"I'm not against online teaching, but what about us?": ICT in Ghana post Covid-19
Open accessAbstract
Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government's initiative to ensure "education anytime anywhere for everyone" by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students' educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.
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Cites
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Claims the paper makes
9 of 49 cited sources checked · 4 supported · 0 flagged · accuracy not yet measured
- Premisecitation
In Sub-Saharan Africa, online learning faces major difficulties because it requires available ICT facilities.
“Online learning in Sub-Saharan Africa is a great challenge because it relies on the availability of ICT facilities (Asunka, 2008).”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Asunka, 2008 source
- Premisecitation
Unequal distribution of educational resources, such as computers and ICT materials, is a key problem in Ghana's education system.
“One of the major challenges in the Ghanaian education system is the inequality of educational resources which includes usage of computers and other ICT materials (Buabeng-Andoh, 2012).”
Quote in the paperSubstantial claim1 of 1 sources checked- cites Buabeng-Andoh, 2012
The Accessibility section (page not available in our copy) describes inadequate and unequal access to computers and calls for fairer access to ICT resources. It does not identify this as a major challenge in Ghana’s education system; the claim applies a general discussion to a specific country. (LLM, conf=0.86)
Experimental — accuracy not yet measured
- Interpretationcitation
Findings from the study suggest that online learning in Ghana is fraught with many challenges beyond high cost and infrastructure.
“Findings from the study suggest that the online learning in Ghana is fraught with a lot of challenges apart from high cost and infrastructure (Asunka, 2008; Bean, et al., 2019; Cradler & Bridgforth, 2002; Turk & Cherney, 2016).”
Quote in the paperSubstantial claim1 of 3 sources checked- cites Asunka, 2008 sourceExperimental — accuracy not yet measured
- cites Bean, et al., 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Cradler & Bridgforth, 2002
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Findingown data
Most of the ten interviewed students said online learning was the best alternative for teaching and learning during the pandemic.
“Most of the 10 students interviewed indicated that the online learning is the best alternative approach to teaching and learning during this pandemic.”
Quote in the paperNot a substantial claim - Findingown data
Most participants had little prior exposure to online learning before their current online method of learning.
“Most of the participants had little exposure to online mode of learning prior to their current online method of learning.”
- Also stated in: § Conclusion/Reccomendations for future research · plain
“Most of the students interviewed did not have prior exposure to online learning or using ICT tools to study.”
Quote in the paperSubstantial claim - Also stated in: § Conclusion/Reccomendations for future research · plain
- Findingown data
Only a small number of interviewed students thought online learning outcomes would surpass those of the traditional approach.
“Only few of the students believed students’ outcomes in the online learning would be better than the traditional approach.”
Quote in the paperNot a substantial claim - Findingown data
The study found that nearly all e-learning barriers from the reviewed literature were present in Ghana.
“Almost all the barriers associated with e-learning in literature reviewed earlier were prevalent in the Ghanaian context (see Table 2).”
Quote in the paperSubstantial claim - Findingown data
Students reported that online learning was more expensive than the traditional learning they had experienced.
“According to the students, the online method of learning was expensive than the traditional approach to learning they experienced.”
Quote in the paperSubstantial claim - Findingown data
Findings from the study suggest that access to ICT resources in Ghanaian schools is still a challenge.
“Findings from the study suggests that access to ICT resources in Ghanaian schools is still a challenge.”
Quote in the paperSubstantial claim - Findingown data
A large number of interviewed students felt that the absence of student-student and teacher-student interaction reduced the course's effectiveness.
“An ample amount of the students felt the lack of student-student interaction and teacher-student interaction negatively affected the effectiveness of the course.”
Quote in the paperSubstantial claim - Findingown data
Every student had to obtain their own ICT tool to participate in the online mode of delivery.
“Every student had to get an ICT tool for himself/herself to engage in the online mode of delivery.”
Quote in the paperSubstantial claim - Findingown data
Students repeatedly complained about the online platform breaking down.
“Persistently, the students lamented about the breakdown of the online platform.”
Quote in the paperSubstantial claim - Findingown data
Nearly all participants identified the financial commitments required to participate actively in the course as a major challenge.
“One of the major challenge mentioned by almost all of the participants was the financial commitments they have to make to ensure they actively take part of the course.”
Quote in the paperSubstantial claim - Findingreasoning
Students perceived online learning as not effective.
“As a result, students perceived the online learning is not effective.”
Quote in the paperSubstantial claim - Findingown data
A majority of the interviewed participants considered the traditional teaching and learning approach more suitable for them than the online learning they were experiencing.
“More than half of the participants interviewed believed that the traditional approach to teaching and learning is more suitable for them as compared to the online learning they were experiencing.”
- Also stated in: § Conclusion/Reccomendations for future research · plain
“According to the students, although the online learning is a good initiative, they prefer the traditional approach as opposed to the online learning, which is fraught with a lot of challenges.”
Quote in the paperSubstantial claim - Also stated in: § Conclusion/Reccomendations for future research · plain
- Findingown data
A considerable number of respondents stated that ICT tools were not provided to them before their learning.
“A considerable amount of the respondents asserted that ICT tools were not given to them prior learning.”
Quote in the paperSubstantial claim - Premisecitation
In Ghana, the majority of state programs aimed at providing quality, accessible ICT education for everyone have fallen short of their objectives.
“According to Amanortsu, Dzandu, & Asabere (2013), most of the government initiatives to ensure quality and accessible ICT education for all in Ghana has failed to achieve its goals.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Amanortsu, Dzandu, & Asabere (2013)
- Premisecitation
In Ghana's primary education, private schools receive more ICT provision than public ones.
“Also, at the primary level, provision of ICT is also skewed towards private schools (Ayebi-Arthur, Aidoo, & Wilson, 2009).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Ayebi-Arthur, Aidoo, & Wilson, 2009
- Premisecitation
The same UNESCO (2012) report stated that African universities and teacher-training institutions are not sufficiently equipped to support ICT integration in schools.
“Also, the report mentioned that African universities and teacher education institutions do not have the adequate ability to help integrate ICT in schools.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites UNESCO (2012)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
On March 15, 2020, Ghana's government halted all pre-tertiary and tertiary school operations as a COVID-19 containment measure.
“In lieu of the COVID-19 crisis, the government of Ghana announced the suspension of all school operations both pre-tertiary and tertiary on March 15, 2020, as parts of the efforts to stop the spread of the virus (Cromwell, 2020).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Cromwell, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Access to ICT resources poses a difficulty for online learning, which requires ICT facilities to be available.
“However, the challenge associated with online learning is the access to ICT resources because online learning thrives on the availability of ICT facilities (Arthur-Nyarko and Kariuki, 2019, b).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Arthur-Nyarko and Kariuki, 2019, b
- Premisecitation
UNESCO (2012) reported a mismatch between available ICT infrastructure and agrarian communities' capacity to use ICT for economic growth.
“According to the UNESCO (2012), there is a gap between the availability of ICT infrastructure and the capability of agrarian communities to integrate ICT to boost the economy.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites UNESCO (2012)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
ICT access varies across groups, homes, and locations, as network coverage differs from place to place.
“There is an uneven spread of access to ICT among different populations, households, and spaces because network is not the same everywhere (Lembani, Gunter, Breines, Tapiwa, & Dalu, 2019).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Lembani, Gunter, Breines, Tapiwa, & Dalu, 2019 source
- Premisecitation
The Ghanaian Ministry of Education started a 'one laptop, one student' program, giving 1,000 laptops to 30 schools nationwide.
