This study explores the motivation for usage, benefits, and strategies to overcoming the challenges visually impaired people face in their Facebook interactions. Using in-depth interviews and a narrative analysis of five visually impaired students at the University of Cape Coast, we found that Facebook usage among visually impaired students, although unique in experiences and gratifications, has promoted the formation and strengthening of their social bonds in the community of visually impaired people and their significant other. However, the visually impaired students face significant challenges with interpreting the pictures and videos they encounter on Facebook because screen reader software currently in use cannot interpret graphical content forcing them to rely on their sighted friends which have created independence and privacy issues. Despite these challenges, Facebook remains a powerful communication tool for visually impaired students in interacting with both their disabled and non-disabled friends whom they would normally shy away from in person.

This study had the following objectives; 1) to outline the challenges University of Cape Coast students faced with using e-learning platforms during the pandemic; 2) to test whether there is a relationship between ICT training input and the ability to use e-learning platforms effectively for learning 3) to compare students’ scores before and after taking a lesson through a blended e-learning format and 4) assess students’ satisfaction with using the blended e-learning format. Using means, the Chi-Squared Test of Association and the Paired Sample T-Test, the study revealed that students at the University of Cape faced challenges with the cost associated with using e-learning platforms, lack of stable internet connectivity, lack of physical connection with others, and the inability to navigate the platforms effectively. The study also revealed that there is a significant association between having ICT training and the ability to use e-learning platforms effectively. Results from the experiment also revealed that the blended e-learning instruction was highly effective and that the students recorded a high posttest score of 24.73 compared to the pre-test score of 17.7. Finally, the students’ satisfaction questionnaire also revealed that the students were generally very satisfied with the use of the blended e-learning approach.

The current study sought to achieve the following objectives; 1) to outline thechallenges students in UCC faced with using e-learning platforms; 2) to study the relationship between ICT training input and the ability to use e-learning platforms; 3) to develop and determine the efficiency of using an online video-based instruction; 4) to compare students’ scores after taking a lesson through the online video-based instruction; and 5) to assess students’ satisfaction with learning. The sample of 30 third year students at the University of Cape Coast in the academic year 2021 was obtained utilizing purposive random sampling. A video-based instruction was used in the experiment. The statistics used in the study were means, the chi-squared test of association, and the paired sample t-test. The result indicated that the paired sample t-test (dependent), conducted to test the impact of video-based instruction on students’ learning achievement, revealed that the students recorded a high post-test score of 24.73 compared to the pre-test score of 17.7. This indicated that the video-based instruction was efficient. The students’ satisfaction questionnaire also revealed that the students were delighted with taking the lesson through the blended learning approach.