The DOI matches its Crossref record; 81 of the 88 references it cites were found in a registry or an index; 9 of the 49 sources its claims cite were checked for support.
"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.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
24 Sources not found · 24 Own result · 9 No full text of the sources · 6 Partly supported · 5 Own method · 3 Supported · 3 Not checked yet · 3 No basis given · 1 Own interpretation · accuracy not yet measured
Every source the paper cites for this claim was checked and supports it.
In the paper
“Online learning in Sub-Saharan Africa is a great challenge because it relies on the availability of ICT facilities (Asunka, 2008).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Statement of the problem
What the sources say
- Supportedcites Asunka, 2008 source
The Introduction (p. 1) states that online learning in Sub-Saharan African higher education poses a great challenge because it relies on available ICT infrastructure. This directly supports the cited paraphrase. (LLM, conf=0.95)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Introduction
What the sources say
- Partly supportedcites Buabeng-Andoh, 2012Experimental — accuracy not yet measured
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)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Theoretical and practical implications
What the sources say
- Supportedcites Asunka, 2008 sourceExperimental — accuracy not yet measured
The Conclusions and Recommendations (p. 12) identify learner motivation, environmental and sociocultural factors, and course design as challenges beyond access to computers and the Internet. The study cautions that its limited participation prevents firm generalizations, which is consistent with the citing sentence’s tentative wording. (LLM, conf=0.87)
- Not matchedcites Bean, et al., 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Cradler & Bridgforth, 2002
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Most of the 10 students interviewed indicated that the online learning is the best alternative approach to teaching and learning during this pandemic.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Effectiveness of the online course
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Barriers to online learning
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Also stated in: § Conclusion/Reccomendations for future research · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Only few of the students believed students’ outcomes in the online learning would be better than the traditional approach.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Effectiveness of the online course
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Almost all the barriers associated with e-learning in literature reviewed earlier were prevalent in the Ghanaian context (see Table 2).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“According to the students, the online method of learning was expensive than the traditional approach to learning they experienced.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Barriers to online learning
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Findings from the study suggests that access to ICT resources in Ghanaian schools is still a challenge.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Conclusion/Reccomendations for future research
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“An ample amount of the students felt the lack of student-student interaction and teacher-student interaction negatively affected the effectiveness of the course.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Effectiveness of the online course
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
- Probably not a substantial claim. 40
- It may state two separate claims as one. 23
- Borderline: one of the tests for a substantial claim is unclear. 1
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Background context
What the sources say
- Partly supportedcites Asante, 2014 sourceExperimental — accuracy not yet measured
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)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Introduction
What the sources say
- Supportedcites Addah, Kpebu, & Kwapong, 2012 source
Section 2.2 says Ghana’s higher-education distance-learning programs began in 1996, more than a decade before this paper’s 2012 publication, and describes their mission as making quality education more accessible. The Introduction says the country promoted distance education to widen access and facilitate human resource development. (LLM, conf=0.92)
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Barriers to e-learning program
What the sources say
- Partly supportedcites Mtebe & Raisamo (2014) sourceExperimental — accuracy not yet measured
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)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“In Tanzania, 68% of teachers declared they lacked access to computer, while 73% revealed they experienced low internet bandwidth (Mtebe & Raisamo, 2014).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Barriers to e-learning program
What the sources say
- Partly supportedcites Mtebe & Raisamo, 2014 sourceExperimental — accuracy not yet measured
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)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Start-up cost for online learning may be expensive (Queiros & de Villiers, 2016).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Barriers to e-learning program
What the sources say
- Supportedcites Queiros & de Villiers, 2016 source
The Introduction lists start-up costs among the disadvantages of online learning. That supports the hedged claim that launching it may be expensive; the supplied passage has no page number. (LLM, conf=0.88)
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Asunka (2008), he concluded that only 5 out of 22 students had access to computer and internet connectivity at home.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Barriers to e-learning program
What the sources say
- Partly supportedcites Asunka (2008) sourceExperimental — accuracy not yet measured
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)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Partly supported
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Accessing the internet was one of the major challenges students mentioned.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Barriers to online learning
- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: unclear — It is unclear why the paper says it holds.
