Teacher Trainees Readiness for E-learning in Colleges of Education in Ghana

Abstract

Using the Unified Theory of Acceptance and Use of Technology, the study investigated college students’ readiness for online learning from seven colleges of education in Ghana’s Volta and Oti Regions (UTAUT). The study focused on college students’ eLearning readiness and their perceptions of eLearning in Ghana. The descriptive phenomenological research design was used in this study. Using the convenience sampling technique, seven colleges were chosen from a pool of forty-six colleges of education. The participants were interviewed through WhatsApp and Telegram chats. For this study, the phenomenological data analysis process developed by Colaizzi was used. The findings were organized into the following themes: Adaptability Struggle, The New Digital Divide, A shift in teacher professional development, A shift in teacher professional development, Interactivity, and Time Management. According to the findings, colleges used Google Classroom, WhatsApp, Edmodo, and Telegram for learning and teaching. It was discovered that students face internet connectivity issues, accessibility issues, poor time management, adaptability challenges, technical support issues, high cost of internet bundle challenges with smart devices, and disruption as a result of the need to assist with other domestic activities. Due to the numerous challenges associated with online learning, college students suggest that the teaching and learning should be done in conjunction with face-to-face learning (blended learning) or suspended entirely.