Electronic learning is a techno approach that brings new opportunities for teaching and learning in many fields of education compared to the traditional classroom environment. However, there is a dearth of research on its effectiveness in practicality and whether it is dependable enough during teaching and learning. Thus, this systematic review aims to provide evidence from numerous findings on the reliability components (such as functionality, probability of success, environment, and duration) of online teaching and learning (OTL) tools in Lesotho higher education institutions (HEIs), focusing on functionality and probability of success only. A review of online learning tools includes Thuto, Google Meet, Google Classroom, Zoom, Moodle, and Microsoft Teams. Technology adoption models and Siemens’ theory of connectivism underpin this review. The review covered 18 articles between 2015 and 2021. Scopus, Google Scholar, ProQuest, and EBSCO were used for data search. In addition, selected studies were reviewed by experts in Educational Technology at the National University of Lesotho. Some factors were found to hinder the functionality and success of OTL tools, including lack of internet connectivity, electricity, and gadgets. As a result of this review, OTL tools are effective to some extent in terms of functionality and likelihood of success. However, the weaknesses of the e-learning tools outweigh the strengths of Lesotho HEIs. Consequently, only using OTL tools could hamper the quality of higher education in Lesotho. In HEIs, blended learning and continuous training on e-learning tools should be introduced for effective teaching and learning.

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Reliability Components of Online Teaching and Learning Tools in Lesotho Higher Education Institutions: A Systematic Review

Mobility restrictions during the COVID-19 pandemic raised mental health consequences. This paper examines the triangulation of Digital Literacy (DL), psychological well-being, and effectiveness of remote teaching and learning during the pandemic. Survey responses collected from 518 schoolteachers in Sri Lanka are analyzed with Partial Least Squares – Structural Equation Modeling (PLS-SEM) method. Results indicate that Remote Education (RE) has twisted a stressful life for educators. DL negatively affects the psychological well-being of the teacher. The effectiveness of teaching and learning and teacher engagement depends upon their DL level. Educators’ stress and depression status mediate the outcome of remote teaching and learning mode. Moreover, digital skills count more than the accumulated teaching experience. We emphasize the adaptive role of the teacher for sustainable digital education. The results indicate that augmented education success could be obtained by investing in digital competence. It suggests that upgrading DL is an urgent role and alarms the policymakers and education managers to mitigate the potential mental health and social capital crisis.

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COVID-19 and the Adaptive Role of Educators: The Impact of Digital Literacy and Psychological Well-Being on Education—A PLS-SEM Approach

The outbreak of Covid-19 led to the migration of 1729 adults, who had applied to the University of Ghana to go through an access course for writing the Mature Entrance Examination for admission into undergraduate programmes. A survey was conducted to explore the experiences of the students. The study revealed that over 90% of the respondents were proficient in the use of ICTs. They used the Sakai learning management platform, zoom, and emails for their teaching and learning engagements. Four in five (84%) respondents preferred 50% online tuition and 50% face-to-face tuition. They, however, had issues with poor internet connectivity, the high cost of data for the internet, and limited contact time. Basic support systems such as the provision of high-speed but affordable internet services and increased online interactions will be of help to such students.

Online learning experiences of adult applicants to a university in Ghana during the Covid-19 outbreak

Using the Unified Theory of Acceptance and Use of Technology, the study investigated college students’ readiness for online learning from seven colleges of education in Ghana’s Volta and Oti Regions (UTAUT). The study focused on college students’ eLearning readiness and their perceptions of eLearning in Ghana. The descriptive phenomenological research design was used in this study. Using the convenience sampling technique, seven colleges were chosen from a pool of forty-six colleges of education. The participants were interviewed through WhatsApp and Telegram chats. For this study, the phenomenological data analysis process developed by Colaizzi was used. The findings were organized into the following themes: Adaptability Struggle, The New Digital Divide, A shift in teacher professional development, A shift in teacher professional development, Interactivity, and Time Management. According to the findings, colleges used Google Classroom, WhatsApp, Edmodo, and Telegram for learning and teaching. It was discovered that students face internet connectivity issues, accessibility issues, poor time management, adaptability challenges, technical support issues, high cost of internet bundle challenges with smart devices, and disruption as a result of the need to assist with other domestic activities. Due to the numerous challenges associated with online learning, college students suggest that the teaching and learning should be done in conjunction with face-to-face learning (blended learning) or suspended entirely.

Teacher Trainees Readiness for E-learning in Colleges of Education in Ghana

The purpose of this study was to find out the content knowledge achievement of teacher trainees who are taught practical topics in visual arts using project method of teaching and those who are not. The study employed analytical survey design. The study targeted 3- year diploma in basic education colleges of education students in second year offering visual arts as an elective and visual arts lecturers in colleges of education in Ghana. The sample size for the study was 122 (115 students and 7 lecturers). The instruments used for data collection were questionnaire and interview guide. The hypotheses formulated for the study were tested using Pearson point-biserial correlation coefficient. The result of H01 indicated that there is significant difference in content knowledge achievements between the teacher trainees who were taught using project method and those who were not. H02 revealed that practical activities teacher trainees offering visual arts are exposed to through the project method of teaching has a positive relationship on their content knowledge achievements. It was found out that teacher trainees who were taught practical topics in visual arts using project method of teaching acquire new and adequate content knowledge than those taught using other methods of teaching. The study recommended that lecturers teaching visual arts should employ protect method in teaching practical component of the syllabi. Teacher trainees studying visual arts should be motivated to undertake project works that would enable them to acquire relevant skills needed to effectively handle the creative arts and basic design and technology subjects at the basic level of education in Ghana.

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Project Method of Teaching Visual Arts and Teacher Trainees Content Knowledge Achievements in Ghana Colleges of Education

COVID 19 has thrown a new challenge to tutors in the colleges of education in Ghana. The purpose of this study was to examine tutors’ readiness in the use of virtual/digital learning classrooms in the Colleges of Education in Ghana. The study employed an analytical survey design. The study targeted tutors in the colleges of education in Ghana. The sample size for the study was 590 (495 tutors and 95 students). Focused group discussion was used to validate the data obtained from the tutors that is why the tutor number is greater than that of the students. The instruments used for data collection were questionnaire and focused-group discussion. The hypotheses formulated for the study were tested using Pearson point-biserial correlation coefficient. The study found that tutors have not acquired any formal training in how to do the blended learning and also use virtual learning platforms in their lesson deliveries. The study also revealed that tutors’ pedagogical skills in delivering virtual lessons have a positive relationship on students’ achievement. The study recommended that tutors should be adequately trained on how to use virtual learning platforms. The study again recommended that all colleges of education should have a robust LMS that would curb future occurrences, and policies on LMS should be implemented.

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Brain Aheto-Domi

Papers

Virtual Learning and Readiness of Tutors of Colleges of Education in Ghana

Teacher Trainees Readiness for E-learning in Colleges of Education in Ghana