The Impact of Online Teaching and Learning by Nursing and Midwifery Students: A Case Study of Garden City University College, Kenyase-Kumasi
Keywords:
information technology, learning management system, online learning forum platform, information and communication technology, distance education, electronic learning and teaching
Abstract
Context: 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.
Focus: The study sought to assess the impact of online teaching and learning by nursing and midwifery students at Garden City University College.
Materials and methods: The target population for this study consisted of all nursing and midwifery students of the Garden City University College. A convenient sampling technique was used to select 305 students for the conduct of the study. The structured questionnaires involving close and open-ended questions were employed to collect the data. The Statistical Package for Social Sciences (SPSS, Version 22) was employed for data coding, capture and analysis owing to its ease of use. The outcome of the analysis was presented in frequency distribution tables, percentages and charts.
Results: Students’ perception concerning difficulties and frustrations of e-learning revealed that out of 305 respondents, 129 (42.3%) strongly agreed that they faced difficulties and frustrations when using e-learning, while 61 (20%) disagreed and only 35 (11.5%) of the respondents indicated that they neither disagreed nor agreed to the statement. Moreover, 109 (35.7%) students preferred never to have some courses online rather than face-to-face learning, followed by 103 (33.8%) respondents who admitted that they sometimes preferred online learning to face-to face, only 57 (18.7%) responded rarely. Furthermore, lecturers' inability to send online courses on time affects students' performance. It was evident from the study that majority of the respondents found it difficult to download online courses owing to poor internet connectivity.
The study found out that majority of the students have positive perceptions and attitudes towards e-learning. Finally, e-learning and teaching in an institution of higher learning should be embraced by all stakeholders, lecturers, students, and the entire university community.
References
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Psycharis, S. (2011). Presumptions and actions affecting an e-learning adoption by the educational system: Implementation using virtual private networks. European Journal of Open and Distance Learning, 4(3), 50-60.
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Sethi, B. B., & Panda, K. C. (2012). Use of e-resources by life scientists: A case study of Sambalpur University, India. Library Philosophy and Practice, 681, 442-449.
Sife, A., Lwoga, E. & Sanga, C. (2007).New technologies for teaching and learning: Challenges for higher learning institutions in developing countries", International Journal of Education and Development using ICT, 3(2), 57-67.
Simpson, V., & Richards, E. (2015). Flipping the classroom to teach population health: Increasing the relevance. Nurse Education in Practice, 15(3), 162-167. https://doi.org/10.1016/j.nepr.2014.12.001
Smith, B., Caputi, P., & Rawstorne, P. (2000). Differentiating Computer Experience and Attitudes toward Computers: An Empirical Investigation. Computers in Human Behavior, 16(1), 59-81.
So, W. W. M., Chen, Y., & Wan, Z. H. (2019). Multimedia e-learning and self-regulated science learning: A study of primary school learners’ experiences and perceptions. Journal of Science Education and Technology, 28, 508-522. https://doi.org/10.1007/s10956-019-09782-y
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Yagodzinski, E. (2003). Web-Based Training: Creating e-Learning Experiences. Internet and Higher Education, 6(2), 207-10. https://doi.org/10.1016/s1096-7516 (03)00027-7
Yangoz, S. T. (2017). The use of e-learning program in nursing education. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(2), 230–236.
Zaharias, P. (2009). Developing usability evaluation methods for e-learning applications: beyond functional usability. International Journal of Human-Computer Interaction, 25(1), 75-98.
Zaheer, M., Babar, M. E., Gondal, U. H., & Qadri, M. M. (2015). E-learning and student satisfaction. Proceedings of the 29th Annual Conference of the Asian Association of Open Universities: New Frontiers in ODL, 275–285.
Agormedah, E. K., Adu Henaku, E., Ayite, D. M. K., & Apori Ansah, E. (2020). Online Learning in Higher Education during COVID-19 Pandemic: A case of Ghana. Journal of Educational Technology and Online Learning, 3(3), 183-210. https://doi.org/10.31681/jetol.726441
Aldhafeeri, F. M., & Khan, B. H. (2016). Teachers’ and students’ views on e-learning readiness in Kuwait’s secondary public schools. Journal of Educational Technology Systems, 45(2), 202-235. https://doi.org/10.1177/0047239516646747
Al-Dosari, H. (2011). Faculty members and students perceptions of e-learning in the English Department: A project evaluation. Journal of Social Sciences, 7(3), 391-407.
