Brandford Bervell
13 Publications in AERD
Author Publications
Export PDFMOOCS ADOPTION AMONG OMANI FACULTY MEMBERS: INVESTIGATING THE EFFECTS OF GENDER AND FACULTY DISCIPLINES ON READINESS
By Brandford Bervell
This study aims to explore the factors influencing the readiness to adopt massive open online courses (MOOCs) for teaching among faculty members in Omani higher education by considering the influence of gender, disciplines, and personal factors such as attitude (ATT), self-efficacy (SE), technical competencies (TC), and access to tools (ACT). A quantitative survey research design was utilized to investigate the difference and relationship between gender and faculty disciplines (science vs. non-science) towards MOOC readiness (MR) and personal factors. The findings reveal no significant differences between gender in both disciplines towards perceived MOOC readiness. As for individual characteristics, while non-science disciplines indicate no differences between gender, the science discipline indicates significant differences in ATT. In terms of association, male faculty members reflected high associations between and within all personal factors and MR; however, female members did not show such association by only associating SE and TC with MR. Nevertheless, more similarities were observed between male and female faculty members in the non-science discipline, indicating a focus on technical factors. These findings contribute to understanding the difference between gender and faculty discipline when explored based on personal factors that influence the future use of MOOCS for teaching in Omani higher education. © 2024, Grand Canyon University. All rights reserved.
Investigating the impact of mobile blended learning on history students’ academic achievement
By Nana Osei Bonsu
History teaching and learning can be improved through pedagogically innovative practices. In the face of technological advancement, this study examined the effectiveness of mobile blended learning on the academic performance of senior high school history students. The study adopted a quasi-experimental research approach using a pretest-posttest nonequivalent groups design. The study employed a teacher-made test to gather data from two intact senior high school final-year history classes in Central Region, Ghana. The two classes were grouped into control and experimental groups. The control group participants were taught using conventional instruction, while the experimental group participants were taught using mobile blended learning through WhatsApp Messenger and adapted YouTube videos. The study revealed that mobile blended learning had a significant effect on the academic performance of history students. The findings also demonstrated a gender gap in the academic performance of history students when taught through mobile blended learning, with female students outperforming their male counterparts. The study contributes new insights for pedagogical innovation in history teaching and learning in the under-researched context of Ghana. It further makes links between mobile blended learning and historical knowledge in Ghanaian schools and offers views on equitable access to and use of technologies in schools. The study implies that there should be a comprehensive and thoughtful approach to history teaching and learning, incorporating mobile blended learning, addressing gender disparities regarding mobile blended learning use, and ensuring equitable access and learning outcomes. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
A decade of quality assurance in higher education (QAiHE) within sub-Saharan Africa: a literature review based on a systematic search approach
By Dickson Okoree Mireku
In this study, we examined articles related to academic quality assurance research in the sub-Saharan African (SSA) higher education context to identify internal and external mechanisms put in place to improve the quality of education. To achieve the objective, the study reviewed published studies to bring to light the standard quality benchmark indicators describing how quality assurance has been promoted in SSA starting from 2012 to 2022. Based on this premise, 143 articles were included in the review in accordance with the set criteria for inclusion. The study found that most of the SSA higher educational institutions give extra attention to the building of human resource capacity and neglected other important practices such as internationalization and the building of industrial collaborations, though these were major ingredients for promoting quality assurance. It also came to fore that, amidst the efforts to achieve quality standards in teaching and learning, insufficient funding, lack of efficient academic staff, poor implementation of educational policies, and unstructured program for training and re-training of staff were the major hinderances to the promotion of quality assurance in higher institutions in the sub-Saharan African region. Based on the findings, recommendations were made for policy, practice, and future research in higher education delivery in the sub-region.
Examination malpractice behaviours in Higher Education (EMALBiHE) in sub-Saharan Africa: A systematic review
By Dickson Okoree Mireku
After decades of continuous attempts to curb examination malpractices in higher education within Sub-Saharan Africa (SSA), some discussions have emerged but are scattered within the literature. This study, therefore, sought to map the distribution of studies by conducting a systematic review of examination practices incidence within the SSA higher education delivery. The studies reviewed were based on 96 examination malpractice-related studies spanning 2012-2023. The data extraction process was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol. Results obtained after the review, showed that the Western part of SSA had the highest frequency of studies, with 70 emanating from Nigeria and 8 from Ghana. Southern SSA produced only a single study from Zimbabwe, representing the region with the lowest frequency of studies on examination malpractice. From the review, the most frequently cited causes of examination malpractice were societal pressure and obsession for academic certificates, while the erosion of educational quality, and devaluation of certificates emerged as the major effects of examination malpractice. The promotion of educational values, and examination ethics emerged as the most effective strategies mentioned in the studies found. In essence, the discoveries and suggestions presented in this review significantly contribute to the ongoing efforts aimed at halting the spread of examination malpractice in the Sub-Saharan Africa (SSA) region.