Borderline substantial claim. It is unclear why the paper says it holds.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Effectiveness of the online course
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“It was also identified that the motivation of teachers and students is integral for smooth online learning.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Theoretical and practical implications
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Barriers to online learning
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Many believed that the difficulty with internet access and network challenges will result in a negative effect on the outcomes”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Effectiveness of the online course
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Some students called for the provision of ICT tools for schools and students who can’t afford the tools for themselves.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > ICT integration
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Students mentioned that school leaders should liaise with the government to improve the online learning.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > ICT integration
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Many students indicated orientation of teachers and students on ICT for teaching and learning is integral for successful integration of online learning in schools.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > ICT integration
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Effectiveness of the online course
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“They believed school leaders could act as a channel for their voices to be heard.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > ICT integration
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The students believed that study materials were readily available to download at any time.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Barriers to online learning
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The students believed the motivation of both teachers and students would improve the online learning.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > ICT integration
hedgeddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The lack of social interactions, poor communication, and poor students’ outcomes were associated with the perceived ineffectiveness of the e-learning.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Conclusion/Reccomendations for future research
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Statement of the problem
What the sources say
- Not matchedcites Anyorigya, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. It may state two separate claims as one.
- Not matched
In the paper
“The closure of universities and schools have disrupted the learning of students and have deprived students opportunities for growth and development (UNESCO, 2020).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Statement of the problem
What the sources say
- Not matchedcites UNESCO, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
- Not matched
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Introduction
What the sources say
- Not matchedcites Antwi, Bansah, & Franklin, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Effectiveness of e-learning program
What the sources say
- Not checked — no full text of the sourcecites Kizilcec & Halawa, 2015 source
hedgedcorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Background context
What the sources say
- Not matchedcites Mereku, Yidana, Hordzi, Tete-Mensah, & Williams, 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Statement of the problem
What the sources say
- Not matchedcites Anyorigya, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
In the paper
“Another 60,000 laptops were also purchased to be distributed to 2500 junior high schools (Education Sector Performance Report, 2012).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Introduction
What the sources say
- Not matchedcites Education Sector Performance Report, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Background context
What the sources say
- Not matchedcites Amanortsu, Dzandu, & Asabere, 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Introduction
What the sources say
- Not matchedcites Jones 1997
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Carr-Chellman 2005 source
boosteddirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Also stated in: § Introduction · plain
In the paper
“A student may be part of the online learning but may not actively use the service or follow the tutor (Bean, et al., 2019).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Effectiveness of e-learning program
What the sources say
- Not matchedcites Bean, et al., 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedged- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Background context
What the sources say
- Not matchedcites Ministry of Education, 2015
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Statement of the problem
What the sources say
- Not matchedcites Anyorigya, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
hedgedconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Background context
What the sources say
- Not matchedcites International Telecommunication Union, 2014
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites International Telecommunication Union, 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Introduction
What the sources say
- Not checked — no full text of the sourcecites Agyemang & Dadzie (2010) source
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“E-learning is beneficial (Arthur-Nyarko and Kariuki, 2019, b), but its effectiveness is contextualized (Lembani, Gunter, Breines, Tapiwa, & Dalu, 2019).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Effectiveness of e-learning program
What the sources say
- Not matchedcites Arthur-Nyarko and Kariuki, 2019, b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Lembani, Gunter, Breines, Tapiwa, & Dalu, 2019 source
plainconditional- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Background context
