E-Learning in the post-COVID era: Experiences of tertiary students

Abstract

The present study sought to unearth challenges capable of confounding the success of e-learning and elicit the best practices. A total of 382 (291 undergraduate and 90 postgraduate) students from the University of Cape Coast in Ghana participated in this cross-sectional survey study. Data were collected using a structured questionnaire, which was conducted both in-person and online. The data were analysed using frequencies, percentages, correlation, and MANOVA. Key findings were that students found the e-learning sessions complicated. Specific challenges included access to an internet network, data cost, low IT skills, and e-classroom proficiency. It is recommended that universities and policymakers in Ghana take proactive steps to enhance digital literacy, provide affordable internet packages, and support students with computer literacy training to improve e-learning. Special measures should be implemented to address gender disparities by introducing targeted programmes for women to ensure equal participation in digital education. Additionally, e-learning initiatives should be designed with inclusivity in mind, considering the unique needs of students in collectivist cultures to foster effective and socially engaging learning environments. Implications from the study are particularly relevant for non-WEIRD (non-Western Educated Industrialised Rich Democratic) institutions.