Factors Influencing Teachers' Online Teaching Competence in Higher Education

Benjamin Aidoo Benjamin Aidoo,Allyson Macdonald Allyson Macdonald,Alexander Obiri Gyampoh Alexander Obiri Gyampoh,Kennedy Ameyaw Baah Kennedy Ameyaw Baah,Johnson Tsyawo Johnson Tsyawo

doi:10.37256/ser.3120221315

Abstract

The purpose of this research was to determine Ghanaian teachers' competencies in delivering online lessons. Transitioning face-to-face instructions to an online environment presents difficulties for instructors, particularly teachers and students doing so for the first time. The researchers explore how teachers in disrupted schools use information and communications technology (ICT) in their classrooms that differ in several ways from the regular classroom. The researchers investigated the factors influencing teachers' online instruction competence. A questionnaire was used to collect data from teachers in three teacher training colleges in Ghana in the 2021 academic year. Results showed that teachers had adequate knowledge of ICT. Also, ICT knowledge was strongly correlated to ICT usage. Regression analysis revealed that teachers could become competent and effectively teach online courses by having adequate knowledge, regularly using ICT, and receiving technical support from the institution. These findings suggest that teachers need sufficient knowledge and support to use computers to become competent in integrating ICT into their online course delivery.

Highlights

Many schools worldwide shifted to remote teaching and learning because the COVID-19 pandemic disrupted regular classroom meetings
The findings suggest that knowledge in information and communications technology (ICT) (β = 1.04, p < 0.01) and regular ICT usage (β = 1.33, p < 0.01) positively predicted online teaching competence
The findings indicated that ICT knowledge was a significant predictor of teachers’ ICT competence in their teaching

Summary

Introduction

Many schools worldwide shifted to remote teaching and learning because the COVID-19 pandemic disrupted regular classroom meetings. This disruption seems to have severe implications and challenges for teaching practice, especially teacher-student communication, which calls for alternative teaching and learning methods (Opara, 2020). These alternative forms involved a rapid transformation with emerging digitalization and available ICT resources in schools and universities (McFarlane, 2019). Aljaraideh and Al Bataineh (2019) reiterated that the availability and improvement of ICT tools have resulted in the effective delivery of quality online learning

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