Reflections and refractions on Sakai/Moodle learning management system in developing countries: A case of Ghanaian universities’ demand and supply perspective analyses

Moses Kumi Asamoah

African Journal of Science, Technology, Innovation and Development, 2020, vol. 12, issue 2, 243-259

Abstract: Technological advancement has revolutionized teaching and learning in the twenty-first century. However, the full benefits are yet to be realized and clearly understood due to user experience data paucity, especially in developing countries. This study delves into the issue from both the demand and supply perspectives. The demand-side analysis interrogated students’ perceptions of the tonic and toxic facets of using the Sakai/Moodle learning management system, while supply-side analysis explored the perceived roles of university lecturers and university authorities in embedding this new culture in Ghana. Using a mixed-methods approach, two universities in Ghana were selected to serve as focal organizations. Long interviews with graduate students provided the qualitative data, while a survey of under-graduate students yielded the quantitative data. Triangulation revealed that despite nascent challenges, students found LMS to be useful in learning, and that lecturers and school authorities played pivotal roles in routinizing learning management systems (LMS) in Ghana. Mode of study, students’ gender, age and perceptions of the advantages and disadvantages of using ICT for teaching and learning as well as the role of lecturers and university authorities in enhancing the quality and sustainable use of LMS for teaching and learning in Ghana were found. The findings suggest that universities stand to benefit from the adoption and use of educational technologies for teaching and learning. Universities ought to consider the varied cognitions, affect and perspectives of students on teaching and learning technologies, when designing relevant policies that support the employment of ICT-enabled educational practice.

Date: 2020
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DOI: 10.1080/20421338.2019.1634318

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