Towards E-Learning in Basic Schools During Covid-19: Insights From Ghanaian Teachers

Amanor-Mfoafo, Naa Kai; Edonu, Kwamina Kurefi; Akrofi, Olivia; Dowuona, Ebenezer Nortei

doi:10.46827/ejoe.v5i2.3476

Cited by 6 publications

(6 citation statements)

References 9 publications

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“…Moreover, Scherer et al (2021) found an insignificant relationship between self-belief with institutional support and teaching presence perception. Nevertheless, scholars commonly demonstrate positive effects of psychological factors, such as attitude, behaviour, acceptance and motivation (Aguilerahermida, 2020; Allam et al, 2020;Brusilovsky, 2020;Dahleez et al, 2021b;Mohamed et al, 2021), and other technology-based factors, such as digital tools, facilities and infrastructural preparedness (Amanor-mfoafo et al, 2020;Gani et al, 2022;Haider and Al-Salman, 2020;Rapanta et al, 2020).…”

Section: Challenges Facing the Efficacy Of Deployed E-learning Systemsmentioning

confidence: 99%

Reviewing the critical challenges that influence the adoption of the e-learning system in higher educational institutions in the era of the COVID-19 pandemic

Fattah

Alawi

Dahleez

et al. 2023

OIR

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PurposeThis paper aims to review the critical challenges and factors influencing the successful adoption of electronic learning (e-learning) systems in higher educational institutions before and during the current propagation of the coronavirus disease 2019 (COVID-19) pandemic.Design/methodology/approachThis study undertook a literature review concerning the in-depth revision of previous studies published in 2020 and 2021. A total of 100 out of 170 selected research papers were adopted to identify and recognise the factors restricting the application of e-learning systems.FindingsThe findings determine and illuminate the most challenging factors that impact the successful application of online learning, particularly during the wide propagation of the COVID-19 pandemic. The review of the literature provides evidence that technological, organisational and behavioural issues constitute significant drivers that frontier the facilitation of the e-learning process in higher educational institutions.Practical implicationsThe current paper suggests a guide for managers and scholars in educational institutions and acts as a roadmap for practitioners and academics in the educational field and policymakers as this research spotlights the significant factors challenging the e-learning process before and during the pandemic crisis.Originality/valueThe provided in-depth literature review in this research will support the researchers and system designers with a comprehensive review and recent studies conducted before and during the COVID-19 pandemic considering the factors limiting the e-learning process. This paper formulates a valuable contribution to the body of knowledge that will assist the stakeholders in the higher educational institutions' context.Peer reviewThe peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-02-2022-0085.

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Section: Challenges Facing the Efficacy Of Deployed E-learning Systemsmentioning

confidence: 99%

Reviewing the critical challenges that influence the adoption of the e-learning system in higher educational institutions in the era of the COVID-19 pandemic

Fattah

Alawi

Dahleez

et al. 2023

OIR

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“…Global education has over many years exploited advances in information and communication technology to plan for a staged transition from traditional models to e-learning. In developed economies, e-learning has become an alternative but key channel of instructional delivery in Learner satisfaction in higher education higher education institutions (Amanor et al, 2020;Mohan et al, 2022). Several studies indicate the effectiveness of e-learning that culminate in learner satisfaction.…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

“…Literature reviews suggest that learner-facilitator interactions are critical to better student grades, higher student satisfaction and students' higher-order cognition (Elfeky, 2018). Electronic learning is still in its infancy in developing economies which experience challenges unique to third world countries (Kotouaa et al, 2015;Amanor et al, 2020). Studies need to be conducted to find out if the learner-facilitator interactions have a positive effect on learner satisfaction and are substitutable.…”

Section: Literature Review and Hypothesis Developmentmentioning

confidence: 99%

“…The suspension of face-to-face learning as a result of the COVID-19 pandemic, therefore, saw educational institutions in most developed economies, seamlessly transition to e-learning. This was made possible by the already existing e-learning platforms that had been well developed at the time (Amanor et al, 2020;Monash, 2020). As a result, the COVID-19 protocols had minimal disruptions in the programming of lessons in the higher education sector.…”

Section: Introductionmentioning

confidence: 99%

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E-learning: substitutability of learner–learner, and learner–facilitator interactions to enhance learner satisfaction in higher education

Nyathi

Sibanda

2022

JRIT

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PurposeThe purpose of this study is to evaluate the effect of learner–learner and learner–facilitator interactions on learner satisfaction and their substitutability.Design/methodology/approachA quantitative survey research focusing on 130 students was used to collect data. Stratified sampling was preferred for the study, with a Likert type research instrument being administered online.FindingsLearner–learner and learner–facilitator interactions mediate the effect of e-learning on learner satisfaction. These sets of interactions act as independent mediators, each playing a pivotal role in enhancing learner satisfaction. The interactions are however not substitutable.Practical implicationsThe findings of the study will provide insights to academic administrators, to ensure that the two sets of interactions contribute to an effective and conducive e-learning environment and ultimately learner satisfaction. Deliberate efforts should be made to design increased e-learning interactivity into the cyber learning environment for effective learning.Originality/valueThe findings result in a ranking of learner–learner and learner–facilitator interactions for increased learner satisfaction. The interactions cannot be substituted without affecting the level of learner satisfaction. The interactions play a complementarity role, and collectively, enrich the quality of e-learning. A collective deployment is recommended.

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“…In developing countries such as Ghana, OL is new to the education system, which largely depends on face-to-face teaching and learning. Indeed, the education system lacks basic facilities such as computers, Internet access, and accessible platforms for providing OL services to students (Amanor-mfoafo et al, 2020). This raises critical questions as to whether teachers are (being) prepared to embrace the new OL system to support the teaching and learning of all students in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Preservice Training Amid a Pandemic in Ghana: Predictors of Online Learning Success Among Teachers

et al. 2021

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The coronavirus disease 2019 outbreak has brought the world to a standstill, especially the education sector. Globally, it has claimed over two million lives, with over 100 million people infected, forcing schools to close down. This has reignited the importance of online teaching and learning for preservice teachers who comprise the next frontiers in providing online education to their future students. However, studies on online learning [OL] success among preservice teachers in developing countries, such as Ghana, remain scarce. Accordingly, this study mainly aimed to assess the predictors of OL success among preservice teachers in Ghana. Bandura’s social cognitive theory guided the study; in total, 526 preservice teachers were recruited from four colleges of education. Although the teachers were ambivalent regarding the success of OL, significant differences were found between the following demographics: gender, specialization, marital status, the preferred mode of learning, and the place of residence. Moreover, the study discussed the need for intensive information and communications technology education among preservice teachers, particularly women, developing their confidence in computer skills, and other recommendations.

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Towards E-Learning in Basic Schools During Covid-19: Insights From Ghanaian Teachers

Cited by 6 publications

References 9 publications

Reviewing the critical challenges that influence the adoption of the e-learning system in higher educational institutions in the era of the COVID-19 pandemic

Reviewing the critical challenges that influence the adoption of the e-learning system in higher educational institutions in the era of the COVID-19 pandemic

E-learning: substitutability of learner–learner, and learner–facilitator interactions to enhance learner satisfaction in higher education

Preservice Training Amid a Pandemic in Ghana: Predictors of Online Learning Success Among Teachers

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