Learning Amidst COVID-19: Pre-service Teachers’ Perceptions, Experiences, and Challenges with Online Teaching and Learning in Ghanaian University

Abstract

Considering the rapid spread of the COVID-19 pandemic, most universities migrated to online mode of teaching and learning in a spontaneous manner without adequate preparation and guidance for the key stakeholders in the institutions. The change in mode of teaching has implications for pre-service teachers because of the unique nature of teacher education that includes both theory and practicum. The purpose of this study was to examine pre-service teachers’ perceptions, experiences, and challenges with online teaching and learning. To achieve this purpose, a quantitative descriptive survey design was employed whereby 311 pre-service teachers were sampled and surveyed through questionnaire. The results of the data analysis indicated that the online mode had a positive impact on pre-service teachers’ academic performance and assisted them to set their own learning schedules. The results also revealed that the online mode was more convenient, boosted confidence, and suited the learning styles of pre-service teachers. The findings revealed that pre-service teachers got immediate feedback from online assessments. Despite these findings, pre-service teachers indicated that the online mode was more expensive and limited their interaction with instructors. Further, pre-service teachers indicated their intentions to use the online mode of teaching and learning in the future, and it is recommended that the online mode be formalized in the university in the post-COVID-19 era.