“In light of this, The Ministry of Education of Ghana introduced the “one laptop, one student” policy where 1,000 laptops were dispensed to 30 schools (three schools in each region) across the country (Education Sector Performance Report, 2010).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Education Sector Performance Report, 2010
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data
Participant responses suggest that a blended learning approach could help address differences among students.
“Response from the participants suggests that a blended learning approach could help address the differences among students.”
Quote in the paperSubstantial claim - Premisecitation
In rural areas, unreliable electricity and internet make it hard to absorb online education.
“Lack of constant supply of electricity and internet access in rural communities also makes it difficult to assimilate the online education process (Ivala, 2013).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Ivala, 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation
Poor, unstable network connections degrade online learning quality.
“Slow and unreliable network connections affect the quality of online learning (Bean, et al., 2019).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Bean, et al., 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Study design and conductown data
Participants were only from tertiary institutions in Ghana, excluding pre-tertiary students who were also part of e-learning.
“Also, the participants of the study were only from tertiary institutions in Ghana without including pre-tertiary students who were also taking the part of the e-learning.”
Quote in the paperNot a substantial claim
- Classified as probably not a substantial claim. 40
- May combine two claims. 23
- Borderline: one of the tests for a substantial claim is unclear. 1
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationA separate Ghanaian study reported that 60% of early-years ICT teachers knew about ICT, but 67% of teachers did not use ICT in instruction.
“Another study in Ghana found that 60% of the respondents teaching ICT in the early years of school had knowledge about ICT, and 67% of the teachers did not integrate ICT in their teaching (Asante, 2014).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Asante, 2014 source
The Abstract reports that 67% of participants did not integrate ICT into their teaching, supporting that part of the claim. But it says 60% of early-years teachers had no knowledge of ICT—the opposite of the citing sentence’s assertion that 60% had knowledge. (LLM, conf=0.92)
Experimental — accuracy not yet measured
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationGhana launched Distance Education over a decade ago to expand quality education access and develop human resources.
“Over a decade ago, Ghana introduced DE as a means to provide learners with access to quality education and promote human resource development (Addah, Kpebu, & Kwapong, 2012).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Addah, Kpebu, & Kwapong, 2012 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationMtebe & Raisamo (2014) reported that 63% of Tanzanian teachers involved in online learning could not create or use online educational resources.
“According to Mtebe & Raisamo (2014), 63% of teachers engaged in online learning in Tanzania lacked the skills needed to create or use online educational resources.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Mtebe & Raisamo (2014) source
The results (p. 55) say that 63% of respondents considered lack of skills to create or use open educational resources a barrier. The discussion (p. 61) repeats that finding, but the paper does not say that 63% personally lacked those skills. The methodology describes the respondents as instructors at Tanzanian higher education institutions, not specifically teachers engaged in online learning. (LLM, conf=0.88)
Experimental — accuracy not yet measured
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationAmong Tanzanian teachers, 68% said they had no computer access, and 73% reported poor internet bandwidth.
“In Tanzania, 68% of teachers declared they lacked access to computer, while 73% revealed they experienced low internet bandwidth (Mtebe & Raisamo, 2014).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Mtebe & Raisamo, 2014 source
The Perceived Barriers section reports that 68% of respondents indicated lack of access to computers and the Internet as a barrier, and the Low Internet Bandwidth section (p. 54) says 73% rated low bandwidth as a barrier to using OER. The respondents were instructors at surveyed Tanzanian higher-education institutions. Rating these conditions as barriers does not establish that 68% personally had no computer access or that 73% personally experienced poor bandwidth. (LLM, conf=0.89)
Experimental — accuracy not yet measured
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationThe initial expense of launching online learning can be high.
“Start-up cost for online learning may be expensive (Queiros & de Villiers, 2016).”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Queiros & de Villiers, 2016 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationAsunka (2008) found that just 5 of 22 students had home computer and internet access.
“Asunka (2008), he concluded that only 5 out of 22 students had access to computer and internet connectivity at home.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Asunka (2008) source
The Learner Characteristics section (p. 6) reports that 22 students completed the questionnaire and only five said they had access to computer and Internet facilities outside the university campus. It does not specify that those facilities were at home, so the count is supported but the claimed location is not. (LLM, conf=0.88)
Experimental — accuracy not yet measured
Borderline on S4 (based): unclear from the text.
Findingnone givenAccessing the internet was one of the major challenges students mentioned.
“Accessing the internet was one of the major challenges students mentioned.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataSome interviewed students believed that teacher-student communication is sometimes impossible because the e-learning system can stop working for a period.
“Some of the students were of the view that sometimes communication between teacher and students is not possible because the e-learning system can go off for a while before it starts functioning.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Findingnone givenIt was identified that motivation of teachers and students is integral for smooth online learning.
“It was also identified that the motivation of teachers and students is integral for smooth online learning.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataParticipants held mixed views on electricity availability for online learning, with some saying lack of electric power affected their learning and others being okay with it.
“There were mixed views on the availability of electricity for the online learning. Some believed lack of electric power affected their learning while others were okay with it.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Findingown dataMany interviewed students thought internet access and network problems would harm student outcomes.
“Many believed that the difficulty with internet access and network challenges will result in a negative effect on the outcomes”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataSome students called for ICT tools to be provided for schools and students who cannot afford them.
“Some students called for the provision of ICT tools for schools and students who can’t afford the tools for themselves.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataStudents mentioned that school leaders should liaise with the government to improve online learning.
“Students mentioned that school leaders should liaise with the government to improve the online learning.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataThe interview data indicate that online learning in Ghana lacks sufficient effectiveness and faces numerous difficulties.
“The findings of the interviews conducted suggest that the online learning in Ghana is not effective enough and is also fraught with a lot of challenges.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Findingown dataMany students indicated that orienting teachers and students on ICT for teaching and learning is integral for successful integration of online learning in schools.
“Many students indicated orientation of teachers and students on ICT for teaching and learning is integral for successful integration of online learning in schools.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Findingown dataThe students felt online learning was less effective than they had hoped because it was spontaneous and not carefully planned by school leaders and the government.
“However, because of its spontaneous nature, and not an approach to education carefully thought of my school leaders and the government, they felt the online learning was not effective as they hoped for.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataStudents believed that school leaders could act as a channel for their voices to be heard.
“They believed school leaders could act as a channel for their voices to be heard.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataStudents believed that study materials were readily available to download at any time.
“The students believed that study materials were readily available to download at any time.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataStudents believed that motivating both teachers and students would improve online learning.
“The students believed the motivation of both teachers and students would improve the online learning.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataLack of social interactions, poor communication, and poor student outcomes were associated with the perceived ineffectiveness of e-learning.
“The lack of social interactions, poor communication, and poor students’ outcomes were associated with the perceived ineffectiveness of the e-learning.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
PremisecitationNUGS pointed to insufficient data-bundle support for lecturers and students, absence of a sound implementation framework for online learning, and the exclusion of poor students who could not pay school fees.
“The association cited inadequate bundle incentives for schools (lecturers and students), lack of properly laid framework for the implementation of online learning, and the plight of needy students who have been left out of the online learning platforms because of their inability to settle school bills.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Anyorigya, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationSchool and university closures interrupted student learning and removed chances for growth and development.
