Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach’s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners’ intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student’s decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.

Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach's alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners' intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student's decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.

The role of coaches in promoting anti-doping education among athletes is well researched in the western world. The present study examined the role of Physical Education (P.E.) teachers in anti-doping education in Ghana under doping practices, knowledge of anti-doping control and the importance of doping education in training programmes among student-athletes. Semi-structured interviews involving eleven P.E. teachers aged 31-46 who coached all the sporting disciplines in Senior High Schools-football, handball, netball, hockey, volleyball, table tennis, badminton and athletics were conducted. Based on the preliminary results, additional information was requested from 10 student-athletes on the use of doping products and the harmful effects. The interviews were transcribed, and the data were analysed thematically. The findings revealed that although coaches and athletes are aware of the effects of doping, the effort to promote anti-doping education have been met with resistance as students claimed P.E. teachers are not health professionals. To be recognised as the best, P.E. teachers were also found culpable of aiding students to use banned performance-enhancing drugs during competitions. A worrying picture of the present study is the sale of drugs to people especially the youths without prescriptions. This has not led only to loss of lives, but to an increase in doping cases, as students can easily have access to drugs that can be used in doping. The present study proposes recommendations and suggestions to the political stakeholder, based on its findings.

The integration of courses (subjects) is currently trending in all facets of the educational curriculum. Therefore, studies must be done to holistically look into the impacts and perceptions of teachers and learners on the integration of courses in our educational systems. This paper examined students’ perception of the combination of Physical Education and Music and Dance as an integrated course in colleges of education in Ghana. Semi-structured interviews were used to collect data from 10 purposively sampled students (five women and five men) in two strategically selected colleges of education in the Ashanti Region, Ghana. Content analysis was used as a tool for data analysis. Based on the results, the students found the PEMD course the most enjoyable, especially the practical aspects of PE and the dance drama aspect of the music. The students further envisaged that playing musical instruments was a challenge during the music course and the PE course was primarily full of classroom work (theory). In advance, the students recommended that, with the PEMD, the PE aspect should be separated from the music since both are comprehensive courses, and each can stand on its own as a course. Again, the participants asserted that the course should be more practically oriented than before. Therefore, the PEMD course should be more practical than theory and separated to allow PE and Music to stand on their own as a course since they have no apparent relationship.