Plagiarism in Higher Education (PLAGiHE) within Sub-Saharan Africa: A systematic review of a decade (2012-2022) literature
By Dickson Okoree Mireku
The purpose of this study was to map the distribution of publications on plagiarism among higher educational institutions in sub-Saharan Africa (SSA). Studies reviewed were based on 171 plagiarism related publications within a decade (2012-2022). Findings revealed that most plagiarism related articles were published in 2016. Additionally, a majority of the studies (53) were from Nigeria and Ghana (23). Most of the articles focused on students' and faculty's awareness of plagiarism, and institutional prevention of plagiarism, but were rather marginal on challenges involved in preventing plagiarism, as well as effects of plagiarism. Dominant forms of plagiarism were self-plagiarism, branded plagiarism and commission plagiarism. However, major causes of plagiarism comprised easy access to digital information and resources; poor supervision of students; pressure on academics to publish for promotion; and insufficient skills development regarding ethical academic writing. Additionally, plagiarism preventive software and policies on plagiarism were the main ways of preventing plagiarism. Finally, in fighting plagiarism, higher educational institutions in SSA encountered challenges such as lack of well-trained academic experts to detect and report plagiarism cases; reluctance on the part of technical administrative staff to investigate works for traces of plagiarism; and low plagiarism detection skills from project supervisors. Based on the findings, recommendations are made to stakeholders for future research, policy and practice.
Artificial intelligence in higher education: Modelling the antecedents of artificial intelligence usage and effects on 21st century employability skills among postgraduate students in Ghana
By Moses Segbenya
The utilisation of Artificial Intelligence (AI) in higher education has been a contemporary issue attracting varied perspectives. However, the nuances among the antecedents of AI usage among postgraduate students and the acquisition of 21st-century employability skills are under-researched. This study sought to fill the chasm by adopting a concurrent integrated mixed method to collect data using a questionnaire with closed-ended and open-ended items from 294 postgraduate students in Ghana. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) techniques were employed for the quantitative data analyses while thematic pattern matching was used to analyse the qualitative data gathered. Results from the descriptive analysis revealed that the most prevalent AI platforms used by postgraduate students were ChartGPT and Quillbot. The two most important uses of such AI tools were just used for learning in general; and searching for literature. The PLS-SEM paths modelling showed that antecedents of postgraduate students' AI usage were benefits, challenges and platform availability. Finally, both AI usage and AI challenges were significant predictors of postgraduate students’ acquisition of 21stcentury employability skills. However, the relationship between AI challenges and the acquisition of 21st-century employability skills was fully mediated by AI usage. Based on the results, recommendations were made for policy and practice of AI usage in higher education. © 2023
Examining 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.
Modelling distance education students’ satisfaction and continuous use intention of students’ portal: An importance-performance map analysis
By Brandford Bervell
Many higher educational institutions offering distance education provide their students with electronic portals to manage their academic information and activities, as well as obtain feedback from students to management for decision-making towards improvement. However, satisfaction with the use of students’ portals remains a challenge to distance education students especially in mandatory environments where students are obliged to use the portal. However, there is also a lack of empirical evidence on the effects of portal functionality and portal information display on the easiness of use of students’ portal and portal system performance leading to satisfaction, in the literature. Accordingly, this study aims to unravel the determinants of students’ satisfaction and their continuous use intentions of portal systems. In view of this, a quantitative approach based on an exploratory sequential mixed-method design was adopted. Questionnaires were used to collect the main data from 1409 students selected through a cluster sampling technique after an initial interview guide was used for focus group discussions. Data collected were analysed using both the descriptive and Partial Least Squares-Structural Equation Modelling (PLS-SEM) techniques. Findings from the analysis revealed that portal functionality and portal information display were antecedents of portal ease of use: and portal system performance. Additionally, portal system ease of use, portal system functionality, portal system information display and portal system performance determined portal system use satisfaction. Furthermore, portal use satisfaction is a prelude to students’ continuous use intentions. Finally, the most important antecedent to student portal use satisfaction was portal system performance. These findings provide valuable insights for institutions seeking to enhance the performance of portal systems for their students. Based on the findings, recommendations were made for policy and practice towards the provision and management of student portals in distance education delivery. © The Author(s) 2023.
