Background: The Covid-19 pandemic is argued to have originated from a sea food market in Wuhan city, Hubei Province of China, Due to the contagious nature of the Covid-19, people had to social distance to contain the spread of this novel virus. In order to achieve this measure of social distancing, schools were closed so that children are well distributed among the very many household in Uganda. This school closure affected over 15million learners in Uganda, in order to ensure that there is continuity in their learning process, remote learning was adopted. This meant that learners had to study from home using platforms like TVs, radios and e-platforms like zoom. This study was to analyze the determinants of the adoption of remote learning under Covid. Results: At 5% level of significance, the age of the household head, household size, gender of the household head, regional location of the household, residence of the household (rural/Urban), Nutrition status of the household’s meals, fear for Covid-19 and Education level of the household head were revealed to be significant determinants of the adoption of remote learning during the COVID-19 lockdown period. Conclusion: The analyses on the effect of region and residence on the adoption of remote learning, it was discovered that the rate at which remote learning was adopted across regions and residences (rural/Urban) was not the same. This could be attributed to inequalities in access to electricity and internet. So I recommend that there should be efforts to ensure that the percentage of people connected to the national electricity by reducing the cost of electricity especially during this period where it is a necessity for education access by learners. Different remote learning delivery channels should also be adopted in accordance to the characteristics of the area in which the leaners accessing education from. For regions where the electricity distribution is low, small groups of learners should access tutors their teachers to guide them.

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