What the sources say
- Not matchedcites Arthur-Nyarko and Kariuki, 2019, b
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Background context
What the sources say
- Not matchedcites Mubashir-Ahmed (2009)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Background context
What the sources say
- Not checked — no full text of the sourcecites Boni (2018)
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Introduction
What the sources say
- Not matchedcites Antwi et al. (2018)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
- Not matched
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Effectiveness of e-learning program
What the sources say
- Not matchedcites The Council of Independent Colleges, 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaincorrelational- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“The high cost of purchasing ICT equipment affect the adoption of online learning (Sinha & Bagarukayo, 2019).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Barriers to e-learning program
What the sources say
- Not checked — no full text of the sourcecites Sinha & Bagarukayo, 2019
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Lack of internet access and computers in homes in rural areas affect the progress of online learning (DePaul, 2020).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Barriers to e-learning program
What the sources say
- Not matchedcites DePaul, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
- Not matched
In the paper
“Interviews allow a researcher to probe and get an in-depth meaning of the feelings, perceptions and attitudes of participants (Gaffas, 2019).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Research method > Instrument
What the sources say
- Not checked — no full text of the sourcecites Gaffas, 2019 source
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: passes — The paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The sample of the study is very small, which makes it difficult for generalization.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Limitations
plaindirect- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
In the paper
“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).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Research method
What the sources say
- Not matchedcites Creswell, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
In the paper
“Most faculty members reject online learning as alien to them and are skeptical about it (Bacow, Bowen, Guthrie, Lack, & Long, 2012).”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Barriers to e-learning program
What the sources say
- Not matchedcites Bacow, Bowen, Guthrie, Lack, & Long, 2012
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The study only focused on students’ perspectives of the online learning in Ghana without including the voices of teachers instructing students.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Limitations
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Literature review > Barriers to e-learning program
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: unclear — It is unclear whether the paper’s conclusions depend on it.
- Based: passes — The paper gives a reason why it holds.
It may state two separate claims as one.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Research method > Data analysis
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The instrument was prepared based on recurring themes in extant literature and was screened for accuracy and validity by a researcher in Ghana.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Research method > Instrument
plain- Asserted: passes — The authors put it forward as true.
- Checkable: passes — It can be checked against evidence.
- Load-bearing: fails — The paper’s conclusions may not depend on it.
- Based: passes — The paper gives a reason why it holds.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
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.
Rated major: it would touch a result — a value a result rests on, reported and recomputed p-values on opposite sides of the significance level, two passages that conflict with no sign which is right, or a cited work retracted before this paper was published.
In the paper
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Research method > Population and sampling
“Fifteen (15) of the students were randomly selected to be part of the study.”
§ “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 > Results and discussion > Effectiveness of the online course
“Most of the 10 students interviewed indicated that the online learning is the best alternative approach to teaching and learning during this pandemic.”
Citations
Cites
Research Design: Qualitative, Quantitative, and Mixed Methods Approaches
Creswell, J. W. (1994) · Cited by 35,213
Research Design: Qualitative, Quantitative, and Mixed Methods Approaches
ภู่พันธ์, ศ. (2018) · วารสารวิธีวิทยาการวิจัย (Journal of Research Methodology: JRM) · Cited by 12,776
Hew, K. F., & Brush, T. A. (2006) · Educational Technology Research and Development · doi:10.1007/s11423-006-9022-5 · Cited by 2,373
Ishtiaq, M. (2019) · English Language Teaching · doi:10.5539/elt.v12n5p40 · Cited by 1,502
Singh, V., & Thurman, A. C. (2019) · American Journal of Distance Education · doi:10.1080/08923647.2019.1663082 · Cited by 1,426
Bingimlas, K. A. (2009) · EURASIA Journal of Mathematics, Science and Technology Education · doi:10.12973/ejmste/75275 · Cited by 1,209 · cited 1×
“Bingimlas (2009) outline some necessary steps to ensure successful ICT integration; provision of ICT resources (both hardware and software), training new pedagogical approaches to faculty members resistance to change, provision of training courses on how to deal with new gadgets and modern…”
BackgroundBarriers and solutions to online learning in medical education – an integrative review
O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D. (2018) · BMC Medical Education · doi:10.1186/s12909-018-1240-0 · Cited by 1,032
International Journal of Education and Development Using Information and Communication Technology.