“The closure of universities and schools have disrupted the learning of students and have deprived students opportunities for growth and development (UNESCO, 2020).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites UNESCO, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationMost developing countries are still in the early phases of incorporating ICT into teaching and learning.
“The integration of ICT in teaching and learning is still at the early stage in the education systems of most developing countries (Antwi, Bansah, & Franklin, 2018).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Antwi, Bansah, & Franklin, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationOnline learners in developing nations achieve lower scores and drop out more often than their counterparts in developed nations.
“Students from developing countries score lower in online learning and are likely to withdraw from the online courses compared to their colleagues in developed countries (Kizilcec & Halawa, 2015).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Kizilcec & Halawa, 2015 source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationA key aim of Ghana's 2007 education reforms is that every pre-tertiary student gains basic ICT literacy, including internet skills, and uses them in school and daily life.
“One of the main goals of the 2007 educational reforms is to ensure that all students in Ghana in the pre-tertiary institutions acquire basic ICT literary skills (which also include the use of internet), and apply the skills in their studies and in their daily activities (Mereku, Yidana, Hordzi, Tete-Mensah, & Williams, 2009).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Mereku, Yidana, Hordzi, Tete-Mensah, & Williams, 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
PremisecitationNUGS asked the government to stop all online academic activities that universities across Ghana had started.
“However, the National Union of Ghana Students (NUGS) has petitioned the government to halt all online academic activities launched in the universities across the country (Anyorigya, 2020).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Anyorigya, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationA further 60,000 laptops were acquired for 2,500 junior high schools.
“Another 60,000 laptops were also purchased to be distributed to 2500 junior high schools (Education Sector Performance Report, 2012).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Education Sector Performance Report, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationAt Accra Polytechnic, a survey of 20 lecturers and 105 students reported poor ICT facility access, too little time to use them, and minimal use of ICT software.
“A survey of 20 lecturers and 105 students in Accra Polytechnic revealed that access to ICT facilities was inadequate, time to access ICT was inadequate, and there was little use of ICT software (Amanortsu, Dzandu, & Asabere, 2013).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Amanortsu, Dzandu, & Asabere, 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationOnline learning is viewed as a democratizing force in education and as a means to reach groups whose access was constrained by location, social standing, or disability.
“Online learning is hailed as an essential force in democratizing education (Jones 1997).”
- Also stated in: § Introduction · plain
“It is a way of opening education to populations who had restricted access because of geography, status or physical handicap (Carr-Chellman 2005).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Jones 1997
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Carr-Chellman 2005 source
- Also stated in: § Introduction · plain
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationA learner can be registered for online learning yet not actively engage with the service or follow the instructor.
“A student may be part of the online learning but may not actively use the service or follow the tutor (Bean, et al., 2019).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Bean, et al., 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationGhana's initial state ICT policy, ICT4AD (2003), set out to make the country an ICT-literate, information- and knowledge-driven nation.
“The first governmental policy on ICT was the ICT for Accelerated Development (ICT4AD) in 2003 which outlined a framework that sought to transform Ghana into an information and knowledge-driven ICT literate nation (Ministry of Education, 2015).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Ministry of Education, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
PremisecitationNUGS also worried that mandatory e-learning exams and assignments would penalize students who could not take part for reasons outside their control.
“Another concern raised by the NUGS is the possibility of compulsory exams and assignments on e-learning platforms that will disadvantage students who are unable to participate in the online learning because of factors beyond their control.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Anyorigya, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationIn the 2016 global ICT development index, Ghana placed 112th of 175 nations, up from 123rd in 2014.
“Ghana ranked 112th among 175 countries in the global ICT development index in 2016 after being ranked 123rd in 2014 (International Telecommunication Union, 2014; International Telecommunication Union, 2016).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites International Telecommunication Union, 2014
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites International Telecommunication Union, 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationGhana had a policy document for ICT support to distance learners, but it remained unimplemented.
“For example, Agyemang & Dadzie (2010) found in their study that a policy statement for supplying ICT based-support for Distance Education (DE) learners were available but were yet to be implemented.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Agyemang & Dadzie (2010) source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationE-learning brings benefits, though how effective it is depends on context.
“E-learning is beneficial (Arthur-Nyarko and Kariuki, 2019, b), but its effectiveness is contextualized (Lembani, Gunter, Breines, Tapiwa, & Dalu, 2019).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Arthur-Nyarko and Kariuki, 2019, b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Lembani, Gunter, Breines, Tapiwa, & Dalu, 2019 source
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationA further Ghanaian study identified electricity access as a key influence on online learning there.
“Another study in Ghana revealed that access to electricity is a major factor affecting online learning in the country (Arthur-Nyarko and Kariuki, 2019, b).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Arthur-Nyarko and Kariuki, 2019, b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationMubashir-Ahmed (2009) links difficulties in integrating ICT in Ghanaian schools to absent internet, poor teacher quality, too few computers, expensive devices, and power shortages in some areas.
“Mubashir-Ahmed (2009) attributes the the challenges associated with ICT integration in Ghanaian schools to lack of internet access, lack of quality teachers, insufficient number of computers, high cost of ICT gadgets, and lack of electric power in some communities.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Mubashir-Ahmed (2009)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationBoni (2018) found that Ghanaian teachers and students were deficient in confidence and creativity when using ICT for instruction and learning.
“Boni (2018) in his study concluded that both teachers and students in Ghana lacked the efficacy and creativity in using ICT for teaching and learning.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Boni (2018)
Classified as probably not a substantial claim.
PremisecitationGhanaian secondary schools classified as premier 'A' and situated in cities receive a disproportionate share of ICT for learning.
“Antwi et al. (2018) mentioned that the provision of ICT in secondary schools for learning is skewed towards schools categorized as premier (“A”) schools and located in urban areas.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Antwi et al. (2018)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationA US meta-analysis showed online learners outperformed face-to-face learners, and those in blended courses did best of all.
“In the US, a meta-analysis of existing data revealed that students engaged in online learning performed better than those in face-to-face sessions while students who blended online and traditional learning performed the best of all (The Council of Independent Colleges, 2016).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites The Council of Independent Colleges, 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationExpensive ICT equipment purchases hinder the uptake of online learning.
“The high cost of purchasing ICT equipment affect the adoption of online learning (Sinha & Bagarukayo, 2019).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Sinha & Bagarukayo, 2019
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationAbsent internet and computers in rural households impede online learning progress.
“Lack of internet access and computers in homes in rural areas affect the progress of online learning (DePaul, 2020).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites DePaul, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
PremisecitationInterviewing lets a researcher explore participants' feelings, perceptions, and attitudes in depth.
“Interviews allow a researcher to probe and get an in-depth meaning of the feelings, perceptions and attitudes of participants (Gaffas, 2019).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Gaffas, 2019 source
May combine two claims.
Study design and conductown dataThe study's sample was very small, making generalization difficult.
“The sample of the study is very small, which makes it difficult for generalization.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationQualitative research centers on a core phenomenon-a process, concept, or idea-and the researcher gains understanding by exploring participants' perspectives.
“In a qualitative study, a central phenomenon is the process, key concept or idea that is studied, and a researcher learns more from participants through exploration (Creswell, 2018).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Creswell, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationMany faculty members view online learning as foreign and regard it with skepticism.
“Most faculty members reject online learning as alien to them and are skeptical about it (Bacow, Bowen, Guthrie, Lack, & Long, 2012).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Bacow, Bowen, Guthrie, Lack, & Long, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Study design and conductown dataThe study only focused on students' perspectives of online learning in Ghana and did not include teachers' voices.
