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Research Article Open Access

Implementing E-Learning in Resource-Constrained Nursing Education Institutions in Rwanda


Aim: The aim of this paper is to present the intervening conditions that influence the implementation of e-learning in resource-constrained nursing education institutions in Rwanda. Methods: Exploratory qualitative method was used. Forty participants were purposively selected from identified school’s campuses in Rwanda, and included nursing students, nurse educators, and ICT managers. Data was collected using a semi-structured interview guide for in-depth interviews and focus group discussions. Document analysis was used to obtain additional data, with the qualitative data being thematically analysis. Results: The findings demonstrated that there are intervening conditions that influence the proper implementation of e-learning in nursing education, these being facilitating and inhibiting factors. The sub-categories that emerged as facilitating conditions were (a) institutional support for teachers and students, (b) partnership and collaboration, (c) policies and regulations of e-learning; (d) effectiveness of learning management system (Moodle), (e) e-readiness, and (f) bridging the digital divide. The inhibiting conditions sub-categories to using e-learning were: (a) resource constraints; (b) insufficient ICT literacy (computer/Internet/Moodle); (c) challenges with the language of instruction; (d) generational age gap (e) lack of policies regarding e-learning; (f) resistance to change; and (g) issues related to the Moodle interface design. Conclusion/recommendations: The results indicate that the success of e-learning depends not only on the availability of ICT infrastructures but also on the users’ readiness, and the institutional abilities to respond to the challenges posed by a technology-mediated learning environment. Institutions must develop ICT support mechanisms to proficiently deliver media-intensive learning in an inexpensive way and to support daily e-learning facilitation for both teaching staff and students. It is essential to improve the digital literacy of the users and to enhance the utilisation of Moodle (or other elearning platforms) as a Learning Management System.

Alexis Harerimana* and Ntombifikile G Mtshali

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