Experiences of adult learners on using the Sakai Learning Management System for learning in Ghana

Abstract

The advancement in information and communication technology and its application in teaching and learning tools have taken learning to a higher level. Innovations in information and communication technology and its deployment in teaching and learning aid adult learning through the distance education mode. Accra Learning Centre hosts the biggest student population pursuing degree programmes through the distance education mode in Ghana. Simple descriptive statistics were adopted to help build a case for using the qualitative data. A descriptive narrative design was employed for conducting the study which tilts towards the qualitative case study approach to investigate the meanings and experiences adult learners have had when using the Sakai Learning Management System platform. In-depth interviews and focus group discussions were used to collect data from 50 adult learners who participated in the study. Most (80%) of the learners indicated that they faced difficulties, including accessing computers, course materials online, weak link, poor network interface and connectivity, as well as power fluctuations when they started learning with the Sakai Learning Management System, which changed with time. The information and communication technology platform created greater access to self-learning. The study concludes that the information and communication technology laboratories should be refurbished – and equipped with new computer accessories – for an increased access to the Sakai Learning Management System.

The mediating effect of literacy of LMS between self-evaluation online teaching effectiveness and self-directed learning readiness

“…The positive relationship between LLMS and SDLR implied that SDLR's level among online students improved when fluent use of learning manage systems for online learning was possible. This result was congruent with previous researches that LMS can provide online students with self-directed learning and promote the self-directed learning (Angriani & Nurcahyo, 2019;Biney, 2020;Norouzi et al, 2014;Song & Hill, 2007;Tredoux, 2012). Norouzi et al (2014) revealed that there were significant differences between the control and experimental groups after two semesters in the SDL post-test.…”

Examination of Self-directed Learning Readiness Level of Students During the COVID-19 Pandemic

“…There is a positive relationship between learning management systems and selfdirected learning readiness, which implies that students self-directed learning readiness increases when using learning management systems [19][20][21]. This implies that the smooth running of the self-directed learning readiness process by providing a learning management system as part of knowledge management.…”

Dental Education With the COVID-19 Pandemic: Ghanaian Dental Students’ Experience

“…Unfortunately, though both LMS’s existed before the onset of the pandemic, most faculty and students had not perfected their use. Biney,[ 17 ] in a study exploring the experiences of adult learners on using the Sakai LMS for learning in Ghana recommended that for it to be impactful, regular orientation and training on the use of the LMS should be carried out. It should start early, and the duration extended.…”