The emergence and fast growth of the internet, as well as the proliferation of information and communication technology (ICT) facilities, have empowered academic institutions across the globe to adopt e-learning and teaching. The study was set up to assess e-learning and teaching by distance education students and lecturers of the Valley View university (VVU) Oyibi campus in Accra, Ghana. The main objectives were to find out students and lecturers perceptions, attitude, perceived ease of use of e-learning and teaching, internal and external factors affecting e- learning at the VVU. For the researcher to accomplish these goals, a cross-sectional survey was adopted for the study. A self-developed questionnaire was used to collect data from the participants. The total population for the study was three hundred and eighty-four (384), this comprised two hundred and ninety-six (296) students and eighty-eight (88) lecturers.
The convenience sampling technique was used to sample one hundred and eighteen (118) students. The total population of the lecturers was eighty-eight (88), therefore, the entire population was used for the study. The Statistical package for Social Sciences (SPSS, 17 Version) was used to analyze data. The findings of the study were presented in tables. The results of the study established that the majority of the students and lecturers preferred face-to-face learning to the online learning and teaching mode because they found it difficult to access information from the Online Learning Forum Platform (OLFP). The study also found out that distance students and lecturers found it difficult to upload and download information from the Online Learning Forum Platform (OLFP) due to poor internet services. The findings established that both students and lecturers found it difficult to access e-resources provided by the university from the Online Learning Forum Platform (OLFP), therefore, recommended for additional
seminars, workshops, and orientations.
CHAPTER ONE INTRODUCTION
Research study such as Engelbrecht (2003) has confirmed that students who have enrolled in the distance education through the adoption of e-learning will have equal opportunity to access the needed information from their lecturers since learning is determined by their own pace. Furthermore, e-learning has the potential to provide a high-quality education and training, producing a competitive workforce and increases the level of literacy among citizens (Engelbrecht, 2003).
Vasileios Kagklis et al., (2015) defined distance education as a form of education in which there is a constrained interaction between lecturers and students”. Safiul in Lenara et al., (2014) indicated that distance learning is the independent form of education by using pedagogical technologies to design and implement remote courses for students.
Caruth and Caruth (2013) defined distance education as an instruction in which students are separated from instructors during their entire course of study. Distance education is characterized by lecturers, students and some of the time other facilitators imparting information with students through distinctive sorts of media (Nagar, 2010). Mnyanyi and Mbwette (2009) reiterated that “distance education is a learning process in which the teacher and the learner are separated in terms of space and time; communication between the two is mediated by print media or ICT; learning is under the control of the learner rather than the teacher.
The core objective of Valley View University (VVU) is to offer quality education hence, the need to introduce online education in order to admit all qualified applicants. This chapter highlights the background of the study, statement of the problem, the purpose of the study, objectives of the study, theoretical framework, and scope of the study, significance, research environment, ethical considerations and descriptions of chapters.
Statement of the problem
The use of e-learning in higher institutions to improve the delivery of materials to learners, helps lecturers to keep their lesson notes up-to-date, get in touch with students in a short possible time and communicate with one another as wel . “E-learning technologies for teaching and learning help students to download learning materials submit assignments and collaborate with lecturers
and colleagues (Abu-Shanab, 2014; Abdellatief et al., 2011; Piña, 2010).
The researcher‟s interaction with a staff at the Distance Education department disclosed that some students and lecturers lacked adequate skills to use the Online Learning Forum Platform (OLFP) to access information despite the initial training they had from the Distance Education Department of the university. Another interview with the students revealed that the department lacks permanent information technology (IT) staff to support students and lecturers. Thus, lecturers‟ are not able to develop online courses on time and late submission of assignments and learning materials to students among others were enumerated by the students as some of the hindrances militating against the use of e-learning at the Valley View University (VVU).
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