Beatrice Asante Somuah
4 Publications in AERD
Author Publications
Export PDFExamining Course Facilitators' Perspectives on Online Facilitation for Distance Education
By Moses Segbenya
The importance of online learning for delivering academic content in distance education cannot be an understatement. Online learning is not only associated with benefits, but it also comes with some challenges among course facilitators in distance education. This study, therefore, examined course facilitators' perspectives on online facilitation in distance education within the context of a less developed economy. The study adopted the quantitative approach based on descriptive research design with a sample of 529 course facilitators out of a population of 2,768 using multiple sampling techniques such as stratified and simple random sampling. Data were gathered using a structured questionnaire, and partial least squares structural equation modeling (PLS-SEM) was utilized to analyze the results. Findings from the study revealed that course facilitators had online tools and content knowledge but lacked online lesson presentation skills. Availability of online gadgets significantly predicted functionality and online teaching presentation method. Challenges with online learning, availability and functionality of online gadgets, and online presentation methods significantly predicted online use intention and subsequently influenced online usage for teaching among course facilitators. It was recommended that managers of distance education train and provide technical support as well as online gadgets for course facilitators to effectively implement online education. This study provides new insights into how online gadgets, their functionality, and online presentation methods by course facilitators intricately relate among themselves and finally influence online usage intentions and actual usage of online instruction in the distance education milieu. © 2023 Moses Segbenya et al.
Utilizing Learning Management System Technology: Modelling the Tripartite Relationships Among Previous Technology Use Experience, Technology Self-Efficacy, and Use Behavior
By Brandford Bervell
This study sought to find out how previous technology use experience, technology self-efficacy, and use behavior relate among themselves towards learning management system (LMS) technology uptake. This is because LMS has been adopted by higher educational institutions during both the COVID-19 lockdown and post-COVID-19 era. Nonetheless, evidence shows lack of training of tutors in utilizing the LMS technology for pedagogical purposes during the emergency remote learning paradigm. Owing to that, most tutors relied on their previous technology use experiences to cultivate a self-belief towards the actual use behavior of leaning management system for their teaching and learning. Consequently, a quantitative approach based on a survey design was adopted, and questionnaire used to collect data from a purposive sample of 267 tutors in a traditional face-to-face distance setting. Results from a partial least squares structural equation modelling approach proved a positive statistically significant effect of both previous technology use experience and technology self-efficacy on LMS use behavior. Additionally, previous technology use experience positively determined technology self-efficacy with the latter having a significant indirect and mediation effect on the former towards LMS use behavior. The results of this study provided insights into the tripartite relationships existing among these three important variables. Based on the findings, recommendations were made to higher educational institutions towards the adoption of LMSs by tutors. © 2022 by authors.
Exploring preservice teachers' digital skills, stress, and coping strategies during online lessons amid covid-19 pandemic in Ghana
By Christopher Yaw Kwaah
There are concerns about the association between the level of students' digital skills and the amount of stress they experience. However, evidence from both cross-sectional and longitudinal studies is limited. The main aim of this study was to address this gap in the literature by examining the relationship between preservice teachers' digital skills and stress. The study employed an online cross-sectional survey, which was completed by 661 pre-service teachers enrolled in colleges of education in Ghana. The findings showed that preservice teachers' low digital skills were associated with higher stress levels during the period of online teaching and learning necessitated by the COVID-19 pandemic. The study further revealed that preservice teachers' limited access to resources was a significant cause of stress. Preservice teachers' main coping strategies for reducing stress were positive framing, such as seeking advice from friends and family, seeing something good in what is happening and learning from the experience. Recommendations include providing more training on digital technologies during the initial preparation for teachers.
Life roles and college life: Exploring experiences of international female students in higher education
By Beatrice Asante Somuah
Studies have identified that women enter higher learning institutions for personal enrichment and lifelong education. In spite of these benefits, societal perception and traditional roles affect women’s participation in formal education. This qualitative study sought to explore the experiences of female students on how they deal with their lifecycle roles as they access higher education outside their home countries. The study was conducted in a Kenyan university using seven graduate international female students. These participants were purposively selected for face-to-face interviews. Content analysis was used to analyse data based on similarities and differences. It was revealed that the female faced challenges such as psychological stress, financial problems and time constraints. They managed these roles through support from family and friends as well as the use of self-motivation strategies. It was therefore recommended that interventions geared towards the needs of these female students are developed by institutions who admit international students. © 2020 Beatrice Asante Somuah. This is an open access article licensed under the Creative Commons Attribution-NonCommercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/)
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