The study sought to assess the perception and challenges of online learning by students in some selected tertiary institutions in Ghana. Quantitative research design was adopted for the study. Using probability sampling techniques specifically stratified sampling, simple random sampling technique and the questionnaires were administered to 150 students which formed the sample size for the study. The data collected were analyzed using the Statistical Product and Service Solutions (SPSS) version 20. Descriptive statistics was used to summarize response from respondents of the different universities. Data collected was analyzed using cross tabulation. Statistical differences were compared using chi-square and a P-value of < 0.05 was considered as significant. The study concludes that, most of the students in Ghanaian tertiary institutions were young adults and the usage of online learning was embraced by the tertiary students as they saw it to be more effective. The electronic device used by most students for assessing online teaching and learning was mobile phones with high cost of purchasing data bundles as one of the major challenges students faced in the three universities for assessing the online learning platforms. The study therefore recommends that the tertiary institutions should provide free internet access to the students to assist them in their online teaching and learning. Also, it is recommended that the government and other NGOs should provide free android phone to student to assist them in their online learning and finally, appropriate training should be given to the students on how to use the online learning platform.
Table of Contents
1.0 INTRODUCTION
1.1 Background of the Study
1.2 Problem Statement
1.3 Objective of the study
1.3.1 Main objective
1.3.2 Specific objectives
1.4 Research questions
1.5 Significance of the Study
1.6 Organization of the Study
1.7 Limitation of the Study
1.8 Delimitation of the Study
2.0 LITERATURE REVIEW
2.1 Overview of Online Learning
2.2 Learning
2.3 Online Learning and its Growing Importance
2.4 The Use of Technology in Education
2.5 COVID-19 Pandemic and Higher Education
2.6 Higher Education Institutions in Ghana and Online Learning
2.6.1 University of Education, Winneba
2.6.2 Kwame Nkrumah University of Science and Technology
2.7 Higher Education Transition to Online Learning
2.8 Learning Management System
2.9 Challenges of Online Learning
2.10 Students’ Attitude towards Online Learning
2.11 Students’ Perceptions toward Online Learning
3.0 METHODOLOGY
3.1 Study Area
3.2 Method
3.2.1 Research Design
3.2.2 Instrument for Data Collection
3.3 Target Population
3.3.1 Sampling Technique
3.3.2 Sample size
3.4 Data Analysis
4.0 RESULT
4.1 Socio Demographic Characteristics of Respondents
4.2 Student’s Perception about Online Learning
4.3 The Online Teaching and Online Materials Platform Used
4.4 Students’ Perception about Online Learning
4.5 Challenges Students Faced in Adopting the Online Teaching and Learning
4.6 Challenges students faced during the online teaching and learning
4.7 Discussions from the Three Universities
5.0 CONCLUSIONS
5.1 Introductions
5.2 Summary of Research Findings
5.3 Conclusions
5.4 Recommendation
Objectives & Research Themes
The primary objective of this research is to evaluate the perceptions of students regarding online learning and to identify the specific challenges they encounter when using these platforms within selected tertiary institutions in Ghana. The scope involves examining the adoption of various technologies for instructional delivery and assessing the overall impact of the COVID-19 pandemic on the shift toward digital education.
- Analysis of online learning adoption and infrastructure in Ghanaian universities.
- Evaluation of students’ attitudes and perceptions toward digital learning platforms.
- Identification of technical, financial, and pedagogical challenges faced by students.
- Exploration of strategies to improve the quality and accessibility of remote teaching.
Excerpt from the Book
1.1 Background of the Study
Online Learning has become the protagonist for change in the education sector with the rising numbers in student enrolments and the masses of potential students that are turned away each year for lack of classrooms, accommodation and lecturers (Singh & Thurman, 2019). According to (Alexander & Boud, 2018) online learning can be simply described as a learning process in which learners can communicate with their instructors and their peers, and access learning materials, over the internet or other computer networks. To them, online learning provides a means through which the powerful and pervasive computing and communications technologies can be applied to tertiary education and to some of the key challenges now facing universities. In the past few decades, advances in academia have increased demands on academic faculty, resulting in less time for teaching than has previously been the case (Dumford & Miller, 2018). Traditional instructor centered teaching is yielding to a learner centered model that puts learners in control of their own learning.
