To foster continuity of learning in universities, the Uganda National Council of Higher Education... more 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 ...
To foster continuity of learning in universities, the Uganda National Council of Higher Education... more 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 ...
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