“The study only focused on students’ perspectives of the online learning in Ghana without including the voices of teachers instructing students.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationPublished work lists several e-learning obstacles: expense, poor infrastructure, insufficient ICT skills, faculty resistance, and limited access to reliable internet and power.
“Barriers identified in literature include; high cost, inadequate infrastructure, lack of ICT skills, rejection of e-learning by faculty members, and lack of accessibility to quality internet connection and electricity.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductown dataInterview recordings were transcribed word-for-word and played back repeatedly to verify transcription accuracy.
“The researcher transcribed the recorded interviews verbatim and the data was analyzed into themes and sub-themes using the NVivo 11.0 software. The interviews were replayed severally to ensure the accuracy of the transcription.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductnone givenThe interview guide was developed from themes recurring in prior literature and was checked for accuracy and validity by a Ghanaian researcher.
“The instrument was prepared based on recurring themes in extant literature and was screened for accuracy and validity by a researcher in Ghana.”
Quote in the paperNot a substantial claim
The authors state this as an assumption.
Ghana must prioritize ICT if it is to satisfy global economic, social, and political expectations.
“A general assumption is that for Ghana to meet economic, social, and political global demands, ICT should be prioritized.”
The paper relies on this without support.
Ghana's education system did not proactively implement online teaching and learning rigorously; it remained inactive until COVID-19 forced action.
“Instead of been proactive in ensuring rigorous implementation of online teaching and learning, the education system was stagnant until it was prompted by the COVID-19 crisis.”
The paper relies on this without support.
Digital learning became the primary answer to the educational disruption caused by COVID-19 school closures.
“Digital learning emerged as an ultimate response to the disruption in education due to the COVID-19 lockdown of schools.”
The paper relies on this without support.
After the lockdown, Ghana's government contemplated starting online courses for students.
“Since the lockdown, the government of Ghana has considered the possibility of initiating online courses for students.”
The paper relies on this without support.
The Ghanaian government's 'one student one laptop' policy failed to achieve its goal and was an expensive investment.
“The “one student one laptop” policy by the Ghanaian government failed to realize its goal and was an expensive investment.”
The paper relies on this without support.
Funds from the general student population and the government are often claimed by other areas.
“Funds from the general student population and the government are often claimed by other areas.”
The paper relies on this without support.
It is nearly impossible to reassign such funds to other areas.
“It is near to impossible to reassign such funds to other areas.”
The paper relies on this without support.
Quality e-learning programs require time and unprecedented efforts for successful implementation.
“Quality e-learning programs require time and unprecedented efforts to ensure successful implementation.”
The paper relies on this without support.
ICT plays an integral role in education and the economy of any country.
“ICT plays an integral role in education and the economy of any country, help in resolving the barriers associated with online learning, and facilitates the successful integration of ICT in education to enhance online learning.”
The paper relies on this without support.
Despite significant investment in ICT, challenges such as access to ICT, reluctance by teachers and students, and network and electricity issues still persist in Ghana.
“Despite the significant investment of most low-income countries such as Ghana in ICT, challenges such as access to ICT, reluctance by both teachers and students to use ICT, network and electricity issues still persists in Ghana.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Sample size is 15 in methods but 10 in results
MajorThe methods section says fifteen students were selected for the study, but the results section describes only 10 students as interviewed. These statements cannot both describe the same sample without additional explanation.
“Fifteen (15) of the students were randomly selected to be part of the study.”
“Most of the 10 students interviewed indicated that the online learning is the best alternative approach to teaching and learning during this pandemic.”
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Cited by
Sorted by citations
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10589-x · Cited by 764 · see citing works
“…home learning (Suryaman et al., 2020), self-regulation (Carter et al., 2020), virtual learning environment (Almaiah et al., 2020; Hew et al., 2020; Tang et al., 2020), and students’ overall learning experience (e.g., Adarkwah, 2021; Day et al., 2021; Khalil et al., 2020; Singh et al., 2020).”
BackgroundMethodResultInfluential<scp>AI</scp>‐driven adaptive learning for sustainable educational transformation
Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2025) · Sustainable Development · doi:10.1002/sd.3221 · Cited by 581 · see citing works
Li, Y., Chen, D., & Deng, X. (2024) · PLoS ONE · doi:10.1371/journal.pone.0294350 · Cited by 156 · see citing works
Twum, K. K., Ofori, D., Keney, G., & Korang-Yeboah, B. (2021) · Journal of Science and Technology Policy Management · doi:10.1108/jstpm-12-2020-0168 · Cited by 127 · see citing works
Ismaili, Y. (2021) · On the Horizon The International Journal of Learning Futures · doi:10.1108/oth-09-2020-0032 · Cited by 135 · see citing works
Ndibalema, P. M. (2022) · E-Learning and Digital Media · doi:10.1177/20427530221107510 · Cited by 116 · see citing works
Olanrewaju, G. S., Adebayo, S. B., Omotosho, A. Y., & Falajiki, C. (2021) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2021.100092 · Cited by 93 · see citing works
“This was further bolstered by Adarkwah (2021) and Azubuike, Adegboye, and Quadri (2020) , who reported that in Africa, students with parents who are affluent in the society had better access to online learning experiences than their counterparts from poor households.”
Effect of animated and interactive video variations on learners' motivation in distance Education
Tuğtekin, E. B., & Dursun, Ö. Ö. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10735-5 · Cited by 134 · see citing works
“The development of computer-based multimedia materials enables learners to interact with rich content and have an active learning experience in virtual learning environments (Adarkwah, 2021; Mayer, 2005b; Suthers, 2006).”
BackgroundZhao, Y., Zhao, M., & Shi, F. (2023) · Journal of the Knowledge Economy · doi:10.1007/s13132-023-01693-z · Cited by 85 · see citing works
“Scholars have extensively discussed the feasibility and necessity of universities supporting the development of rural teachers and proposed various models for achieving this goal (Adarkwah, 2021; Chankseliani et al., 2021).”
RetractedExploring student perspectives on generative artificial intelligence in higher education learning
Baidoo-Anu, D., Asamoah, D., Amoako, I., & Mahama, I. (2024) · Discover Education · doi:10.1007/s44217-024-00173-z · Cited by 136 · see citing works
Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic
Aidoo, B., Macdonald, M. A., Vesterinen, V.-M., Pétursdóttir, S., & Gísladóttir, B. (2022) · Education Sciences · doi:10.3390/educsci12060421 · Cited by 84 · see citing works
“In addition, a follow-up study is recommended to examine students’ achievements and views on the flipped classroom’s approach benefits and challenges to support the existing empirical evidence.”
BackgroundParveen, K., Tran, P. Q. B., Alghamdi, A. A., Namaziandost, E., Aslam, S., & Tian, X. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.875646 · Cited by 67 · see citing works
“…the principals must have the foresight for dynamic, efficient, and operative principles in tackling matters among the host community and school staff, it is only possible by adequate and continuous professional growth and advancement (Adarkwah, 2021; Akram et al., 2021; Aslam et al., 2021).”
