Aheto, Simon-Peter Kafui
2 Publications in AERD
Author Publications
Export PDFModelling the influence of antecedents of artificial intelligence on academic productivity in higher education: a mixed method approach
By Segbenya, Moses
This study examined the effect of antecedents of artificial intelligence (AI) on the productivity of academics in higher education. The study was guided by the pragmatic epistemic perspective predicated on the concurrent integrated mixed-method design used with the support of a Google softcopy version of the semi-structured questionnaire (closed and open-ended questions) to collect data from 663 academics from higher educational institutions in Ghana, Nigeria, South Africa, Mexico, Germany, India, and Uganda. The quantitative data were analysed with descriptive and inferential statistical tools while thematic pattern matching was engaged to analyse the qualitative data. The study found that academics hardly use the main AI tools/platforms, and those mainly used for research and teaching-related activities were ChatGPT, OpenAI, and Quillbot. These AI tools were used mostly for general searches for information on course-related concepts, course materials, and plagiarism checks among others. The study further revealed that challenges associated with AI usage influenced the productivity of academics significantly. Finally, the availability of AI tools was found to engender AI usage but does not directly translate into the productivity of academics. The study, therefore, recommended that the management of higher educational institutions espouse policies, and provide timely information and training on the use of AI in higher education. The policies, information, and training provided should specifically address how to adopt different AI tools for specific aspects of teaching tailored and gravitated toward catalysing the productivity of academics. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
CHALLENGES OF ONLINE INSTRUCTION AND INFORMATION TECHNOLOGY INTEGRATION IN COVID-19 PANDEMIC: PERSPECTIVES OF ACADEMIC STAFF IN GHANAIAN UNIVERSITIES
By Nyagorme, Paul
Information and Communication Technology (ICT) integration is essential, especially after the COVID-19 pandemic. While the need for ICT integration in today???s pedagogical activities is inevitable, online instruction in Ghanaian higher education is still challenging. Referring to the pressing need for ICT integration and online instructions amid COVID-19, we assess the challenges academic staff in Ghanaian universities encounter concerning online instructions and ICT integration into pedagogical activities. We conducted a cross-sectional survey with 628 (response rate of 83.1%, N= 522) academic staff from two universities. Results reveal that instructors/lecturers??? challenges (inadequate ICT infrastructure and lack of stable electric power) and institutional challenges (lack of consistent practice and limited technical assistance) predominantly affects online instructions and ICT integration. The implication drawn from our findings is that the challenges of online instruction and ICT integration in Ghanaian universities are interrelated. We recommend that stakeholders and policy makers in Ghanaian universities should endeavour to provide holistic solutions rather than solving the identified challenges in isolation.
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