The Role of Digital Technologies in Higher Education during the Coronavirus Pandemic: Insights from a Ghanaian University

Abstract

The emergence of the coronavirus disease saw the closure of schools as well as a hitch in the application of the face-to-face approach to classroom interaction. During this period, digital technologies presented a useful alternative. In the present study, we examined the use of digital technologies among students of the University of Cape Coast during the coronavirus pandemic. The study relied on a qualitative research design involving interviews with 10 students. The findings revealed that students used mainly mobile phones and laptops to facilitate learning during the pandemic. It was also found that these devices had essential software such as Moodle, Zoom, WhatsApp, and YouTube installed on them, which enabled interactions between course instructors and students. Again, we found that these technologies were useful in helping students develop information-seeking, typing and research skills. However, the use of these devices came with some challenges, such as the breakdown of the machines, expensive data bundles, and unfamiliarity with the operational procedures of software. Students adopted various coping strategies in dealing with these problems. Based on these findings, the study highlighted some implications for practice.

From the Consumers’ Side: Determining Students’ Perception and Intention to Use ChatGPT in Ghanaian Higher Education

“…TAM indicates that PU and PEOU predict the intention to use a particular technology. Interestingly, the intention to use technology determines the actual use of technology (Agbaglo & Bonsu, 2022). Conversely, technology acceptance and use currently appear problematic for most higher educational institutions (Noble et al, 2022).…”

“…It is unclear whether mass use or actual integration into higher education determines the acceptance and usage. Despite this weakness, the theory has been widely tested and adopted in educationally inspired studies (Agbaglo & Bonsu, 2022;Fathema et al, 2019;Gyamfi, 2016;Tlili et al, 2023;Williams et al, 2022). There is a growing interest in adopting several technologies in higher educational institutions in developing countries, such as Ghana (Afari, & Achampong, 2010;Anamoah-Mensah, 2011;Buabeng-Andoh, 2018).…”

“…Digital transformation is becoming indelible in higher education. These transformations such as using mobile technologies and online meeting platforms became inevitable post the COVID-19 period (Agbaglo & Bonsu, 2022). Quite recently, a new AI tool, Chat Generative Pre-trained Transformer, has attracted critical concerns based on its use in educational and non-educational settings.…”

Examining Course Facilitators’ Perspectives on Online Facilitation for Distance Education

“…Both [25,26] identified some common gadgets for the facilitation of online tutoring as laptops, desktop computers, cell phones, smartphones, tablet apps, iPads, iPods, iPhones, and video cameras. In a case study by [27], the consequences of the digital technology utilized to support instruction and learning in Ghana during the COVID-19 pandemic have been examined. Their study revealed that students largely used mobile phones and laptops to access video conferencing platforms such as Zoom, WhatsApp, Google Meet, Teams, and Skype.…”

Academic Evolution in the Age of ChatGPT: An In-depth Qualitative Exploration of its Influence on Research, Learning, and Ethics in Higher Education

“…In the realm of higher education, the digital revolution has become an integral and enduring force. Notably, the COVID-19 pandemic has accelerated the adoption of digital tools such as mobile technologies and online meeting platforms, making them indispensable (Agbaglo & Bonsu, 2022).…”