Evaluation of remote teaching and learning in Universities in Ghana during the COVID-19 pandemic
DOI:
https://doi.org/10.58256/ects.v3i1.765Keywords:
distance learning, internet connectivity, student readiness, higher education, COVID-19, education systemAbstract
COVID-19 prompted the closure of various schools throughout the world to prevent the virus from spreading. Many countries, including Ghana, have established an online learning system to encourage learning activities and ensure student continuity. The study looked into how Ghanaian students reacted to online learning in higher education. An online questionnaire was used to collect data using a descriptive survey methodology. A total of 675 students from various Ghanaian higher education institutions were used as a sample in the study. Percentage and frequency were used to analyze the data. Students responded positively to online learning, according to the study’s findings. The majority of them knew about e-learning and platforms like Google Classroom and Alison. For online learning, laptops and cell phones were utilized. They were, however, unprepared for online learning due to a lack of sufficient training, limited internet connection, and a lack of funds to purchase computers and cell phones. The study recommended that university administration should guarantee that students have access to materials that will allow them to assess their readiness for an online course and provide preparatory advice. Academic staff should also provide instructional support through instructional activities that can assist students in gaining the necessary skills for online learning, assessing their readiness, and considering using flexible teaching methods and deadlines to accommodate students with reliable WI-FI or broadband access challenges, as well as emotional support to ensure a smooth transition to emergency remote learning.
Downloads
References
Adom, D., Osei, M., & Adu-Agyem, J. (2020). COVID-19 Lockdown: A Review of an Alternative to the Traditional Approach to Research. Research Journal in Advanced Social Sciences, 1, 1-9. Retrieved from https://royalliteglobal.com/rjass/article/view/107
Anaba, D. (2020b). COVID-19: UCC SRC directs students to stop registration for online studies. CNR. Retrieved from https://citinewsroom.com/2020/04/covid-19-ucc-srcdirects-student-stop-registration-for-online-studies/
Ashesi University (2020). COVID-19 response measures at Ashesi. Retrieved from https://www.ashesi.edu.gh/resources/covid-19-safety.html
Adam, T. (2020). The privilege of #pivotonline: A South African perspective. Open Development & Education. Retrieved from https://opendeved.net/2020/04/22/theprivilege-of-pivotonline/
Agyei, D. D. (2012). Preparation of preservice teachers in Ghana to integrate information and communication technology in teaching Mathematics. Unpublished doctoral thesis, University of Twente
Agyemang, M. (2012). Technology use among Ghanaian Senior High School mathematics teachers and students and factors that influence it. Unpublished master’s thesis Department of Mathematics Education, University of Education.
Apau, S. K. (2017). Technological pedagogical content knowledge preparedness of student teachers of the Department of Arts and Social Sciences Education of University of Cape Coast. Journal of Education and Practice, 8(10), 167-181. Retrieved from https://www.iiste.org/
Barhoumi, C. (2015). The effectiveness of WhatsApp mobile learning activities guided by activity theory on students' knowledge management. Contemporary Educational Technology, 6(3), 221-238
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Coronavirus pandemic. Asian Journal of Distance Education, 15(1), 1-6 https://doi.org/10.5281/zenodo.3778083
Brooks, D. C., & Grajek, S. (2020). Students' readiness to adopt fully remote learning.
Caliskan, S., Tugun, V. & Uzunboylu, H. (2017). University students’ readiness for E-Learning. ENSAYOS, Revista de la Facultad de Educación de Albacete, 32(2), 35-45. Enlace web:http://www.revista.uclm.es/index.php/ensayos - Consultada en fecha (dd-mm-aaaa)
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning and Teaching, 3(1)1-20. Retrieved from https://doi.org/10.37074/jalt.2020.3.1.7
Day, M. (2020). COVID-19: Surge in cases in Italy, and South Korea makes pandemic look more likely. BMJ 2020; 368:m751 doi: 10.1136/bmj.m751
Ebrahim, N. (2020). How Canadian universities & colleges are responding to coronavirus. Retrieved from https://www.refinery29.com/en-ca/2020/03/9548653/canadianuniversity-college-closures-coronavirus
Edumadze, J. K., Ogoe, J. I., Essilfie, G., Edumadze, G. E., Osei-Gyasi, A. A., & Graham, R.E. (2017). E-learning at the University of Cape Coast, Ghana; Are our distance education students technologically ready? The Online Journal of Distance Education and e-Learning, 5(1), 47-55. Retrieved from http://www.tojdel.net/
Fraenkel, J. R., & Wallen, N. E. (2010). How to design and evaluate research in education (7thEd). New York: McGraw-Hill.