Ghasia, M., Machumu, H., & DeSmet, E. (2019) · International journal of education and development using information and communication technology · Cited by 801
(2012) · The International Journal of Education and Development using Information and Communication Technology (The University of the West Indies) · Cited by 781
The Electronic Journal of e-Learning
(2023) · The Electronic Journal of e-Learning · doi:10.34190/ejel · Cited by 765
Research works printed but not linked: 11
- Bean, M. V., Aldredge, T., Chow, K., Fowler, L., Guaracha, A., McGinnis, T., et al. (2019). Effective practices for online tutoring. Sacramento: Academic Senate for California Community Colleges.
- Crisolo, N. A. (2018). Sharpening education through the use of information technology and communication technology. SDO Quezon: Sta. Catalina National High School.
- Dessalegn, M., & Dagmawi, L. (2018). The promises and challenges of ICT-pedagogy integration in developing countries: The case of Ethiopia. International Journal of Education, 1(7), 6–8.
- International Telecommunication Union. (2014). Measuring the information society—The ICT development index. Geneva: International Telecommunication Union.
- International Telecommunication Union. (2016). Measuring the information society—The ICT development index. Geneva: International Telecommunication Union.
- Ivala, E. (2013). ICEL2013-proceedings of the 8th international conference on e-learning: ICEL 2013. Academic Conferences Limited.
- Jimba, D., & Ogundele, M. O. (2015). Power and energy generation as a threat for developing virtual classroom in Nigerian distance education. International Centre for Science, Humanities & Education Research, 1(2), 63–69.
- Jones, G. R. (1997). Cyberschools. Englewood: Jones Digital Century.
- Khan, B. (1997). Web-based instruction: What is it and why is it? In B. H. Khan (Ed.), Web-based instruction (pp. 5–18). Englewood Cliffs: Educational Technology Publications.
- Sarkar, S. (2012). The role of information and communication technology (ICT) in higher education for the 21stcentury. The science probe, 1(1), 30–41.
- UNESCO. (2012). ICT-enhanced teacher standards for Africa (ICTeTSA). Addis Ababa: UNESCO-IICBA.
Cited by
Sorted by citations
Items 101–200 of 408
Barrot, J. S., & Fernando, A. R. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-11598-8 · Cited by 16
“The varying experience of students somehow provided us with a glimpse of the inequities in the educational system within and across territories, as previously reported elsewhere (e.g., Adarkwah, 2020; Day et al., 2021).”
ResultAgyekum, B. (2022) · Journal of Adult and Continuing Education · doi:10.1177/14779714221096499 · Cited by 12
“ICTs played an important role in this transformation as they have enabled institutions to rapidly moved programmes online that not restricted by geography, time or institutional boundaries (Adarkwah, 2021).”
BackgroundCollaborative decision-making in online education
Petrescu, D., Enache, D., & Duță, L. (2022) · Procedia Computer Science · doi:10.1016/j.procs.2022.01.138 · Cited by 12
Factors Associated with the Challenges in Teaching Mathematics Online During COVID-19 Pandemic
Joshi, D. R., Adhikari, K. P., & Chapai, K. P. S. (2022) · Contemporary Mathematics and Science Education · doi:10.30935/conmaths/12225 · Cited by 12
“As a result, the learning environment and learning resources were rated as the most difficult to control the class which creates an inequity in education (Adarkwah, 2021; Barrot et al., 2021).”
BackgroundZuhri, R. S., Wilujeng, İ., Haryanto, H., & Ibda, H. (2024) · Journal of Education and Learning (EduLearn) · doi:10.11591/edulearn.v18i3.21435 · Cited by 13
Analyzing Barriers to ICT Integration in Education: A Systematic Review
Joshi, B. M., & Khatiwada, S. P. (2024) · The Third Pole Journal of Geography Education · doi:10.3126/ttp.v24i1.73325 · Cited by 11
“…hinders the full participation of schools and students in ICT-enhanced education, particularly in rural areas like Ghana, despite government efforts to promote "education anytime, anywhere for everyone" (Adarkwah, 2021; Bolaji & Adeoye, 2022; Cruz, 2020; Goh et al., 2016; Van Deursen et al., 2019).”
