Online instructional experiences in an unchartered field - The challenges of student-teachers of a Ghanaian College of Education

Asamoah Debrah, Patrick Yeyie, Ethel Gyimah, Gladys Graham Halm, Francis Owusu Sarfo, Timothy Mensah, Samuel Afful Kwame, Dimitrios Vlachopoulos*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

7 Citations (Scopus)

Abstract

Student satisfaction is the pinnacle upon which any effective online learning hinges. It is for that reason, educators design course activities that allow students to effectively practice, work together on relevant projects to personalize their learning. In emerging institutions like the Colleges of Education in Ghana that are traditionally inclined toward teachers’ professional development through conventional face-to-face interaction, online education became the medium of interaction for the first time to promote social distancing in response to COVID-19 pandemic while enhancing access and continuous professional development of the human resources for the education sector. This basic qualitative study examined the conduct of online teaching in a traditional face-to-face educational system in Ghana. The analysis of the semi-structured interviews revealed that the basic infrastructure for online teaching and learning is absent. Specifically, student trainees are saddled by poor internet connectivity, high cost of data in an emergency remote teaching environment. Due to these challenges, a significant proportion of the participating student-teachers wouldn’t choose online learning for their work and professional development. In view of this, the study recommends policy makers to institutionalize online education into the curricula of all professional institutions of higher education in Ghana.

Original languageEnglish
Pages (from-to)99-110
Number of pages12
JournalJournal of Digital Learning in Teacher Education
Volume37
Issue number2
DOIs
Publication statusPublished - 2021
Externally publishedYes

Bibliographical note

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© 2021 ISTE.

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