Al-Fadhli, S. (2011). Factors Influencing the Acceptance of Distance-Learning: A Case Study of Arab Open University in Kuwait. International Journal of instructional Media, 38(2), 147-158.
Al-Fahad, F. N. (2009), Students' Attitudes and Perceptions Towards the effectiveness of Mobile learning in King Saud University. The Turkish Online Journal of Educational Technology, 8(2), 10.
Ali, A., & Ahmad, I. (2011). Key factors for determining student satisfaction in distance learning courses: A study of Allama Iqbal Open University. Contemporary Educational Technology, 2(2), 118–134.
Alkhanak, S. A. K. & Azmi, I. A. G. (2011). Information technology usage and attitudes towards online resources: students’ perspective. African Journal of Business Management, 5(7), 2582-2589.
Alzahrani, J. G. & Ghinea, G. (2012).Evaluating the impact of interactivity issues on e-learning effectiveness. In Information Technology Based Higher Education and Training (ITHET), 1-5.
Amengor, J. (2011). History Teachers’ Perception of ICT in Promoting Teaching and Learning. Unpublished Dissertation, University of Cape Coast.
Annum, G. Y. (2022). Cybermetrics Higher Educational Institution (HEI) Ranking Strategies: Useful Lessons for HEI’s in Ghana to Adopt. Open Journal of Social Sciences, 10(6), 42-54.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
Asiri, M. J. S., Bakar, K. A., & Ayub, A. F. B. M. (2012). Factors influencing the use of learning management system in Saudi Arabian higher education: A theoretical framework. Higher Education Studies, 2(2), 125-137. http://www.ccsenet.org/journal/index.php/hes/article/view/14465/11537
Bicen, H., & Uzunboylu, H. (2013). The use of social networking sites in education: A case study of Facebook. Journal of Universal Computer Science, 19(5), 658-671. https://doi.org/10.3217/jucs-019-05-0658
Chang, C. C., Yan, C. F., & Tseng, J. S. (2012). Perceived convenience in an extended technology acceptance model: Mobile technology and English learning for college students. Australasian Journal of Educational Technology, 28(5), 809-826.
Chawinga, W. D., & Zozie, P. A. (2016). Increasing access to higher education through open and distance learning: Empirical findings from Mzuzu University, Malawi. International Review of Research in Open and Distributed Learning, 17(4), 1-20.
Chen, C. H. (2008). Why do teachers not practice what they believe regarding technology integration? The Journal of Educational Research, 102(1), 65-75.
Chen, H-R., & Tseng, H. F. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning, 35, 398–406.
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Creswell, J. W. (2014). Research Design: Qualitative and Quantitative mixed methods approaches. Los Angeles: Sage publication.
Derbyshire, H. (2003). Gender issues in the use of computers in education in Africa. Washington, DC: American Psychological Association development. Learned Publishing, 16(1), 34-46.
Djajalaksana, Y. (2011). Accelerated Learning dalam Proses Pembelajaran dan E-learning sebagai Alat Bantu Pembelajaran. Jurnal Informatika, 1, 21-29.
Government of Ghana (2002). Meeting the Challenges of Education in the Twenty-First Century. Report of the President’s Committee on Review of Education Reforms in Ghana. Accra: Government of Ghana.
Govindasamy, T. (2002). Successful implementation of e-learning pedagogical considerations. The Internet and Higher Education, 4, 287–299.
Ituma, A. (2011). An evaluation of students’ perceptions and engagement with e-learning components in a campus based university. Active Learning in Higher Education, 12(1), 57-68.
Kandasamy, M. & Shah, P. B. M. (2013).Knowledge, attitude and use of ICT among ESL teachers. Proceedings of the Global Summit on Education. Retrieved February 10, 2018, from http://worldconferences.net/proceedings/gse2013/papers_gse2013/247%20Moganashwari%20Kandasamy-Parilah%20Bt%20Hj.%20Mohd%20Shah.pdf914-930
Makura, A.H. (2014). Students’ Perceptions of the Use of ICT in a Higher Education Teaching and Learning Context: The Case of a South African University. Mediterranean Journal of Social Sciences, 5(11), 43-48.