InfluentialInvestigating the influencing factors of teaching anxiety in Virtual Reality environments
Zhong, Z., Feng, S., & Jin, S. (2023) · Education and Information Technologies · doi:10.1007/s10639-023-12152-2 · Cited by 17
“However, due to the lack of corresponding teacher training and expert-guided activities in schools, some teachers may encounter challenges in fully mastering modern technology-driven instructional equipment (Adarkwah, 2021), which heightens their teaching anxiety.”
Abuhassna, H., Pan, Q., & Ting, L. (2025) · Open Education Studies · doi:10.1515/edu-2025-0114 · Cited by 12
Ibrohim, I., Sudrajat, A. K., & Saefi, M. (2021) · Journal of Turkish Science Education · doi:10.36681/tused.2021.71 · Cited by 10
“Still, it is sufficient to represent the condition of education in Indonesia.”
InfluentialKwapong, O. A. T. F. (2022) · E-Learning and Digital Media · doi:10.1177/20427530221125858 · Cited by 10
“Adarkwah (2021) looked at effectives of and barriers to online learning especially in deprived communities and recommended the need for strategies for emergency transition to online learning.”
BackgroundResultInfluentialChansaengsee, S. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00673-2 · Cited by 10
Dawadi, S., Goshtasbpour, F., & Kukulska‐Hulme, A. (2024) · Journal of Interactive Media in Education · doi:10.5334/jime.832 · Cited by 10
Hossain, M. T., Nishu, N. A., Jahan, N., Saadia, H., Ela, M. Z., Alam, Q. M.-U., & Hossain, M. Z. (2022) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/978-1-7998-8402-6.ch015 · Cited by 10
Dramani, I. E., Tang, Z., & Coffie, C. P. K. (2022) · Sustainability · doi:10.3390/su14127360 · Cited by 13
Linh, P. M., Starčič, A. I., & Wu, T. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-15273-3_55 · Cited by 11
Educational technology research during the COVID-19 pandemic
Xue, S., & Crompton, H. (2022) · Interactive Technology and Smart Education · doi:10.1108/itse-05-2022-0067 · Cited by 12
Antecedents of E-learning in undergraduate entrepreneurship education
Mensah, M. S. B., Arthur, K. N. A., & Mensah-Williams, E. (2023) · E-Learning and Digital Media · doi:10.1177/20427530231167642 · Cited by 13
Woldegiorgis, E. T. (2025) · Technology Pedagogy and Education · doi:10.1080/1475939x.2025.2520589 · Cited by 11
“Unfortunately, technology-induced pedagogical practices are still not widely implemented in many African higher education institutions (Adarkwah, 2021).”
Gedera, D., Forbes, D., Brown, C., Hartnett, M. K., & Datt, A. K. (2023) · Educational Technology Research and Development · doi:10.1007/s11423-023-10284-3 · Cited by 18
“To date, student-focused studies have centred on students’ mental health (Cope-land et al., 2021; DoE, 2021; Fawaz & Samaha, 2021), learning experience (Adarkwah, 2021; Kapasia et al., 2020; Singh et al., 2020), and studying in home environments (Khalil et al., 2020; Suryamanet al., 2020).”
BackgroundBathla, A., Aggarwal, P., & Manaswi, K. (2023) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83753-060-120231003 · Cited by 10
Liu, Z. (2023) · SAGE Open · doi:10.1177/21582440231218114 · Cited by 16
“Numerous studies indicated a stronger preference for the traditional classroom setting (Adarkwah, 2021; Bali & Liu, 2018; K. Singh et al., 2020; Usher & Barak, 2020), particularly among language learners (Alhamami, 2018).”
BackgroundMensah, C., Kugbonu, M. A., Appietu, M. E., Nti, G. A., & Forson, M. A. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2335803 · Cited by 20
“…internet connectivity, and high cost of data (Henaku, 2020; Research ICT Africa, 2012), and limited access to Information, Communication and Technology (ICT) resources (Adarkwah, 2021) raised concerns about student online learning engagement and satisfaction with consequences on learning outcomes.”