Garba, S. A., & Alademerin, C. A. (2014). Exploring the readiness of Nigerian colleges of education toward preservice teacher preparation for technology integration. International Journal of Technology and Inclusive Education, 3(2), 335-343. doi:10.20533/ijtie.2047.0533.2014.0043
Gon, S., & Rawekar, A. (2017). Effectivity of e-learning through WhatsApp as a teaching-learning tool. MVP Journal of Medical Sciences, 4(1), 19–25. doi:10.18311/mvpjms/0/v0/i0/8454
Guterres, A. (2020). Protect our children. United Nations. Retrieved from https://www.un.org/en/un-coronavirus-communications-team/protect-our-children
Hodges, C. Moore, S., Lockee, B., Trust, T., & Bond. A. (2020). The difference between emergency remote teaching and online learning. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning
Houlden, S., & Veletsianos, G. (2020). Coronavirus pushes universities to switch to online classes: But are they ready? The Conversation. Retrieved from https://theconversation.com/coronavirus-pushes-universities-to-switch-to-onlineclasses-but-are-they-ready-132728
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090. doi:10.1016/j.compedu.2010.05.004
Joosten, T., & Cusatis, R. (2020). Online learning readiness. American Journal of Distance Education, 1, 1-14. https://doi.org/10.1080/08923647.2020.1726167
Kokutse, F. (2020). Ghana Senegal closes all universities. Retrieved from https://www.universityworldnews.com/post.php?story=20200315115142951
Maleki-Marasht, M., Ghalai, A., & Mousavi, S. A. (2012). Check the readiness of Urmia University students to participate in an e-learning system. Journal of Sociology, 5(18),123-139.
Mereku, D. K., Yidana, I, Hordzi, W., Tete-Mensah, I., Tete-Mensah, W., and Williams, J. B. (2009). Pan African research agenda on the pedagogical integration of ICTs: Ghana report. Retrieved from http://www.ernwaca.org/panaf/pdf/phase-1/Ghana-PanAf_Report.pdf.
Ng, E. (2020). Successful implementation of E-learning in self-financed Higher Education: Experience from Hong Kong. Journal of Educational Technology & Online Learning, 3(1), 91-107. Doi: 10.31681/jetol.655496
Okhovati, M., Sharifpoor-Ghahestani, E., Islami Nejad, T., Hamzezadeh-Marzooni, M., & Motamed-Jahroomi M. (2015). Attitude, knowledge, and skill of medical students toward e-learning in Kerman University of Medical Sciences. Education Strategies in Medical Sciences, 8(1), 51-58. Retrieved from URL: http://edcbmj.ir/article-1-705-en.html
Quinn, C. (2020). COVID-19: US universities scramble to arrange campus closures. Retrieved from https://thepienews.com/news/covid-19-us-campus-closures/
Rasouli, A., Rahbania, Z., & Attaran, M. (2016). Student's readiness for e-learning application in higher education. Malaysian Online Journal of Educational Technology, 4(3), 51-64. Retrieved from www.mojet.net
Saavedra, J. (2020). Educational challenges and opportunities of the Coronavirus (COVID-19) pandemic. World Bank Blogs. Retrieved from https://blogs.worldbank.org/education/educational-challenges-and-opportunitiescovid-19-pandemic
Shraima, K., & Khlaif, Z. (2010). An e-learning approach to secondary education in Palestine: opportunities and challenges. Information Technology for Development, 16(3), 159–173. https://doi.org/10.1080/02681102.2010.501782
Saykili, A. (2019). Higher education in the digital age: The impact of digital connective technologies. Journal of Educational Technology & Online Learning, 2(1), 1-15. doi:10.31681/jetol.516971
Taylor-Guy, P., & Chase, A. M. (2020). Universities need to train lecturers in online delivery, or they risk students dropping out. The Conversation. Retrieved from https://theconversation.com/universities-need-to-train-lecturers-in-online-delivery-orthey-risk-students-dropping-out-133921
Trust, T. (2020). The 3 biggest remote teaching concerns we need to solve now. EdSurge. Retrieved from https://www.edsurge.com/news/2020-04-02-the-3-biggest-remoteteaching-concerns-we-need-to-solve-now
UNESCO (2020b). Adverse consequences of school closures. Paris, France: UNESCO. Retrieved from https://en.unesco.org/covid19/educationresponse/consequences
UNESCO (2020c). Coronavirus deprives nearly 300 million students of their schooling. Paris, France: UNESCO. Retrieved from https://en.unesco.org/covid19/educationresponse
Valtonen, T., Kukkonen, J., Dillon, P., & Väisänen, P. (2009). Finnish high school student's readiness to adopt online learning: Questioning the assumptions. Computers & Education, 53(3), 742-748. DOI: 10.1016/j.compedu.2009.04.014
World Health Organization. (2020a). Director-General's remarks at the media briefing on 2019-nCoV. Retrieved from https://www.who.int/dg/ speeches/detail/who-directorgeneral-s remarks-at-the-media-briefing-on-20 19-ncov-on-11-february-2020.
Yeh, Y.-C., Kwok, O.-M., Chien, H.-Y., Sweany, N. W., Baek, E., & McIntosh, W. A. (2019). How college students’ achievement goal orientations predict their expected online learning outcome: The mediation roles of self-regulated learning strategies and supportive online learning behaviours. Online Learning, 23(4), 23–41 https:/doi:10.24059/olj.v23i4.2076
Zhou, G., Zhang, Z., & Li, Y. (2011). Are secondary preservice teachers well prepared to teach with technology? A case study from China. Australasian Journal of Educational
Ziyu, Z. (2020). Distance learning during COVID-19 worsens educational inequality. CGTN. Retrieved from https://news.cgtn.com/news/2020-04-26/Distance-learning-during-COVID-19-worsens-educational-inequality--Q0ouQ9TlQY/index.html
Published
Issue
Section
License
Copyright (c) 2022 Michael Akomea, Ayishetu Pantah, Fredrick Kuupille a, James Adjabeng Asenso
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
