odds of timely online completion reduced with courses that did not integrate theoretical course concepts with real-world applications (adjusted odds ratio [AOR]: 0.1, 95%; confidence interval [CI]: 0.0–0.5); and increased with feedback (AOR: 2.7, 95%; CI:1.1–6.8), user-friendly ODeL platform (AOR: 3.8, 95%; CI:1.2–12.1), ODeL training and orientation (AOR: 2.6, 95%; CI:1.1–6.5) and internet access (AOR: 5.0, 95%; CI: 2.0–16.0). A substantial number of students complete their online assignments on time owing to ease of access to the internet, continuous training on how to manoeuvre through the ODeL platform, and receipt of prompt feedback on online coursework. Higher education institutions need to design ODeL platforms where access can be achieved offline and also make its training mandatory.