A comparative evaluation of the leadership development needs of basic school leaders in the 4.0 era
Awodiji, O. A., & Naicker, S. R. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1364188 · Cited by 9
How Inclusive Is Online Education in India
Navaneeth, M. S., & Siddiqui, I. (2022) · Advances in mobile and distance learning book series · doi:10.4018/978-1-6684-4364-4.ch007 · Cited by 9
How Did COVID-19 Change Faculty Members’ Use of Technology?
Aydın, N., SAYIR, M. F., Aydeniz, S., & ŞİMŞEK, T. (2023) · SAGE Open · doi:10.1177/21582440221149720 · Cited by 12
“Similar to current study Adarkwah (2021) and Khatoony and Nezhadmehr (2020) have reported the problem related to students’ access to the technology in their courses during pandemic.”
ResultMahama, I., Danquah, S. O., Ammah, C., Amos, P. M., & Eshun, P. A. (2023) · Psychology · doi:10.4236/psych.2023.146052 · Cited by 10
Hybrid Learning during Post-Pandemic Era: Challenges and Way Forward Nurturing Students’ Creativity
Sulaiman, F. B., Eldy, E. F., Sulaiman, Y., Bakri, S. N. S., & Butai, S. N. (2023) · IntechOpen eBooks · doi:10.5772/intechopen.1001945 · Cited by 11
Forgotten frontline workers in higher education: Aiding Ghana in the COVID-19 recovery process
Adarkwah, M. A., & Agyemang, E. P. (2022) · Physics and Chemistry of the Earth Parts A/B/C · doi:10.1016/j.pce.2022.103202 · Cited by 14
“For example, in Ghana, online learning was met with resistance in the pre-pandemic period and the emergent adoption was not successful due to difficulties such as frequent power outages, lack of data bundle, internet inaccessibility among others (Adarkwah, 2020).”
Self-citationResearching Teacher Work Motivation in Ghana through the Lens of COVID-19
Adarkwah, M. A. (2023) · COVID · doi:10.3390/covid3020023 · Cited by 12
Self-citationAmankwa, E., & Asiedu, E. K. (2022) · SN Social Sciences · doi:10.1007/s43545-022-00338-3 · Cited by 8
“These challenges include funding, lack of access to ICT resources and electricity (Adarkwah 2021b; Dome and Armah-attoh 2020).”
BackgroundGracious, P. D., Armah, J., Boateng, E. A., Bam, V. B., Dzomeku, V. M., Kyei‐Dompim, J., Oklodu-Abbey, A. D., & Amponsah, A. K. (2024) · PLoS ONE · doi:10.1371/journal.pone.0299967 · Cited by 8
“This is consistent with findings by Adarkwah [6] and Samaniego Erazo, et al. [31] that emphasize the importance of integrating technology into education to enhance digital literacy and skills in today’s techno-logically driven world.”
BackgroundResultInfluentialAdjei, N. D., & King, L. (2024) · Library Management · doi:10.1108/lm-03-2024-0034 · Cited by 8
Dzidzornu, A. A. K., & Xu, X. (2025) · Discover Education · doi:10.1007/s44217-025-00889-6 · Cited by 8
Itasanmi, S. A., Oni, M. T., Ekpenyong, V. O., et al. (2022) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.21.7.18 · Cited by 8
“Generally, in Africa, the major impediment to online education, as documented in the literature, include lack of ICT skills, high cost of internet, inadequate infrastructure, rejection of elearning by faculty members and power supply shortage (Adarkwah, 2020).”
BackgroundAmponsah, S., & Bekele, T. A. (2023) · British Journal of Educational Technology · doi:10.1111/bjet.13368 · Cited by 8
Wang, H., & Yang, M. (2022) · Frontiers in Public Health · doi:10.3389/fpubh.2021.754895 · Cited by 8
The Phenomenology of Indonesian Coastal Students: Are They Ready for Online Blended Learning?
Fitriani, T., Herman, T., & Fatimah, S. (2022) · European Journal of Educational Research · doi:10.12973/eu-jer.11.4.2181 · Cited by 8
“Likewise, Adarkwah (2021) stated that traditional method is preferable even though online blended learning is a good initiative and research by Mok et al. (2021) stated that students prefer to learn face-to-face because online learning makes them less active (Baczek et al., 2021).”
