Overcoming barriers to eLearning in business education: a qualitative study from Uganda

Abstract

The integration of eLearning in executive business education has expanded globally, offering flexible and scalable learning opportunities for busy professionals. However, in developing contexts like Uganda, the delivery of executive eLearning for business programs faces persistent infrastructural, pedagogical, and contextual challenges. Despite a growing demand for continuous professional development, low internet penetration, limited digital literacy, and insufficient instructional capacity continue to hinder effective implementation. This study investigates the key barriers affecting the delivery of eLearning for executive business programs in Uganda and proposes practical solutions to improve its effectiveness. Guided by a qualitative research design, the study involved in-depth interviews with 20 stakeholders, including program coordinators, instructional designers, and executive business learners (MBA program) from Makerere University Business School (MUBS). Data were analyzed thematically to identify patterns related to technology access, instructor preparedness, and learner engagement. Findings reveal that inadequate digital infrastructure, lack of tailored instructional design, and minimal cultural-contextual adaptation are major obstacles. Additionally, limited training for instructors in digital pedagogy contributes to low interactivity and learner disengagement. The study concludes that overcoming these challenges requires a multipronged strategy involving investment in digital infrastructure, capacity building for facilitators, and contextually adapted eLearning models. These findings have implications for policymakers, academic institutions, and instructional designers seeking to enhance the reach and impact of executive education in low-resource settings.