Sturdiness and scuffle in deploying educational technologies for teaching and learning in a low-technology context: Students’ experience in a developing society

Moses Kumi Asamoah

African Journal of Science, Technology, Innovation and Development, 2021, vol. 13, issue 2, 167-184

Abstract: This paper explores the experience of a sample of thirty post-graduate students of University of Ghana, Legon regarding the use of Sakai Learning Management System (LMS) in enhancing students’ interactions with instructors, peers, course contents and in enabling flexible and career-based learning. It also explores the resistance involved. It is an explorative case study design within the qualitative paradigm. The research question was: What is the post-graduate students’ experience with the use of technology-mediated teaching and learning in the University of Ghana? An in-depth interview was employed for data collection. The results indicate that the students emphasized the benefits of educational technologies and the challenges involved but did not demonstrate how the use of educational technologies informed their learning outcomes. In addition, although the Chartroom and the Forum tools allowed collaborative and interactive learning, a number of students wanted a blend of online with the face-to-face teaching encounter. It was therefore concluded that, technology-driven education provides a conducive environment for the students to construct and build on their knowledge through individual research and social interaction. In addition, embedding Sakai LMS with Bloc and Wiki allowed the students to tap into the social media platform to complement their learning although they faced some technological and technical challenges. It is recommended that, pedagogical design be accorded great significance in determining students’ learning outcomes and not the mere notion and belief that educational technologies are available and therefore are relevant to teaching and learning. Besides, the University authorities have to provide the requisite ICT infrastructure, reliable power supply, ICT training, to mention just a few so that lecturers and students will be equipped and motivated to participate in enhancing an innovative ICT-driven educational programme in Africa and Ghana in particular.

Date: 2021
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DOI: 10.1080/20421338.2020.1773604

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