Kampamba, M., Chiluba, K., Hikaambo, C. N., Lufungulo, E. S., & Mwila, K. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04433-8 · Cited by 8
“Compared to traditional face-to-face learning, obstacles such as a lack of skills, barriers, and access to Information and Communication Technology (ICT) can cause negative attitudes and perceptions towards online learning [16].”
BackgroundBaharuddin, F. R., Amiruddin, A., Nurlaela, N., & Setialaksana, W. (2024) · Quality Assurance in Education · doi:10.1108/qae-08-2023-0136 · Cited by 19
Agyekum, B., Salifu, I., Eshun, S. N., & Asamoah, M. K. (2025) · Journal of Professional Capital and Community · doi:10.1108/jpcc-06-2024-0092 · Cited by 12
Baker, V., Mulwa, S. N., Sarrassat, S., et al. (2022) · Culture Health & Sexuality · doi:10.1080/13691058.2022.2100483 · Cited by 7
“Digital education and TV interventions likely leave out some of the most vulnerable youth (Adarkwah 2020; Walters 2020).”
BackgroundThe Use of Meaningful Learning in Distance Learning
Lestari, N., Winarsih, M., & Kusumawardani, D. (2023) · JTP - Jurnal Teknologi Pendidikan · doi:10.21009/jtp.v25i1.33701 · Cited by 7
Ji, D., Sibt‐e‐Ali, M., Amin, A., et al. (2023) · Environmental Science and Pollution Research · doi:10.1007/s11356-023-29719-8 · Cited by 7
“The study employs the independent variable ICT, a useful tool for ecological administration, building on previous research (Adarkwah 2021; Shobande and Asongu 2023).”
MethodEmma‐Okon, B., Tombs, M., Akomolafe, R. O., et al. (2024) · BMC Medical Education · doi:10.1186/s12909-024-05508-w · Cited by 7
Mahama, P. Y., Amankwah-Sarfo, F., & Gyedu, F. (2024) · International Journal of Educational Management · doi:10.1108/ijem-01-2024-0059 · Cited by 12
School closures and educational attainment in Ethiopia: Can extra classes help children to catch up?
Carmichael, F., Darko, C. K., Kanji, S., & Vasilakos, N. V. (2022) · British Educational Research Journal · doi:10.1002/berj.3787 · Cited by 7
Butako, P. K., Kakutia, T., Shah, S. M. M., & Hunt, E. (2022) · European Scientific Journal ESJ · doi:10.19044/esipreprint.12.2022.p21 · Cited by 7
Yang, X., & Li, Y. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105363 · Cited by 6
Blended learning models in Ugandan higher business education: best practices and lessons learned
Kyambade, M., Kisseka, R., & Namatovu, A. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2545329 · Cited by 9
“…caused by the COVID-19 pandemic (Chiramba & Agbaje, 2024; Chiramba & Maringe, 2023; G (cid:1) omez et al., 2023; Mhlanga, 2021; Woldegiorgis, 2024), existing research remains broad and often generic, with limited focus on discipline-specific application (Adarkwah, 2021; Mtebe & Raisamo, 2014).”
Lomo, D. A., Abonyi, U. K., & Ahwireng, D. (2024) · Leadership and Policy in Schools · doi:10.1080/15700763.2024.2317300 · Cited by 14
“…with studies that found insufficient funding/financial commitment as a major challenge confronting the acquisition and utilization of ICT resources and thus limiting the optimal infusion of ICT in classrooms (Achimugu et al., 2010; Mngadi, 2021) and online learning programs (Adarkwah, 2021).”