BackgroundAdarkwah, M. A., Amponsah, S., van Wyk, M. M., Huang, R., Tlili, A., Shehata, B., Metwally, A. H. S., & Wang, H. (2023) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2023.6.2.26 · Cited by 78 · see citing works
Self-citationThe emergency (crisis) e-learning as a challenge for teachers in Poland
Tomczyk, Ł., & Walker, C. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10539-7 · Cited by 62 · see citing works
“Crisis e-learning should therefore not be considered dual-istically but should take into account broader contexts linked to the microcosms of teachers’ and learners’ experiences (Adarkwah, 2020; Almaiah et al., 2020).”
BackgroundThe Impact of COVID-19 on the Sustainable Development Goals: Achievements and Expectations
Martín-Blanco, C., Zamorano, M., Lizárraga, C., & Moreno, V. M. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192316266 · Cited by 64 · see citing works
Evaluation of Flexible Strategies to Manage the COVID-19 Pandemic in the Education Sector
Ahmed, S., Taqi, H. M. M., Farabi, Y. I., Sarker, M., Ali, S. M., & Sankaranarayanan, B. (2021) · Global Journal of Flexible Systems Management · doi:10.1007/s40171-021-00267-9 · Cited by 59 · see citing works
Teaching and learning using virtual labs: Investigating the effects on students’ self-regulation
Govender, R. G. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2172308 · Cited by 74 · see citing works
“Such challenges were evident for some time pre COVID-19 era and persisted into the post COVID-19 era (Adarkwah, 2021; Hussein, 2021).”
BackgroundHuang, R.-H., Adarkwah, M., Liu, M.-Y., Hu, Y., Zhuang, R.-X., & Chang, T. (2024) · Frontiers of Digital Education · doi:10.1007/s44366-024-0031-x · Cited by 54 · see citing works
“For example, scores of evidence exist regarding technology providing education lifelines for millions but excluding many more during the COVID-19 pandemic (Adarkwah, 2021; Nurhas et al., 2022; UNESCO, 2023a).”
Self-citationThe Impact of COVID-19 on Educational Research: A Bibliometric Analysis
Crețu, D. M., & Ho, Y. (2023) · Sustainability · doi:10.3390/su15065219 · Cited by 46 · see citing works
“For example, many barriers to online learning and ICT integration were identified in a study conducted in Ghana [79].”
BackgroundEvolution and current state of research into E-learning
Martínez-García, A., Horrach-Rosselló, P., & Mulet-Forteza, C. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e21016 · Cited by 49 · see citing works
“Access to equipment and the digital divide [99], especially in developing countries, have also been a matter of importance in research, giving way to the necessity of implementing strategies in the future to improve the critical factors in education [100,101].”
BackgroundExploring strategies for including visually impaired students in online learning
Amponsah, S., & Bekele, T. A. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11145-x · Cited by 44 · see citing works
“Some faculty did not mince words in highlighting how the lack of requisite technological tools continues to affect their online teaching (Adarkwah, 2021).”
BackgroundASLAN, S. A., TURGUT, Y. E., & Aslan, A. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10587-z · Cited by 40 · see citing works
“Studies mainly focus on the success of distance education (Shire et al., 2020), the problems experienced (Adarkwah, 2020; Kruszewska et al., 2020), the factors affecting the use of the e-learning systems (Almaiah et al., 2020), measurement and evaluation processes (Butler-Henderson & Crawford,…”
BackgroundAdapting carbon neutrality: Tailoring advanced emission strategies for developing countries
Fu, C., Zhang, W., Chen, R., et al. (2024) · Applied Energy · doi:10.1016/j.apenergy.2024.122845 · Cited by 40 · see citing works
Akhter, H., Rahman, A. A. A., Jafrin, N., Saif, A. N. M., Esha, B. H., & Mostafa, R. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2028342 · Cited by 40 · see citing works
“However, Adarkwah (2021) demonstrated mixed findings regarding the effect of electricity availability on online learning.”
BackgroundMethodInfluentialArar, K. H., Sawalhi, R., Chaaban, Y., Zohri, A., & Alhouti, I. (2021) · Journal of Educational Administration & History · doi:10.1080/00220620.2021.1957793 · Cited by 39 · see citing works
“Many barriers faced school leaders in the context of distance leadership, such as high cost, lack of digital skills, lack of accessibility, and inadequate infrastructure (Adarkwah 2021).”
BackgroundInfluentialRole of academic libraries in the achievement of quality education as a sustainable development goal
Dei, D.-G. J., & Asante, F. Y. (2022) · Library Management · doi:10.1108/lm-02-2022-0013 · Cited by 48 · see citing works
Punjani, K. K., & Mahadevan, K. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10665-2 · Cited by 42 · see citing works
“(Adarkwah, 2020; Almaiah et al., 2020).”
E-learning challenge studying the COVID-19 pandemic
Kamysbayeva, A., Koryakov, A., Garnova, N., Glushkov, S., & Klimenkova, S. (2021) · International Journal of Educational Management · doi:10.1108/ijem-06-2021-0257 · Cited by 35 · see citing works
Research trends on ICT integration in Education: A bibliometric analysis
Baako, I., & Abroampa, W. K. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2281162 · Cited by 35 · see citing works
“Dimensions has been used for bibliometric analysis by many researchers (García-Sánchez et al., 2019; Guerrero-Bote et al., 2021; Hook et al., 2018, 2021; Mouratidis, 2019; Singh et al., 2021).”
BackgroundMethodInfluentialPagán-Garbín, I., Méndez, I., & Martínez-Ramón, J. P. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104717 · Cited by 48 · see citing works
Kibirige, I. (2023) · Education Sciences · doi:10.3390/educsci13040382 · Cited by 34 · see citing works
Shankar, S. K., Pothancheri, G., Deepu, S., & Mishra, S. (2024) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-024-00428-8 · Cited by 49 · see citing works
“Developing countries face challenges accessing and maintaining TEL infrastructure and providing adequate initial training for stakeholders (Adarkwah, 2021).”
Nuuyoma, V., Lauliso, S. S., & Chihururu, L. (2023) · Curationis · doi:10.4102/curationis.v46i1.2358 · Cited by 33 · see citing works
“…on the use of e-learning during the early stages of the COVID-19 pandemic revealed lack of access to good quality internet, power failure and unstable internet connection as some of the challenges experienced (Adarkwah 2020:10; Amir et al. 2020:3; Divya & Binil 2021:2319; Mukasa et al. 2021:1508).”
BackgroundResultThe Effects of Using Scaffolding in Online Learning: A Meta-Analysis
Zuo, M., Kong, S., Ma, Y., Hu, Y., & Xiao, M. (2023) · Education Sciences · doi:10.3390/educsci13070705 · Cited by 35 · see citing works
“It has come to light that online learning faces several problems, such as technology insufficiency [1], lack of social interaction [2], poor communication [3], etc.”
BackgroundAroonsrimarakot, S., Laiphrakpam, M., Chathiphot, P., Saengsai, P., & Prasri, S. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11530-6 · Cited by 32 · see citing works
“The selection of an appropriate learning environment at home is based on socioeconomic factors (Barrot et al., 2021; Adarkwah (2021).”
BackgroundRetractedOnline Education During the Pandemic: A Systematic Literature Review
Özdamlı, F., & Karagözlü, D. (2022) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v17i16.32287 · Cited by 34 · see citing works
Blockchain in Online Learning: A Systematic Review and Bibliographic Visualization
Zhao, M., Liu, W., Saif, A. N. M., Wang, B., Rupa, R. A., Islam, K. M. A., Rahman, S. M. M., Hafiz, N., Mostafa, R., & Rahman, M. A. (2023) · Sustainability · doi:10.3390/su15021470 · Cited by 35 · see citing works
“Popular American colleges have been creating online learning environments and providing open courses since 2012 [31,32].”