Online learning can be used by lecturers to improve the efficiency and effectiveness of educational interventions in the face of the social, scientific, and pedagogical challenges (Mallillin, Mendoza, Mallillin, Felix, & Lipayon, 2020). It has gained popularity in the past decade; however, it use was highly variable among universities. Online Learning has the potential to transform Ghanaian universities and so it is increasingly gaining universal acceptance as a viable means of enabling large numbers of students to access education (Jacob & Gokbel, 2018). Most of the tertiary institutions in Ghana upon realizing the enormous potential of online learning as against these universities ever increasing student population, has chosen to adopt online learning as platform to transform the universities into a modern citadel of academic knowledge in all spheres of sciences,
Summary of Chapters
1.0 INTRODUCTION: This chapter establishes the context of the study, defining the transition to online learning in the Ghanaian education sector, outlining the research objectives, significance, and the limitations experienced during the study.
2.0 LITERATURE REVIEW: This chapter explores historical and contemporary definitions of online learning and instructional technology, addressing the impact of the COVID-19 pandemic on pedagogical shifts within universities.
3.0 METHODOLOGY: This chapter details the quantitative research approach, describing the study area, the target population, sampling techniques, and the instruments used for data collection and analysis.
4.0 RESULT: This chapter presents the empirical findings gathered from the survey, including student demographics, their perceptions of online platforms, and a detailed analysis of the challenges faced during remote learning.
5.0 CONCLUSIONS: This chapter synthesizes the core findings and concludes that while online learning is viewed as effective, significant barriers—particularly data costs and infrastructure—must be addressed, leading to specific policy recommendations.
Keywords
Online Learning, Tertiary Institutions, Ghana, COVID-19, Educational Technology, Learning Management Systems, Student Perception, Digital Divide, Higher Education, Quantitative Research, Infrastructure, Instructional Design, Remote Teaching, Accessibility, Data Costs.
Frequently Asked Questions
What is this research primarily about?
The research investigates the experiences of university students in Ghana regarding their perception and the practical challenges of transitioning to online learning in response to the COVID-19 pandemic.
What are the key thematic areas?
The key themes include technological infrastructure in universities, the shift to emergency remote teaching, student attitudes toward digital tools, and the financial and administrative barriers to remote education.
What is the primary objective of this study?
The main objective is to assess students' perspectives and identify the specific challenges encountered in adopting online learning across selected tertiary institutions in Ghana.
Which methodology was employed?
The study utilized a quantitative research design. Data were collected from 150 students using standardized questionnaires and analyzed using SPSS version 20, incorporating cross-tabulation and chi-square tests for significance.
What is addressed in the main body (Results and Discussion)?
The main chapters present demographic data, students' feedback on the usability and effectiveness of learning management systems (LMS), and a comprehensive analysis of difficulties, such as internet connectivity issues and hardware constraints.
How can one define the main keywords of this work?
The work is defined by terms such as online learning, tertiary education, digital divide, student perception, and emergency remote teaching.
What specific roles do mobile phones play in this research?
The research highlights that mobile phones are the most frequently used devices for accessing learning platforms, which in turn leads to significant challenges regarding the cost of data bundles.
What is the author's key recommendation for improvement?
The author recommends that tertiary institutions provide free internet access and that the government or NGOs provide free android devices to students to ensure equitable access to learning resources.
- Quote paper
- Michael Owusu Frimpong (Author), 2021, Assessing the Perception and Challenges of Online Learning by Students in Some Selected Tertiary Institutions in Ghana, Munich, GRIN Verlag, https://www.grin.com/document/1368405
