The nature of E-learning adoption by stakeholders of a university in Africa

Ansong, Eric; Boateng, Richard; Boateng, Richard; Anderson, Augustus Barnnet

doi:10.1177/2042753017731235

Cited by 16 publications

(11 citation statements)

References 24 publications

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“…There is the need for critical examination of success factors, challenges, and theories from the perspective of the stakeholders (Snigdha and Pattnail, 2020). A multi-stakeholder approach needs to be utilized to study the nature of technology adoption (Ansong et al, 2017). Frequent information and brainstorming sessions should be organized for staff of the university who are involved in e-learning activities to solicit views on feasible ways of implementing e-learning, while being guided by policies.…”

Section: Discussionmentioning

confidence: 99%

Enhancing institutional policies and frameworks for E-learning: A case study of the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

Ewusi-Mensah,

Logah,

Forkuor

et al. 2024

Academic Success of Students and Educational Trajectories: Characteristics and Needs for a Digital Learning Environment at the

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The onset of Covid-19 has made learning online an important component of tertiary-level education. However, for the Kwame Nkrumah University of Science and Technology (KNUST), the challenge has been the lack of a clear policy guiding teaching and learning within online environments. Instructors seem to be unclear about which standards/policies are expected of them when delivering instructions in online settings, and learners are equally unsure of the ethics and responsibilities that come with online learning. This research thus sets out to address this problem by developing frameworks for the institutionalization of a codified E-learning policy for KNUST to guide/regulate online teaching and learning. The research adopted a convergent parallel design in which qualitative and quantitative approaches were used. Three key institutional E-Learning innovators and 73 lecturers from different Departments and Colleges of KNUST were conveniently and purposefully sampled to interview schedules and survey questionnaires for data collection. Audio-recorded interviews were transcribed and coded. Furthermore, a focused group discussion was conducted with seven level 400 students. The quantitative data was analysed using descriptive statistical methods (including standard deviations, percentages, means, and graphs where appropriate). From our preliminary qualitative results, participants agreed that existing policies and infrastructure in KNUST are inadequate and do not fully address online teaching and learning needs. In terms of policy recommendations, while teaching staff are concerned about and advocate for policies that regulate learners’ ethical behavior within online learning spaces; learners are interested in policies that regulate the ethical behavior of learners and those that specify standards of teaching for facilitators. Some learners emphasized the need for policies to include adequate support staff for each online learning activity to ensure that both learners and facilitators uphold the standards. Seventy percent of the respondents indicated the need for designed institutional sanctions for student misconduct during online teaching and learning engagements. Again, more than 50% of respondents indicated the need for specific and clearer ethical and copyright guidelines for online teaching and learning as well as clearer instructions regarding student behavior within online teaching environments. The findings that emerge from this research seek to make specific recommendations to address the barriers that hinder effective teaching and learning in online environments. The authors hereby recommend that government institutions such as the Ghana Tertiary Education Commission should strongly encourage stakeholder discussions for a nationwide E-learning policy from which tertiary institutions could use as a springboard in drafting policies/guidelines, policy audit, and conducting a needs assessment.

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Section: Discussionmentioning

confidence: 99%

Enhancing institutional policies and frameworks for E-learning: A case study of the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

Ewusi-Mensah,

Logah,

Forkuor

et al. 2024

Academic Success of Students and Educational Trajectories: Characteristics and Needs for a Digital Learning Environment at the

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“…A study conducted by Ansong et al (2017) explored the nature of e-learning adoption in the University of Ghana using a multi-stakeholder approach. The analysis revealed that e-learning was yet to receive a university-wide adoption and again it was discovered that, the prevalent activity on the e-learning platform was "viewing marks and grades."…”

Section: Review Of Related Literaturementioning

confidence: 99%

Role of Digital Media in Building World Class Institutions With Special Reference to Teaching-Learning: A Survey

Gupta¹,

Rana²,

Raj³

2022

EJES

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The study aims to understand the role of digital media in building world class institutions with special reference to teaching-learning in higher education institutions of Jammu city and their adjoining areas. A descriptive survey method was used for conducting the study. The sample consists of 1478 stakeholders i.e., students, teachers and administrators who were associated with the higher education institutions. The findings of the research reveal that stakeholders have a high level of awareness about various digital media initiatives such as SWAYAM, MOOCs, Swayam Prabha, e-PG Pathshala etc. Results show that 96.9% of stakeholders accessed YouTube for teaching and learning activities and 60.3% of stakeholders considered the SWAYAM Platform for pursuing MOOCs. The stakeholders faced several problems while using digital media in higher education. Lack of knowledge, skills, poor internet speed, the shift from one media to another, affordability of devices, accessibility of information, lack of effective collaborations, teacher’s reluctance and political influence on institutions are the problems which are currently being faced by more than 50% of the stakeholders. Article visualizations:<img src="/-counters-/edu_01/0979/a.php" alt="Hit counter" />

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“…Teachers and students start realizing the emerge of technology in learning is extremely essential in current educations [8], [14], [15]. However, the use of technology in the learning process might somehow questionable since numerous aspects such as the availability, support system, and digital literacy distinguish the quality of technological integration [11], [16], [17]. This research denoted results portraying the urgency of technology tools in learning and its possibility to foster learning goals.…”

Section: Introductionmentioning

confidence: 99%

Viewing Technology Integration in Current Classroom Through Triple-E Framework

Pratama

2022

PSPFS

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Employing Triple-E Framework, this research aimed at describing the effectiveness of technology tools used in the classroom to foster learning objectives. The research was conducted qualitatively through descriptive design. 14 junior high school teachers from a private school in Denpasar, Bali, Indonesia, were participated to further be observed. The observations were conducted through the assistance of Triple-E Framework as the main instrument, along with note taking and close reading technique to obtain references from sources. The obtained data were analyzed inductively through the utilization of interactive data analysis, consisted of data collection, data reduction, and conclusion drawing. The results portray attractive findings around classification of technology tools’ effectiveness and dispersion of teachers’ digital literacy competence. The analysis showed there were more observed teachers classified into exceptional connection teachers rather than those who perform some and even low connection teachers. In addition, it seemed that the integration of technology tools in current classroom can assist both teachers and students in achieving the learning objectives, although it is underlined by several terms and conditions. Further rigorous researches are suggested to conduct, prior to the finding of this research as one of main references.

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The nature of E-learning adoption by stakeholders of a university in Africa

Cited by 16 publications

References 24 publications

Enhancing institutional policies and frameworks for E-learning: A case study of the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

Enhancing institutional policies and frameworks for E-learning: A case study of the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana

Role of Digital Media in Building World Class Institutions With Special Reference to Teaching-Learning: A Survey

Viewing Technology Integration in Current Classroom Through Triple-E Framework

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