Singh, A., Gupta, K., & Yadav, V. K. (2021) · Education 3-13 · doi:10.1080/03004279.2021.1948091 · Cited by 35 · see citing works
“Even for developing several methods for mitigating barriers to e-learning, from a classroom setting, generally, students’ perspectives were taken (Adarkwah 2021; Aljaraideh and Bataineh 2019; Waite 2011).”
BackgroundMethodInfluentialMeccawy, M., Meccawy, Z., & Alsobhi, A. Y. (2021) · Sustainability · doi:10.3390/su13148053 · Cited by 30 · see citing works
“: ICT in Ghana post Covid-19.”
BackgroundInfluentialKwaah, C. Y., Adu‐Yeboah, C., Amuah, E., et al. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2107292 · Cited by 30 · see citing works
“…study exploring tertiary students’ perceptions of e-learning during the COVID-19 pandemic in Ghana identified significant challenges associated with online learning, including lack of access to ICT tools, little exposure to online modes of learning, and unreliable internet access (Adarkwah, 2021).”
BackgroundMensah, R. O., Quansah, C., Oteng, B., et al. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2188809 · Cited by 29 · see citing works
“According to Adarkwah (2021), ICT facilitates and accelerates teaching.”
BackgroundDzakadzie, Y., & Quansah, F. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1202896 · Cited by 29 · see citing works
“…studies have documented the presence of numerous challenges with the use of technological means of teaching in higher education, which has been exacerbated by the COVID-19 pandemic (Agormedah et al., 2020; Abusamhadana et al., 2021; Adarkwah, 2021; Ankoma-Sey et al., 2022; Boateng and Tindi, 2022).”
BackgroundTavanai, E., Rouhbakhsh, N., & Roghani, Z. (2021) · شنوایی شناسی - دانشگاه علوم پزشکی تهران · doi:10.18502/avr.v30i2.6091 · Cited by 29 · see citing works
“ning and teaching technologies such as the internet, computer, or smartphones especially in rural areas, therefore, some students will have educational problems [32,33].”
BackgroundMarandu, E. E., Mathew, I. R., Svotwa, T. D., Machera, R. P., & Jaiyeoba, O. O. (2022) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-02-2022-0061 · Cited by 30 · see citing works
A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2
Adarkwah, M. A. (2021) · SN Computer Science · doi:10.1007/s42979-021-00664-y · Cited by 28 · see citing works
“Online learning is grounded in DE [46, 95] and is used as an overlapping concept with e-learning and blended learning [1].”
BackgroundInfluentialSelf-citationDemuyakor, J. (2021) · Shanlax International Journal of Education · doi:10.34293/education.v9i3.3904 · Cited by 28 · see citing works
Human Resource Management Transformation in the Digital Age: Recent Trends and Implications
Wahdaniah, Sucianti, R., Ambalele, E., & Tellu, A. H. (2023) · International Journal of Applied Research and Sustainable Sciences · doi:10.59890/ijarss.v1i3.902 · Cited by 30 · see citing works
“Through these platforms, employees can access various training materials, from technical upskilling to leadership competency development, allowing them to learn and develop at their own pace and preferences(Adarkwah, 2021).”
BackgroundOnline Assessment in the Era of Digital Natives in Higher Education Institutions
Ndibalema, P. M. (2021) · International Journal of Technology in Education · doi:10.46328/ijte.89 · Cited by 26 · see citing works
“Several studies have found that there has been some opportunities and several challenges towards online assessment as one of the key strategies for online learning in HLIs in most developing countries (Adarkwah, 2021; Mtebe & Raphael, 2018; Mwamahusi & Tossy, 2017).”
BackgroundAdarkwah, M. A., & Huang, R. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13352 · Cited by 33 · see citing works
Self-citationSebastián, M. G. D. B., Guede, J. R. S., Grande, A. A., & Filipe, A. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12927-1 · Cited by 29 · see citing works
“…high cost of data and devices, inadequate infrastructure, and lack of information and skills in communication technologies by teachers and students (Adarkwah, 2021; Akhter et al., 2022; Maatuk et al., 2022), all these barriers have been resolved during the last two years and currently students and…”
Bester, P., Smit, K., Beer, M. D., et al. (2021) · Curationis · doi:10.4102/curationis.v44i1.2152 · Cited by 25 · see citing works
“Worldwide ICT is viewed as the vehicle to facilitate educational reform and develop communication platforms (Adarkwah 2020:1).”
BackgroundLu, H., & Wang, J.-C. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11781-x · Cited by 36 · see citing works
“The critical transformation that occurred due to the pandemic makes it necessary to discuss the effectiveness of distance teaching and the problems that have arisen (Adarkwah, 2021; Almaiah et al., 2020).”
BackgroundEchoing the voices of SWVIs under Covid-19 inspired online learning
Amponsah, S. (2021) · Education and Information Technologies · doi:10.1007/s10639-021-10479-2 · Cited by 24 · see citing works
“Their challenges might also confirm findings from a study by Adarkwah (2020) that first, the incorporation of technologies in education still face a myriad of challenges and second, online learning in Ghana remains a challenge.”
ResultStudents’ perceptions of e-learning ESP course in virtual and blended learning modes
Gaffas, Z. M. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11579-x · Cited by 24 · see citing works
“These results are consistent with the study of Adarkwah (2021), who found that only a few of the tertiary students in Ghana reported that learning outcomes in the online classes would be better than those in the traditional classes.”
BackgroundResultNaidoo, N. S., Azar, A. J., Khamis, A. H., Gholami, M., Lindsbro, M., Alsheikh-Ali, A. A. A., & Banerjee, Y. (2021) · Frontiers in Public Health · doi:10.3389/fpubh.2021.726814 · Cited by 26 · see citing works
Online Teaching and Learning Under COVID-19 Pandemic; Perception of University Students in Ghana
Sarpong, S. A., Dwomoh, G., Boakye, E. K., & Ofosua-Adjei, I. (2021) · European Journal of Interactive Multimedia and Education · doi:10.30935/ejimed/11438 · Cited by 23 · see citing works
“Students may have to bear extra costs aside from their tuition fees or universities will have to charge an online fee to provide stable and reliable internet data for use (Adarkwah, 2021; Piña et al., 2018).”
BackgroundHamad, W. B. (2022) · Journal of Educational Technology and Online Learning · doi:10.31681/jetol.1055695 · Cited by 26 · see citing works
“402 In the same way, (Adarkwah 2021) raised a concern about the teachers and students who work and learn in these developing nations impacted by several challenges in the transition to online teaching and learning.”
BackgroundTang, X. L., Zainal, S. R. M., & Li, Q. (2023) · Humanities and Social Sciences Communications · doi:10.1057/s41599-023-02458-4 · Cited by 23 · see citing works
Zhang, X., Li, S., Wang, S., & Xu, J. (2022) · Frontiers in Public Health · doi:10.3389/fpubh.2022.978094 · Cited by 25 · see citing works
Singh, R., Sk, S., & Mishra, N. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12604-3 · Cited by 23 · see citing works
“…have described that, while enhanced student achievement and motivation are commonly emphasized advantages of e-learning innovations, challenges related to technology and internet usage difficulties are frequently cited in their research (Kim et al., 2019 ; Adeshola & Agoyi, 2022; Adarkwah, 2020).”
