Virtual Learning and Readiness of Tutors of Colleges of Education in Ghana

Sumaila Issah,Brain Aheto-Domi,Jacqueline Edem Akosua Dorleku

doi:10.12691/education-8-9-6

Abstract

COVID 19 has thrown a new challenge to tutors in the colleges of education in Ghana. The purpose of this study was to examine tutorsâ readiness in the use of virtual/digital learning classrooms in the Colleges of Education in Ghana. The study employed an analytical survey design. The study targeted tutors in the colleges of education in Ghana. The sample size for the study was 590 (495 tutors and 95 students). Focused group discussion was used to validate the data obtained from the tutors that is why the tutor number is greater than that of the students. The instruments used for data collection were questionnaire and focused-group discussion. The hypotheses formulated for the study were tested using Pearson point-biserial correlation coefficient. The study found that tutors have not acquired any formal training in how to do the blended learning and also use virtual learning platforms in their lesson deliveries. The study also revealed that tutorsâ pedagogical skills in delivering virtual lessons have a positive relationship on studentsâ achievement. The study recommended that tutors should be adequately trained on how to use virtual learning platforms. The study again recommended that all colleges of education should have a robust LMS that would curb future occurrences, and policies on LMS should be implemented.

Highlights

Background of theStudy “Information and Communication Technology (ICT), and Information and communication technologies (ICTs) alone, has the capacity to provide the means by which the widely-used concept of lifelong learning has an operational meaning
To test the null hypothesis which stated that there is no statistically significant relationship between the tutor readiness and their virtual learning delivery in the colleges of education in Ghana, the point-biserial correlation coefficient was used because this statistical tool is normally used to test the relationship between independent variables and dependent variables in research
The results revealed that majority of the students had a preference for face-to-face or blended mode of delivery compared to virtual learning mode, though some were undecided

Summary

Introduction

Background of theStudy “ICT, and ICT alone, has the capacity to provide the means by which the widely-used concept of lifelong learning has an operational meaning. Tutors should develop lessons that teach learners content knowledge and assist them to develop 21st-century skills, taking into consideration the SAMR Model (Substitution Augmentation Modification and Redefinition) so that they can think effectively, actively solve problems and be digitally literate These technological tools and resources which include computers, the Internet (websites, blogs, web 2.0, google+, google classroom, SNS, Zoom, VEDAMO’s Virtual Classroom, collaborative eLearning tools, EMIS and emails), live broadcasting technologies (radio, television and webcasting), recorded broadcasting technologies (podcasting, audio and video players and storage devices) and telephony (fixed or mobile, satellite, video-conferencing, etc.) [3]. The avalanche of students thirst for virtual learning is on high demand in recent times This has led to online learning in higher educational instructions becoming a major mode of delivery in today’s technology-driven environment [4]. This paper seeks to examine virtual learning readiness amongst tutors in the colleges of education in Ghana in the wake of COVID 19 and its influence on learning and teaching

Objectives

Methods

Results

Conclusion