Challenges of learning environments experienced by distance-learning higher education students in Ghana

Agyekum, Boadi

doi:10.1007/s11159-023-09991-z

Cited by 10 publications

(12 citation statements)

References 69 publications

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“…Students are entering the classroom with depression, anxiety, oppositional defiant disorder, bipolar disorder and many other mental health challenges that are going unnoticed and untreated (Karasmanaki & Tsantopoulos, 2021). This crisis has negatively influenced the USA and the social and emotional growth of its students (Agyekum, 2023;Doz & Doz, 2023).…”

Section: Mental Health Crisismentioning

confidence: 99%

The impact of remote learning on the social and emotional needs of students with exceptionalities

Petlik

2023

British J Special Edu

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The Covid‐19 pandemic forced an international shutdown of in‐person learning. Remote learning became the temporary model of education for students. The intention of this study was to investigate teacher perceptions and experiences of remote learning, in order to understand its impact on students with exceptionalities and their social and emotional learning (SEL). The research design for this qualitative study encompassed multiple cases that included teacher interviews with a semi‐structured interview protocol. The sample for this study consisted of 16 educators: eight elementary mainstream education teachers, three elementary special education teachers and five related service providers. Interviews were transcribed and coded using grounded theory. There were three themes that emerged from this research, however, in this article the author focuses on the most prevalent theme: students' SEL deficits and exceptions. SEL deficits include emotional regulation, lack of engagement and perseverance. Exceptions found include advocating for oneself and being tech savvy. The data strongly suggest the need for change. The findings of this study may help support the reimagining of special education, teacher practices, and how to integrate SEL into the curriculum throughout the day.

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Section: Mental Health Crisismentioning

confidence: 99%

The impact of remote learning on the social and emotional needs of students with exceptionalities

Petlik

2023

British J Special Edu

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“…Studying at university is a process of research and practice to develop professional capacity, become a future worker, and contribute to the development of society (Tuan, 2020;Feng & Zhang, 2022). The university learning environment is new, complex and difficult (Arguel et al, 2017;Lodge et al, 2018;Agyekum, 2023;Bernardo et al, 2023), these difficulties can lead to various problems in students, including mental health issues (Yikealo et al, 2018;Mofatteh, 2020;Hernández-Torrano et al, 2020;Campbell et al, 2022). When mental health problems in general and academic stress in particular arise, they can negatively impact students' health, quality of life, and academic performance (Ícaro et al, 2018;Tus, 2020;Barbayannis et al, 2022;Rehman et al, 2023), and is one of the factors leading to intention to leave and drop out of school (Kim, 2021;Abreu Alves et al, 2022;Peng et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Academic Stress and Dropout Intention of University Students: The Mediating Role of Teacher and Family Support

Pham Van

2024

RREM

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This study aims to evaluate the impact of teacher and family support on academic stress and students' dropout intention and the mediating role of teacher and family support in the relationship between academic stress and students' intention to leave school. The study used a descriptive cross-sectional survey method. Data were collected through a questionnaire, and a random sampling technique was used to obtain 921 respondents. SPSS 26.0 statistical software was used to analyze survey data; descriptive statistics, inferential statistics, and mediate variable analysis using the bootstrapping method were calculated to prove the hypotheses. Research results show that teacher support has a significant direct effect on academic stress (β = -.155, p<0.01), family support has a significant direct effect on dropout intention (β = -.092, p< 0.01), academic stress has a significant direct effect on dropout intention with a sizable effect size (β = .388, p<0.01), there is no direct impact from family support on academic stress (β = .037, p> 0.05), and teacher support has not a significant direct effect on dropout intention (β =- .021, p>0.05). Teacher support and family support do not have a mediating role in influencing the relationship between academic stress and students' intention to leave school. The research results improve the quality of higher education by promoting family and teacher support to control students' academic stress and limit the dropout intention rate.

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“…Although they may be slightly different, the terms distance education (DE) and distance learning (DL) are used interchangeably throughout this paper. Distance learning may include e-learning, online learning, virtual learning, books, audio, video, and correspondence courses; distance learning programmes may include classroom instruction: This is known as blended learning (see Agyekum, 2020; Agyekum, 2023; Kwapong, 2022). Transitions to distance education (DE) or distance learning (DL) through community learning centres offer numerous socio-economic opportunities including increasing access to education in the local communities.…”

Section: Introductionmentioning

confidence: 99%

Continuing Education and Perception of Community Learning Centres: A Case Study of the University of Ghana Community Learning Centres, Ghana

Agyekum

Ali

Afutu-Kotey

2023

Journal of Adult and Continuing Education

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Diverse national and local policies represent efforts to guarantee inclusive and equitable quality education and provide lifelong learning for all (SDG4). Their effects have the potential to alter local access to education. There has been a lot of research on the factors that led certain universities to embrace distance learning programs in their local communities, but relatively little has been done to examine how these changes can affect the perceptions of the larger community approach to investigating public opinion. This study investigates community perceptions of distance learning through community learning centres in Ghana’s port city, Tema Metropolis – which supports various educational activities – using semi-structured interviews. Although community members expressed concerns about the possible socio-economic effects of learning centres, we discovered that individual students who used the learning centres were driven to pursue distance learning largely for its educational advantages. Our research demonstrates that the scope and speed of distance learning made possible by community learning centres has influenced local communities such as the Tema Metropolis and beyond. To guarantee that community learning centres encouraged by DE policy are administered effectively and fairly, such implications must be considered in research, policy, and planning.

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Challenges of learning environments experienced by distance-learning higher education students in Ghana

Cited by 10 publications

References 69 publications

The impact of remote learning on the social and emotional needs of students with exceptionalities

The impact of remote learning on the social and emotional needs of students with exceptionalities

The Relationship between Academic Stress and Dropout Intention of University Students: The Mediating Role of Teacher and Family Support

Continuing Education and Perception of Community Learning Centres: A Case Study of the University of Ghana Community Learning Centres, Ghana

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