Maipita, I., Dongoran, F. R., Syah, D. H., & Sagala, G. H. (2023) · Journal of Information Technology Education Research · doi:10.28945/5069 · Cited by 22 · see citing works
“…, such as difficulty in using learning management systems, developing e-learning materials, adjusting the instructional design to the online environment, and maintaining student engagement (Adarkwah, 2021; Ali, 2020; Bao, 2020; Dumford & Miller, 2018; L. Mishra et al., 2020; Sun et al., 2017).”
BackgroundResultInfluentialAslan, A. (2021) · Journal of Pedagogical Research · doi:10.33902/jpr.2021269326 · Cited by 22 · see citing works
“Recently conducted studies could be considered as a reflection of this need (Adarkwah, 2021; Aguilera-Hermida, 2020; Almaiah et al., 2020; Burke & Dempsey, 2020; Butler-Henderson & Crawford, 2020; Deshmukh, 2020; Shire et al., 2020).”
BackgroundLiu, R., Wang, Z., Sindakis, S., & Showkat, S. (2023) · Journal of the Knowledge Economy · doi:10.1007/s13132-023-01460-0 · Cited by 20 · see citing works
“However, the adoption of new ICT tools also has its challenges, including issues of 1 3 Journal of the Knowledge Economy (2024) 15:9723–9755 affordability, access, and a lack of skills and knowledge among users (Adarkwah, 2021; Aruleba & Jere, 2022).”
Hagan, J., Quansah, F., Ankomah, F., Agormedah, E. K., Srem-Sai, M., Frimpong, J. B., & Schack, T. (2022) · The social science · doi:10.3390/socsci11030137 · Cited by 15 · see citing works
Qazi, A., Qazi, J., Naseer, K., Hasan, N., Hardaker, G., & Bao, D. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e32638 · Cited by 21 · see citing works
Emotion-Related Pedagogical Agent: A Systematic Literature Review
Septiana, A. I., Mutijarsa, K., Putro, B. L., & Rosmansyah, Y. (2024) · IEEE Access · doi:10.1109/access.2024.3374376 · Cited by 19 · see citing works
“Lack of social interaction, poor communication, and evaluation of the learner’s emotional state to provide interventions are closely related to ineffectiveness in learning [6], [7].”
BackgroundAmpofo, R. T., & Aidoo, E. N. (2022) · Scientific African · doi:10.1016/j.sciaf.2022.e01182 · Cited by 20 · see citing works
“However, this shift in the educational system has resulted in different challenges to students, including lack of access to online learning aids such as computers, and stable internet accessibilities, thereby making online learning a challenging task during this period [11] .”
Gürcan, F., Dalveren, G. G. M., & Derawi, M. O. (2022) · IEEE Access · doi:10.1109/access.2022.3224034 · Cited by 19 · see citing works
“…adoption [32], user experiences and expectations regarding e-learning and its dimensions [20], [21], [23], [25], benefits, advantages and challenges of e-learning [21], [24], strategies for emergency e-learning and conceptual modeling [11], [15] are discussed in priority during the pandemic.”
BackgroundFactors affecting the adoption and use of online assessment for learning at Polytechnics in Zimbabwe
Mahlangu, G., & Makwasha, L. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2177475 · Cited by 21 · see citing works
“The interviews were replayed several times to ensure the accuracy of the transcription (Adarkwah, 2021).”
BackgroundRodríguez-Abad, C., Martinez‐Santos, A., de la Iglesia, J. D. C. F., & Rodríguez‐González, R. (2023) · Nurse Education in Practice · doi:10.1016/j.nepr.2023.103715 · Cited by 18 · see citing works
Challenges and Implementation of Technology Integration: Basis for Enhanced Instructional Program
Celeste, R. J., & Osias, N. (2024) · American Journal of Arts and Human Science · doi:10.54536/ajahs.v3i2.2656 · Cited by 19 · see citing works
“This claim is also supported by Adarkwah (2020).”
ResultBeyond COVID Chaos: What Postsecondary Educators Learned from the Online Pivot
Day, T., Chung, C. K. L., Doolittle, W. E., Housel, J. A., & McDaniel, P. N. (2022) · The Professional Geographer · doi:10.1080/00330124.2022.2081225 · Cited by 20 · see citing works
Basir, A., Kamaliah, K., Harahap, A., Fauzi, A., & Karyanto, B. (2021) · JURNAL IQRA · doi:10.25217/ji.v6i1.1146 · Cited by 17 · see citing works
“The last article the researchers reviewed was from Adarkwah, (2021) which states that it is not against internet education, but what it might say about us involves ICT in post-Covid-19 Ghana.”
BackgroundOluyori, A. P., Olanipekun, B. E., Adeyemı, O. S., Egharevba, G. O., Adegboyega, A. E., & Oladeji, O. S. (2022) · Journal of Biomolecular Structure and Dynamics · doi:10.1080/07391102.2021.2024883 · Cited by 16 · see citing works
Aidoo, B., Vesterinen, V.-M., Macdonald, M. A., et al. (2022) · Contemporary Educational Technology · doi:10.30935/cedtech/12163 · Cited by 17 · see citing works
“Research studies on the other hand reported less ICT infrastructure and reliable internet (Adarkwah, 2021) and low ICT competence (Aidoo et al., 2022) made online learning challenging for educators.”
Wang, F., Jin, M., Li, J., et al. (2022) · Sustainability · doi:10.3390/su142113922 · Cited by 17 · see citing works
“In the 1970s and 1980s, when the concept of sustainable development began to emerge, this kind of responsible behavior was considered to ensure long-term economic exploitation without jeopardizing subsequent generations [3].”
BackgroundLin, X., Tang, W., Ma, W., Liu, Y., & Ding, F. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11608-9 · Cited by 17 · see citing works
“All of these alternative content of traditional materials enable learners to obtain knowledge via more diversified channels and have different learning experience (Adarkwah, 2021).”
BackgroundStudent readiness for e-learning co-production in developing countries higher education institutions
Yalley, A. A. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11134-0 · Cited by 16 · see citing works
“…HEI`s in addressing the aforementioned challenges including the provision of improved technological infrastructure, reduction of internet data costs for e-learning platforms, an extension of the power grid, and the pro-vision of enhanced e-learning platforms (Adarkwah, 2021; Singh et al., 2021).”
BackgroundMaphosa, V., & Maphosa, M. (2023) · IntechOpen eBooks · doi:10.5772/intechopen.1001612 · Cited by 19 · see citing works
African philosophy for successful integration of technology in higher education
Bekele, T. A., Amponsah, S., & Karkouti, I. M. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13364 · Cited by 16 · see citing works
Nhleko, N. M., Aroba, O. J., & Chisita, C. T. (2024) · Global Knowledge, Memory and Communication · doi:10.1108/gkmc-03-2024-0129 · Cited by 16 · see citing works
Exploring Bhutanese primary school teachers’ technological knowledge
Dhendup, S., & Sherab, K. (2022) · Journal of Global Education and Research · doi:10.5038/2577-509x.7.2.1213 · Cited by 19 · see citing works
“More than ever, the use of technology to leverage online learning has increased dramatically (Adarkwah, 2021; Bergdahl & Nouri, 2020; Hill & Uribe-Florez, 2020).”
