Perceptions and Experiences of Adult Learners of Online Learning in the Era of COVID-19 in Ghana

Ziggah, Samuel Richard; Eshun, Peter; Mahama, Inuusah

doi:10.30564/jpr.v4i4.5268

Cited by 3 publications

(3 citation statements)

References 52 publications

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“…This finding supported the finding of Zalat, Hamed, and Bolbol [14] that staff members agreed that the technological skills of giving online courses increase the educational value of the experience of the college staff. Ziggah, Eshun, and Mahama [15] also found that adult learners had a good experience as they perceived online learning to be beneficial to their academic growth and progress.…”

Section: Resultsmentioning

confidence: 93%

Experiences, challenges and acceptance of e-learning by adult learners in sandwich programme of Nnamdi Azikiwe University Awka, Nigeria

Chukwuemerie,

Akpan,

Okoye

2024

Eureka: J. of Educational Res.

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This study investigated the experiences, challenges and acceptance of e-learning by adult learners in the Sandwich programme of Nnamdi Azikiwe University, Awka. Descriptive survey research design was adopted. The population of study comprised all 381 adult learners offering Sandwich Programmes in the 2021/2022 Session in the Faculty of Education, Nnamdi Azikiwe University, Awka was also the sample size. Three research questions guided the study. Data for the study were collected by means of a validated structured questionnaire titled “Questionnaire on E-Learning by Adult Learners” (QEAL) designed in google form format. Cronbach’s Alpha values of 0.89, 0.78 and 0.89 for clusters I – III were obtained after testing for reliability. Mean and standard deviation were used to analyze data. The findings revealed that adult learners had pleasant experiences of e-learning in sandwich programmes of Nnamdi Azikiwe University in the 2021/2022 Session; and faced some challenges that included unstable internet connectivity, technical problems during online classes and difficulties associated with practical courses in distance learning. Nevertheless, adult learners highly accepted e-learning after their exposure to a higher level of e-learning in the 2021/2022 academic session by the Sandwich programme in Nnamdi Azikiwe University, Awka. It was recommended amongst others that the management of Nnamdi Azikiwe University should invest more in e-learning by way of upgrading their ICT architecture and organize more trainings on adaptation to e-learning for their adult learners that are still lagging behind and for fuller and more profitable utilization of the innovations in the Qverse learning management system.

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Section: Resultsmentioning

confidence: 93%

Experiences, challenges and acceptance of e-learning by adult learners in sandwich programme of Nnamdi Azikiwe University Awka, Nigeria

Chukwuemerie,

Akpan,

Okoye

2024

Eureka: J. of Educational Res.

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“…Administrators should also consider changes in faculty evaluation methods to align with the goals and outcomes of blended learning (Narpila et al, 2022). In conclusion, effective governance of higher education institutions in the implementation of blended learning requires active advocacy from administrators (Ziggah et al, 2023). Administrators play a crucial role in promoting the benefits of blended learning and addressing any concerns or challenges that may arise (Neupane, 2018).…”

Section: Perception Of University Administrators Of Blended Learningmentioning

confidence: 99%

“…It entails articulating the roles and duties of faculty members and administrators, defining the goals and objectives of blended learning, and creating guidelines for the choice and application of blended learning practises (Ali et al, 2023). According to Ziggah et al (2023) effective governance in higher education institutions is essential for the adoption of blended learning to be successful.…”

Section: Facilities For Implementing Blended Learningmentioning

confidence: 99%

Role of Administrators in Blended learning in Higher Education Institution

Fatima Muhammad Qassim,

N.B. Jumani,

Samina Malik

2023

PJDOL

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As higher education institutions adopt blended learning, administrators play a crucial role in implementing and supporting blended learning, ensuring its success (Lomonosova & Valentinovna, 2018). The study investigates administrators' perceptions of blended learning as a teaching strategy, using a proportionate sampling sample and a content validity instrument modified by an expert. The study involved 27 administrators respondents who were selected from the universities in Islamabad. The interview guide was created to assess administrators' readiness for blended learning, focusing on their awareness of facilities, finances, capacity-building initiatives, challenges, and technology capabilities. The reliability of the results was ensured by consistent patterns and plausible reasons for differences. Data analysis involved analyzing administrative attitudes through interviews, coding the data, and identifying recurring themes. The study concluded that despite the availability of resources and support, the studyemphasises the difficulties administrators encounter when implementing blended learning in higher education institutions. For blended learning to be successfully implemented, infrastructure facilities including well-equipped classrooms and high-speed internet connection are crucial.

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A Study on the Factors Influencing College Students' Autonomous Learning Ability from the Perspective of Online Learning

Yao

2023

Journal of Intelligence and Knowledge Engineering

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Online learning has become one of the directions for major universities to achieve educational reform, and the online learning ability of college students is the key to the effectiveness of online education. Based on the Biggs3P theory, an online learning strength table was constructed, and factor analysis was used to construct college students' online learning ability. Regression analysis was conducted to identify the influencing factors of online learning ability and determine the mediating role of deep learning orientation. The empirical results indicate that multiple factors in the online learning environment, including but not limited to learning resources, student interaction, teacher support, and learning evaluation, all have varying degrees of positive effects on college students' deep learning orientation. Among them, the learning evaluation and teacher support of online learning have a strong influence, while the technical usability of online learning platforms has the weakest influence. In response, suggestions are proposed to enrich the construction of online learning resources, enhance the interactive experience of online learning students, strengthen the diversified development guided by online teachers, and build a multi-dimensional online learning evaluation mechanism.

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Perceptions and Experiences of Adult Learners of Online Learning in the Era of COVID-19 in Ghana

Cited by 3 publications

References 52 publications

Experiences, challenges and acceptance of e-learning by adult learners in sandwich programme of Nnamdi Azikiwe University Awka, Nigeria

Experiences, challenges and acceptance of e-learning by adult learners in sandwich programme of Nnamdi Azikiwe University Awka, Nigeria

Role of Administrators in Blended learning in Higher Education Institution

A Study on the Factors Influencing College Students' Autonomous Learning Ability from the Perspective of Online Learning

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