Date of this Version
Purpose: This purpose of the paper was to determine the perceived safety Ugandan LIS students and academics in electronic learning spaces and recommend strategies to promote safety for LIS scholars in online spaces.
Methodology: An online questionnaire with structured questions was sent out to undergraduate and graduate LIS students at Makerere University attracting over ninety (91) responses. Two (2) academic staff members were interviewed to obtain staff perspectives. Secondary data were collected from documents that have been drafted to guide online learning in Makerere University and Uganda.
Findings: Findings of the study indicated that LIS academics in at Makerere University and students were able to quickly adopt e-learning even before mandatory shift caused by COVID-19. This was partly because of early university effort to encourage blended learning. Whereas the University had adopted its own e-learning platform and official zoom licenses to all LIS academic staff other electronic tools and online resources to enhance their teaching experiences. academic staff were given lee way to However, there was no evidence of institutional framework to encourage safety for both staff and students on any of the learning platforms.
Practical implications: The implications of the results are that
(1) Ugandan LIS academics are well fairly well prepared to engage in continuous pedagogy even in the dace of epidemics that force closure of physical classes.
(2) Universities that adopt e-learning should include safety for both staff and students in when designing and running of online learning spaces.
(3) LIS departments should design subject own tools for orienting staff and students when any new e-learning tool is adopted.