ASSESSING THE CHALLENGES IN USING DIGITAL TECHNOLOGIES IN TEACHING AND LEARNING IN STATE UNIVERSITIES IN CAMEROON

Abstract

This study on assessing the challenges in using digital technologies in teaching and learning in state universities in Cameroon had as objective to find out the challenges faculty and students face in the use of digital technologies in teaching and learning in state universities in Cameroon. Four specific research questions guided the study – What challenges do faculty and students face in the use of LMS in state universities in Cameroon? What challenges do faculty and students face in the use of Video Conference Platforms in state universities in Cameroon? What challenges do faculty members face in the use of Microsoft PowerPoint in teaching in state universities in Cameroon? What challenges do faculty and students face in the use of smart devices in state universities in Cameroon? The study based on Rogers’ (1962) diffusion of innovation theory, supposing that the adoption of a new idea, behaviour or product does not happen simultaneous in a social system; rather it is a process whereby some people are more apt to adopt the innovation than others and Davis’ (1986) technology acceptance model, which posits that the more a technology is perceived as useful and easy to use; its actual usage increases. The researcher adopted a survey design in a qualitative study method. The accessible population consisted of 3666 teachers and final year undergraduate students of eight long existing state universities in Cameroon. Using Kothari and Garg (2014), 406 participants from professional faculties in five of the eight universities were selected to make up the sample size comprising 386 final year undergraduate students and 20 teachers. Stratified purposive sampling and purposive sampling techniques were used in the study. An online Google form alongside an interview guide were adopted as the study instruments. The qualitative data collected were analyzed thematically. The findings of the study showed that Poor internet connection, distractions, and frequent power cuts, were the dominant challenges reported by teachers and students in the use of digital technologies in teaching in state universities in Cameroon. Based on these findings, it was recommended that Government could cause telecommunications companies to improve on their quality of services rendered, as well as reduce the cost of internet. The Government can also diversify energy supply sources to include solar energy in universities Campuses to mitigate the effects of frequent power outages.