Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity

Abstract

Purpose The purpose of this study is to explore the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone. In addition, the study aims to identify the associations between the audio teleconferencing and video teleconferencing in a 12-week postgraduate course. Design/methodology/approach The study is a cross-sectional survey conducted at the Department of Educational Innovations at the Kwame Nkrumah University of Science and Technology from March to June 2020. The purposive sampling technique was used to sample 100 postgraduate students who registered for a course in the department. The data for the study were collected using the System Usability Scale (SUS) and 17-item self-administered eQuestionnaire. Multiple Linear Regression analysis, ANOVA, Independent sample T-test and Mann–Whitney U-test were used to estimate the differences in course achievements of students who experienced education through audio teleconferencing and those who experienced education through video teleconferencing. Findings In total, 59% of the participating postgraduate students chose to attend the synchronous online lectures via audio teleconferencing (dial-in). The participants gave a high SUS score (SUS > 80.3; Grade A; Excellent) for audio conferencing service. Among the students in the audio teleconferencing cohort, the results evidenced a strong positive linear correlation, (r (57) = 0.79, p < 0.05), between the individual adjective ratings and the SUS scores. There was marginal significance among demography of students in the audio teleconference (AT) cohort with regards to their perception about the dial-in lecture. There was no statistically significant difference, (t (98) = 1.88, p = 0.063), in the achievement test for AT students and video teleconference (VT) students. The instructors and the students were satisfied with the AT. Practical implications Based on the students’ preference, AT offers equal benefit as VT with regards to system satisfaction and perceived quality of online teaching. AT, as teaching modality, should be an option for students who reside in communities with high latency internet connectivity. It is recommended that instructors are trained on how to engage and motivate students via AT. Originality/value Higher education institutions in Ghana are facing decisions about how to continue learning and teaching through flexible pedagogy, while keeping their faculty members and students protected from the COVID-19 pandemic. Many of these institutions have canceled the brick-and-mortar education and other conventional learning practices and have instructed faculty to adopt online teaching through synchronous video teleconferencing platforms. However, the learning experience is not the same for students who reside in remote or rural communities with low bandwidth. There is very little research in this topic, especially in developing countries like Ghana, and the present study aims to bridge the gap in the literature by exploring the characteristics and potential effects of teaching and learning through audio teleconferencing (dial-in) with a cell phone, in the context of a 12-week postgraduate course.

Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy

“…With the increasing infiltration of 21st-century technologies into classroom activities [5][6][7], the flipped classroom (FC) approach has gained traction in high school [8]. Further, the FC approach has attained popularity in recent years as a technology-supported instructional innovation that utilises the classroom period for students to actively engage in interactive learning tasks, which incorporate scaffolding and individualised feedback from the teacher, while teachers' conventional teaching approach is delivered via asynchronous video lessons outside of the class period [9,10].…”

Technology-Induced Stress, Sociodemographic Factors, and Association with Academic Achievement and Productivity in Ghanaian Higher Education during the COVID-19 Pandemic

“…ERT differs from online education as defined by Sangrà, Vlachopoulos, and Cabrera [5] in that it represents a rapid and unplanned transition of brick-and-mortar courses to a distance education model [6]. ERT has been a critical and common alternative, even though it was not commonly used in Ghanaian universities before the COVID-19 lockdown [7]. ERT adoption has significantly increased information and communication technologies (ICTs) usage in contemporary education [8,9] in Ghana during the pandemic.…”

“…While ICTs' use has become the norm, there is a hybrid approach in Ghanaian universities. Notwithstanding, many universities do not have specific online instruction implementation and management policies [7]. Throughout the lockdown restrictions, universities had to decide on ways to continue teaching and learning as well as maintain their staff (teaching and non-teaching) and students protected from a rapidly evolving and sparsely distributed public health emergency [3].…”

The relationship between the nomophobic levels of higher education students in Ghana and academic achievement

“…Alas, there is scarcity of research assessing the levels and prevalence of nomophobia among higher education students in Ghana though there has been a notable upsurge of smartphone use in this population. Ghana is one of the frontliners in the adoption and statistically significant increases in Smartphone ownership [ 56 ]. Smartphone adoption in Ghana stands at 55% of the entire population, much higher than the regional average of 44.8% [ 57 ].…”