This study sought to investigate the impact of covid-19 on distance students in Ghana. The study used qualitative technique which was a major departure from previous study. The study used a sample size of 16 students made up of 8 males and 8 females and conducted an online interview (to allow for social distancing) section for 20 minutes. The method of triangulation to check the credibility and validity of research findings was employed. The study found that covid-19 has brought about additional expenses including, but not limited to, purchase of internet connectivity phones, purchase of laptops, repairs of laptop, purchase of additional data, purchase of modems and routers, purchases of additional phone credit for conference calls and subject discussion with colleague and home learning environment on students.Again, the study found that covid-19 has brought about increased living expenses cost and unplanned budget spending which has affected their academics negatively. The study recommends that school authorities should consider softer methods in fees collection and also grant fees rebate to deserving students.

Purpose: The study sought to categorise students based on the preferences that influence their choice of distance education in Ghana.  Methodology: Questionnaires were used to collect data from 120 students taking part in the UEW distance education programme at the Kumasi Girls SHS Study Center. Respondents were segmented into three clusters (highly, moderately, and least satisfied) based on four preferences (price, quality, packaging, and social boding) that influenced their satisfaction with the distance education programme. Result: Findings from both hierarchical and non-hierarchical cluster analysis with squared Euclidean distance and Ward’s method showed that the highly satisfied cluster was driven by quality of service and the fees (i.e. price) of the UEW distance education programme. A further analysis of the differences between the clusters indicated that satisfaction with the UEW distance programme significantly differs across the three segments. Unique Contribution to theory and practice: UEW must take advantage of the significant impact of service quality and price factors on customer satisfaction that runs through all the segments to develop and implement strategic decisions in order to achieve a competitive advantage in the distance education market

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Design of distance education course materials is the single most important aspect of any distance education program. In recent times, many have questioned the experiences of the learners in the use of their course modules. The purpose of this phenomenological study was to find out the experiences of the distance education students in their use of the course modules (learner-content interaction), to see how it has been engaging, effective and efficient in their distance learning journey. Five graduates of the UEW distance education programme were chosen at random for this study and the in-depth interview guide was used to gather data. The four major themes that emerged from the phenomenological reduction process of the learners’ experiences with the distance education course modules were the user experience; module content; interactivity of the modules; and assessments. The findings of the study were that respondents had positive experiences in user experiences, module content, and interactivity of the modules. They however had not so good experiences with the assessment practices of their program. The findings only confirm the importance of learner-content interactions in distance education, it also adds to the limited literature on learner-content interaction in distance education in the developing countries like Ghana.

In an era where governments and organisations dedicated to improving education worldwide are concerned about quality teacher education and dominate the national discourse, it is crucial to emphasise teacher quality, gender parity, satisfaction, and commitment. This article examines the role of gender as a moderator between tutor job satisfaction and organisational commitment in Ghanaian Colleges of Education. A research hypothesis was formulated with a cross-sectional survey to guide the study. A sample of 319 tutors was used. Multivariate multiple regression, SEM and Process Analysis were used to test the hypothesis. The study revealed that gender was a significant moderator between job satisfaction and organisational commitment of tutors in Ghana. As a result of this, it was recommended that the governing council focus on factors affecting the extrinsic and intrinsic motivations (job satisfaction) of their tutors so that stronger commitment and greater loyalty may be demonstrated by the tutors.