Mohd M., Latif, M. & Krishnan, N. (2011). Patterns of Internet Use among Students Universiti Teknologi Malaysia: Kolej Perdana Case Study. In Advances in Social Science, Education and Humanities Research: Proceedings of the International Conference on Student and Disable Student Development 2019 (ICoSD 2019), 470, 166-170.
Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48.
Nihuka, K. A. & Voogt, J. (2012). Instructors and Students Competences, Perceptions, and Access to E-Learning Technologies: Implications for Implementation at the Open University of Tanzania. International Journal on E-Learning, 10(1), 63-85.
Oliver, M., Bradley, C. & Boyle, T. (2001).The Distributed Development of Quality Courses for a Virtual University. Association of Learning Technology Journal, 9(2), 16-27.
Ozcan, D., & Genc, Z. (2016). Pedagogical formation education via distance education. Eurasia journal of mathematics, science and technology education, 12(2), 347-360. https://doi.org/10.12973/eurasia.2016.1205
Psycharis, S. (2011). Presumptions and actions affecting an e-learning adoption by the educational system: Implementation using virtual private networks. European Journal of Open and Distance Learning, 4(3), 50-60.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. https://doi.org/10.1007/s42438-020-00155-y
Rennie, F., & Morrison, T. (2013). E-Learning and social networking handbook: Resources for higher education. In e-Learning and Social Networking Handbook: Resources for Higher Education. https://doi.org/10.4324/9780203120279
Sahin, I., & Shelley, M. (2008). Considering students' perceptions: The distance education student satisfaction model. Journal of Educational Technology & Society, 11(3), 216-223.
Sethi, B. B., & Panda, K. C. (2012). Use of e-resources by life scientists: A case study of Sambalpur University, India. Library Philosophy and Practice, 681, 442-449.
Sife, A., Lwoga, E. & Sanga, C. (2007).New technologies for teaching and learning: Challenges for higher learning institutions in developing countries", International Journal of Education and Development using ICT, 3(2), 57-67.
Simpson, V., & Richards, E. (2015). Flipping the classroom to teach population health: Increasing the relevance. Nurse Education in Practice, 15(3), 162-167. https://doi.org/10.1016/j.nepr.2014.12.001
Smith, B., Caputi, P., & Rawstorne, P. (2000). Differentiating Computer Experience and Attitudes toward Computers: An Empirical Investigation. Computers in Human Behavior, 16(1), 59-81.
So, W. W. M., Chen, Y., & Wan, Z. H. (2019). Multimedia e-learning and self-regulated science learning: A study of primary school learners’ experiences and perceptions. Journal of Science Education and Technology, 28, 508-522. https://doi.org/10.1007/s10956-019-09782-y
Tella, A., Tella, A., Ayeni, C. O., & Omoba, R. O. (2007).Self-efficacy and use of electronic information as predictors of academic performance. Electronic Journal of Academic and Special Librarianship, 8(2), 1-13.
Yagodzinski, E. (2003). Web-Based Training: Creating e-Learning Experiences. Internet and Higher Education, 6(2), 207-10. https://doi.org/10.1016/s1096-7516 (03)00027-7
Yangoz, S. T. (2017). The use of e-learning program in nursing education. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(2), 230–236.
Zaharias, P. (2009). Developing usability evaluation methods for e-learning applications: beyond functional usability. International Journal of Human-Computer Interaction, 25(1), 75-98.
Zaheer, M., Babar, M. E., Gondal, U. H., & Qadri, M. M. (2015). E-learning and student satisfaction. Proceedings of the 29th Annual Conference of the Asian Association of Open Universities: New Frontiers in ODL, 275–285.
Published
2023-10-05
How to Cite
Addo, K., & Antwi, E. O. (2023). The Impact of Online Teaching and Learning by Nursing and Midwifery Students: A Case Study of Garden City University College, Kenyase-Kumasi. European Journal of Science, Innovation and Technology, 3(4), 474-490. Retrieved from https://ejsit-journal.com/index.php/ejsit/article/view/275
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Copyright (c) 2023 Kennedy Addo, Ernest Opoku Antwi
This work is licensed under a Creative Commons Attribution 4.0 International License.
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