A SWOT Analysis of E-Learning Integration in University of Cape Coast

Abstract

The advent of technology has opened the frontiers of education, especially with the introduction of electronic learning (e-learning) in the field of pedagogy. However, many institutions are still emerging in e-learning deployment and are faced with complex challenges despite the existing potential for the effective development of e-learning. This current study seeks to explore the strengths, weaknesses, opportunities, and threats (SWOT) to integrating e-learning for teaching purposes from the perspective of the academic staff of the University of Cape Coast (UCC), Ghana. The study adopted a cross-sectional survey in which 102 teaching staff from UCC participated. Among the major perceived threats and weaknesses reported were; lack of capacities in terms of institutional facilities, academic staff competencies, fluctuation of internet connectivity, and inadequacy of computers. The strengths and opportunities of integrating e-learning in this context were reported in the participants understanding of the potential of e-learning in teaching and their willingness to undergo training for this purpose. The findings of the study reveal that transforming teaching and learning through e-learning innovations beyond rhetoric requires systematic efforts at the teacher and institutional levels as well as other stakeholders.

The Use of Social-Media and IT Application Tools for Teaching in Ghanaian Universities: Case of University of Cape Coast, Ghana

“…Hence, the use of social media, online and collaborative as well as IT application tools as a means of instruction in the classroom context at UCC cannot be said to be an alternative to the Academic staff. Notwithstanding, the incalculable advantages, such tools bring to bear in educational pedagogy their adoption in UCC is in line with its ICT strategic plans (Asomah et al, 2022).…”

“…Thus, the current study is limited in this regard. In this way, future research that builds on the scholarships of (Manca & Ranieri, 2016;Asomah et al, 2022) and in particular, this study qualitatively, would help push the frontiers of the pedagogical application of SM, IT application tools as well as online delivery of education. Finally, quite a few numbers of the academic staff of UCC responded to the questionnaire.…”

“…A Likert scale of 1-5 was used for the structured questions. The scale items of these variables were developed based on previous studies of (Zhu & Mugenyi, 2015;Asomah et al, 2022). They were adapted to suit the context of the current study.…”

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

“…In order to achieve this goal, the study engaged IMTs in the senior high school (SHS) to design learning experiences that enhance students understanding of mathematics particularly in the area of trigonometry. This is because many researchers (e.g., Asomah et al, 2022a;Farouq, 2017;Kendal & Stacey, 2003;Miller, 2001) argue that the current teaching practices do not enhance student's learning outcomes in trigonometry. In particular, Farouq (2017) explored students' error in learning trigonometry among final year SHS mathematics students.…”

Challenges Facing Online Teaching and Learning in African Higher Education Institutions: Empirical Review

“…This model implies that online teaching and learning adoption and utilization in African higher education institutions is dependent on its potential benefits as well as how easier it is to adopt it. Whereas the benefits of digital teaching and learning in higher education institutions are well documented (Asomah, Agyei & Assamah, 2022;Asomah et al, 2022;Sarpong, et al, 2022;Agormedah et al, 2022;Akomea et al, 2022;Addae et al, 2021;Bayene, Mekonnen & Mamo, 2022, Agolodom, Mbaba, Okpaleke, Okenkwu, Alazigha & Orevaoghene, 2023, the degree of easiness to adopt such a technology in Africa higher education context is not well investigated. The ease with which online teaching and learning can be adopted seems to be influenced by external factors such as the readiness of stakeholders to adopt it, the extent of access and participation of teachers and learners as well as the effectiveness and efficiency of online teaching and learning.…”