Emergency Remote Teaching and Learning (ERTL) During COVID-19

Abstract

In response to the surging COVID-19 pandemic, the government of Ghana shut down all schools on March 16th, 2020. This compelled many higher education institutions globally and in Ghana to adopt emergency remote teaching and learning (ERTL) to ensure continuity of academic work. This chapter chronicles the experiences of Ghana Communication Technology University (GCTU) with the ERTL from March 2020 to date. Specifically, the chapter discusses what they did as an institution in terms of ERTL from the perspective of management, faculty, and support services. In this chapter, the authors provide a chronology of experiences with ERTL, the rationale behind actions taken, the mode of implementation, as well as the results of ERTL for faculty and students. Based on these experiences, the chapter advocates for the adoption of the pragmatism, accessibility, content, context, and empathy (PACCE) framework as a useful heuristic tool in ensuring equity and effectiveness of ERTL.

Usage Intention of e-Learning Systems in Ghanaian Tertiary Institutions: A Case Study of the University for Development Studies

“…Consequently, both developed and developing countries are employing this technology to deliver and support learning [13]. While e-learning is popular in developed countries [14], developing economies have made significant attempts to overcome the challenges of elearning implementation [15]. Nevertheless, power outages and the cost of internet usage continue to inhibit the success of e-learning in most developing countries [15,16].…”

“…While e-learning is popular in developed countries [14], developing economies have made significant attempts to overcome the challenges of elearning implementation [15]. Nevertheless, power outages and the cost of internet usage continue to inhibit the success of e-learning in most developing countries [15,16]. Thus, many are pessimistic about the continual use of e-learning systems in such settings [17].…”

“…Nevertheless, end users are equally significant in this equation, and the requirements of end users cannot be ignored. Although e-learning is projected to resolve several challenges with the traditional system of teaching and learning [15], the uptake of e-learning was relatively low in Ghana until the onset of the COVID-19. Thus, we assume that unless this issue is addressed, there is a likelihood of users reverting to the old system when the COVID-19 pandemic subsides.…”

“…E-learning research has a rich literature globally [13,16,18]. In Ghana, studies in this regard have explored both the prospects and challenges of e-learning in tertiary institutions [15,16]. While these studies have made significant contributions, studies on the continuous usage intention of these systems are scanty [15,17].…”

“…In Ghana, studies in this regard have explored both the prospects and challenges of e-learning in tertiary institutions [15,16]. While these studies have made significant contributions, studies on the continuous usage intention of these systems are scanty [15,17]. This creates a research gap that requires immediate inquisition in order to further the progress of e-learning in the country.…”