BackgroundFactors Associated with the Problems in Teaching Mathematics through Online Mode: A Context of Nepal
Khanal, B. P., Joshi, D. R., Adhikari, K. P., et al. (2022) · International Journal of Education and Practice · doi:10.18488/61.v10i3.3097 · Cited by 16 · see citing works
“Challenges due to the lack of access to ICT, internet, power supply, and digital resources are persisted in lowincome countries as found by Adarkwah (2021) in the context of Ghana, but Nepal is no exception.”
BackgroundInfluentialGonzález-Díaz, R. R., Acevedo-Duque, Á., Ledesma, K. N. F., et al. (2021) · Advances in intelligent systems and computing · doi:10.1007/978-3-030-72651-5_29 · Cited by 15 · see citing works
Qaddumi, H. A., Smith, M., Masd, K., et al. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11689-6 · Cited by 15 · see citing works
Blended learning for the “multi-track” undergraduate students in Ghana in an adverse era
Adarkwah, M. A., & Huang, R. (2023) · Scientific African · doi:10.1016/j.sciaf.2023.e01772 · Cited by 15 · see citing works
“were identified as major challenges that led to the failure of the online learning in Ghana (Adarkwah, 2021b; Adarkwah, 2020).”
BackgroundInfluentialSelf-citationKayi, E. A. (2024) · British Journal of Educational Technology · doi:10.1111/bjet.13475 · Cited by 15 · see citing works
Factors Influencing Teachers' Online Teaching Competence in Higher Education
Aidoo, B., Macdonald, A., Gyampoh, A. O., Baah, K. A., & Tsyawo, J. (2022) · Social Education Research · doi:10.37256/ser.3120221315 · Cited by 15 · see citing works
“As Adarkwah (2021) mentioned, teachers must have used ICT to learn and have some experience but are not competent to use it to teach.”
BackgroundE-Learning Engagement and Effectiveness during the COVID-19 Pandemic: The Interaction Model
Poon, W. C., Kunchamboo, V., & Koay, K. Y. (2022) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2022.2119659 · Cited by 22 · see citing works
“Past studies on students ’ learning experiences explored specific aspects of e-learning courses, including interaction with the instructor (Adarkwah, 2021; Bolliger & Martin, 2018), learning management system (Alexander & Golja, 2007), course or program characteristics (Engelbrecht, 2005), learning…”
BackgroundGhoneim, R., Aljedaani, W., Bryce, R. C., Javed, Y., & Khan, Z. I. (2024) · Computers · doi:10.3390/computers13100247 · Cited by 14 · see citing works
Effectiveness of community of inquiry based online course: Cognitive, social and teaching presence
ASLAN, S. A., & TURGUT, Y. E. (2021) · Journal of Pedagogical Research · doi:10.33902/jpr.2021371365 · Cited by 14 · see citing works
“Besides, the effectiveness of emergency remote education and success of online learning activities should be examined (Adarkwah, 2021).”
BackgroundCOVID-19 pandemic: Ghana and the geographies of blame
Owusu, B., Kutor, S. K., & Ablo, A. D. (2022) · GeoJournal · doi:10.1007/s10708-022-10586-8 · Cited by 14 · see citing works
“Studies on the COVID-19 pandemic in Ghana examined the impact of coronavirus on education (see, Adarkwah, 2020; Upoalkpajor & Upoalkpajor, 2020), its debilitating effects on older adults (see, Gyasi, 2020), its economic costs (see, Amposah & Frimpong, 2020; Amewu et al., 2020), and public…”
BackgroundMohammed, A. (2022) · Children & Society · doi:10.1111/chso.12611 · Cited by 13 · see citing works
“Ultimately, this study concurs that the education of children in rural areas is in danger as they benefit less from online and remote learning (Adarkwah, 2021), mainly due to deficits in access to information and communications technology. Many schools and rural households simply do not have the capacity to benefit fr…”
BackgroundInfluentialMarketing micro-credentials: understanding learners' engagement and willingness to pay more
Tee, P. K., Cham, T., Aw, E. C., Khudaykulov, A., & Zhang, X. (2023) · International Journal of Educational Management · doi:10.1108/ijem-03-2023-0096 · Cited by 13 · see citing works
Pacheco, M. A. D. L. P., Mahecha, J. D. R., Campo, M. M., & Torres, J. (2024) · Research in Comparative and International Education · doi:10.1177/17454999241231089 · Cited by 13 · see citing works
“Mastrogiacomi (2021) investigated the mindset shift in the experiential approach, generally used in facilitating engaging face-to-face Design Thinking workshops and debrie fi ng interactive creative sessions, which digital platforms can challenge to recreate empathy and engagement in blended and…”
BackgroundChallenges in Emergency Remote Teaching Among Malaysian Public Elementary School Teachers
Yong, K. L., Zaid, N. M., Wahid, N. H. A., et al. (2021) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v16i24.27453 · Cited by 13 · see citing works
“During the lockdown period, all schools and education institutions were closed, all the students and educators had to stay home and get on an emergency remote teaching and learning that they had never experienced before [1].”
BackgroundÖzyurt, Ö. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-11396-8 · Cited by 13 · see citing works
“With the pandemic, face-to-face lessons have been rapidly transformed into distance and online lessons (Adarkwah, 2021; Paudel, 2020; Rizun & Strzelecki, 2020).”
BackgroundFunding the online teaching and learning in developing countries: insights from Zimbabwe
Chimbunde, P. (2022) · Educational Technology Research and Development · doi:10.1007/s11423-022-10163-3 · Cited by 13 · see citing works
“The predominant mode of instruction in many Higher and Tertiary Education Institutions before COVID-19 in developing countries in general and Africa in particular was faceto-face teaching (Aboagye, 2020; Adarkwah, 2021; Beans et al., 2020).”
BackgroundAddae, H. Y., Alhassan, A., Issah, S., et al. (2022) · Heliyon · doi:10.1016/j.heliyon.2022.e12155 · Cited by 13 · see citing works
“The high cost of internet data is a major challenge for online teaching and learning in several studies in Ghana (Adarkwah, 2021; Henaku, 2020; Sarpong et al., 2022; Tabiri et al., 2022) and else-where (Meccawy et al., 2021).”
The Impact of Mental Health Predictors of Internet Addiction among Pre-Service Teachers in Ghana
Essel, H. B., Vlachopoulos, D., Nyadu-Addo, R., Tachie-Menson, A., Baah, P. K., & Owusu-Antwi, C. (2022) · Behavioral Sciences · doi:10.3390/bs13010020 · Cited by 15 · see citing works
“We focused on this group of people because previous studies have reported low ICT skills among teachers in Ghana [52,53], and challenges when using technology and the Internet in their practice [54].”
Background
- Authors
- Adarkwah, M. A.
- Affiliations
- Southwest University (CN)
- Corresponding author
- Adarkwah, Michael Agyemang
- Venue
- Education and Information Technologies
- Published
- 2020-09-16
- Volume
- 26
- Issue
- 2
- Pages
- 1665-1685
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- PMC
- PMC7492135
- OpenAlex
- W3086831348
- Cited by
- 416
- References
- 88
- Citations by year
- 2026: 51 · 2025: 55 · 2024: 78 · 2023: 92 · 2022: 95 · 2021: 45
- FWCI
- 54.57
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Education and Information Technologies (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Funders
- University of Ghana
- Southwest University
- Topics
- Physical Sciences › Computer Science › Information Systems › Educational Innovations and Technology
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › E-Learning and COVID-19
- Keywords
- ICT in education, online learning, COVID-19 pandemic, rural schools, barriers to online learning, Sustainable Development Goal 4, education policy
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