Transitioning from Face-to-Face to Online Instruction in the COVID-19 Era: Challenges of Tutors at Colleges of Education in Ghana

Abstract

Online learning (e-learning) is well established as one of the best pedagogical approaches in recent years. Despite numerous pieces of literature addressing the significance and limitations of this type of approach, little has been done on the challenges involved in the transition from the face-to-face method of teaching without a blended approach to a complete online in an emergency situation. The present study examined the challenges faced by tutors at colleges of education in Ghana to transition from face-to-face (conventional) to a complete online in the COVID-19 era. A mixed methods design was employed to gather data using questionnaires and semi-structured interviews. The data were analysed separately, and the results showed how network, pedagogies, Learning Management Systems and students' factors hinder tutors to successfully deliver online. The study further reported the blended approach as an effective method to assist the tutors for a more effective and less painful transition. Based on the findings, it is relevant for all educational institutions that use a conventional method to adopt a blended approach to help transition to a complete online in case of emergencies. However, it was revealed that online teaching and learning development is expensive, therefore, it requires assistance from stakeholders for a successful implementation.

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

“…Universities which have largely carried out only traditional education may be unable to meet the requirements for reasonable assessment within a VLE ( Aboagye, 2020 ). This may have adverse effects on their assessments as it mars their security, academic integrity, reliability, and validity ( Oncu and Cakir, 2011 ).…”

Factors Influencing Teachers' Online Teaching Competence in Higher Education

“…The delivery of online instructions involves restructuring a face-to-face classroom course integrated with technology (Chiasson et al, 2015). Teaching and learning with new technology require designing classroom learning spaces connected to the internet (Aboagye, 2021). It also involves audio or videotaped materials or podcasts shared online to turn students into participatory individuals with assignments and discussions shared on the learning management system.…”

Qualitative Content Analysis of Teachers’ Perceptions and Experiences in Using Blended Learning during the COVID-19 Pandemic

“…Further, the teachers agree that introducing blended learning in the "new normal" system is the most appropriate instructional modality during the pandemic. The blended approach is an effective method, particularly during the transition from the conventional method to fully online in case of emergencies (Aboagye, 2020).…”

“…Another challenge is the financial burden of buying necessary equipment for online teaching as well as the reproduction of learning modules. Teaching with blended learning is expensive and therefore requires assistance from stakeholders for successful implementation (Aboagye, 2020). While schools alone cannot shoulder the printing of modules, teachers are encouraged to solicit financial and in-kind assistance from external stakeholders through the "Brigada Eskwela" program, also known as the "Bayanihan Para sa Paaralan (Working Together for Schools)" -a Filipino concept of unity.…”