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.
LMS-enabled blended learning utilization in distance tertiary education: establishing the relationships among facilitating conditions, voluntariness of use and use behaviour
By Brandford Bervell
Distance education has evolved partly through technologies that defined them in the various generations of distance education delivery. However, in the twenty-first century, the use of Learning Management System (LMS) has changed the face of distance education delivery. Even the traditional face-to-face based distance education mode is now adopting the LMS as a mediating technology between instructors and students. However, in the usage of LMS-enabled blended learning, several factors have been cited in the literature as enablers towards actual usage of LMS technology. Factors such as facilitating conditions, voluntariness of use and actual use behaviour have been important in contemporary literature. Despite their importance, the chasm in the literature is the nuances existing in terms of relationships between these three factors. This study fills the gap by defining a model based on the three factors to provide an in depth empirical study on their relationships and how they influence LMS-enabled blended learning uptake of distance education by tutors. The study thus employs a cross country survey to collect data from 267 tutors and offer analysis by way of a Partial Least Squares Structural Equation Modelling (PLS-SEM) approach. The study revealed important relationships among facilitating conditions, voluntariness of use and use behaviour of LMS-enabled blended learning such that facilitating conditions predicted voluntariness of use and actual use behaviour; voluntariness of use determined actual LMS use behaviour for blended learning in distance education. The study finally provided recommendations based on the findings for policy and practice of LMS-enabled blended learning in distance education. © 2020, The Author(s).
Blended learning or face-to-face? Does Tutor anxiety prevent the adoption of Learning Management Systems for distance education in Ghana?
By Brandford Bervell
Learning Management System (LMS)-enabled blended learning has been adopted by higher educational institutions for promoting accessible and effective pedagogy and andragogical practices. The introduction of this mode of learning has altered the traditional face-to-face interaction. However, the lack of actual usage and online presence by instructors in an LMS-enabled blended learning environment seems to be a major setback for its success. Consequently, LMS-related anxiety has been cited as one of the behavioural challenges hindering its usage in Africa. Hence, this paper is focused on unravelling the antecedents of tutors’ anxiety towards actual LMS usage based on a Technology Related Stimulus-Response Theoretical Framework (TR-SR-TF). In view of this, the study employed a survey design, adopting a questionnaire as data collection instrument from 267 distance education tutors across study centres within Ghana. The results from Partial Least Squares Structural Equation Modelling (PLS-SEM) technique revealed three underlying factors determining LMS anxiety, namely; colleague influence, outcome expectation and use support. However, the result of the Importance Performance Map Analysis (IPMA) showed that colleague influence was the most important indicator while outcome expectation was the highest performance indicator of tutors’ LMS related anxiety. The study recommended that such factors like colleague influence, outcome expectation and use support should be consciously addressed in order to reduce (if not totally eliminate) anxiety towards LMS use for blended learning. © 2018, © 2018 The Open University.
QR code utilization in a large classroom: Higher education students’ initial perceptions
By Brandford Bervell
The integration of Quick Response (QR) codes in classrooms have been identified as an important tool in promoting active as well as distributed learning, especially in higher education. Even though the versatility of this technology within the educational milieu cannot be over-emphasized, the initial perceptions of students who are at the centre of QR integration are important towards achieving the prospects of this technology in the pedagogical process, particularly in a large classroom context. Against this backdrop, Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology2 (UTAUT2) were employed as theoretical foundation to study students’ perceptions. A questionnaire was used to collect data from 200 students, based on a purposive sampling technique with Partial Least Squares Structural Equation Modelling (PLS-SEM) employed for statistical analysis. Initial results suggested that students had very positive attitudes towards QR code utilization for course related activities which ultimately determined their intentions to accept this technology. However, their positive attitude was anchored on their perceived usefulness and easiness towards QR code which were promoted by perceived playfulness, facilitating conditions and hedonic motivation respectively. The social influence variable was not a predictive factor of students’ perception towards the usefulness of QR codes. The study provided practical examples of how QR codes can be integrated in teaching and also recommended future experimental research into QR code effectiveness as well as instructor acceptance if the technology is to be integrated on a wider national scale. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.
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