Impact Assessment for Data Network's Rehabilitation. Case of Ecuador
Cabrera, R., Carrión, A., Clotet, R., et al. (2021) · IEEE International Humanitarian Technology Conference (IHTC) · doi:10.1109/ihtc53077.2021.9698970 · Cited by 6
Daramola, F. O., & Aladesusi, G. A. (2022) · Indonesian Journal Of Educational Research and Review · doi:10.23887/ijerr.v5i1.46117 · Cited by 6
Sithole, N. V. (2023) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.22.2.5 · Cited by 6
Koruga, N. Đ., Nainwal, R., & Ayisi-Addo, A. K. (2023) · Higher Learning Research Communications · doi:10.18870/hlrc.v13i1.1349 · Cited by 7
“…and learners in most Ghanaian universities experience these technologies differently because of variations in accessibility stemming from internet connectivity challenges (Essel et al., 2021; Ogbonnaya et al., 2020) and digital literacy disparities among both teachers and students (Adarkwah, 2021).”
BackgroundThe Covid-19 pandemic in Ghana: exploring the discourse strategies in president Nana Addo’s speeches
Kwame, A., Makarova, V., Hudu, F., & Petrucka, P. M. (2023) · Humanities and Social Sciences Communications · doi:10.1057/s41599-023-02253-1 · Cited by 6
Hendricks, E. A., & Mutongoza, B. H. (2023) · The Independent Journal of Teaching and Learning · doi:10.17159/ijtl.v18i1.17207 · Cited by 7
Hossain, M. T., Nishu, N. A., Sultana, A., Jahan, N., Snigdha, S. S., & Bashitialshaaer, R. (2021) · Research Square · doi:10.21203/rs.3.rs-453518/v1 · Cited by 6
“Likewise, the high costs of digital devices, lack of accessibility to the internet and electricity connection are also being identi ed in a study in Ghana as well as in Bangladesh (Adarkwah, 2020; Al-Amin et al., 2021).”
BackgroundThe perception of dental students and educators about e-learning during COVID − 19 pandemic
Fouda, S. M., Madi, M. I., Ellakany, P., Aly, N. M., Bahgat, H. A., ElEmbaby, A., Virtanen, J. I., & AlHumaid, J. (2025) · BMC Oral Health · doi:10.1186/s12903-025-06152-6 · Cited by 6
“Students encountered various challenges during e-learning, including technical issues with platforms, poor internet access, expensive technology, unsuitable home learning environments, and isolation from peers and teachers [15, 27–29].”
Inclusive Education Through the Lens of Open Distance Learning
Adigun, O. T., & Ogunsola, J. A. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-4501-7.ch008 · Cited by 5
Kayi, E. A., & van Wyk, M. M. (2025) · Open Praxis · doi:10.55982/openpraxis.17.2.783 · Cited by 5
Alhammad, N., bin Yusof, A., Awae, F., Abuhassna, H., Edwards, B. I., & Adnan, M. A. M. (2024) · Lecture notes in educational technology · doi:10.1007/978-981-97-8752-4_6 · Cited by 5
Asiamah, N., Opuni, F. F., Muhonja, F. H., Danquah, E., Agyemang, S. M., Agyemang, I., Omisore, A. G., Mensah, H. K., Hatsu, S., Baffoe, R. S., et al. (2021) · Health Promotion International · doi:10.1093/heapro/daab090 · Cited by 5
“…significant PA-oriented component of student assessment among academics; however, academics in Africa were not involved in this form of assessment in a postCOVID-19 period when academics and students were still observing social distancing protocols (Adarkwah, 2020; Harrington and O’Reilly, 2020).”
BackgroundBaker, V., Arnold, G., Piot, S., Thwala, L., Glynn, J. R., Hargreaves, J., & Birdthistle, I. J. (2021) · JMIR Formative Research · doi:10.2196/30449 · Cited by 5
Testing and Validating a Faculty Blended Learning Adoption Model
Antwi-Boampong, A. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.851921 · Cited by 5
“Comparing web-based technologies to conventional classroom learning, despite their extensive use, web-based technologies still confront the difficulty of not being readily accepted when presented into a new application scenario (Adarkwah, 2021).”
BackgroundNtim, S. K. (2022) · International Journal of Education · doi:10.5296/ije.v14i3.19988 · Cited by 5
Weng, S., & Qin, Y. (2023) · Environmental Science and Pollution Research · doi:10.1007/s11356-023-29118-z · Cited by 5
“Similarly, the Indian educational system has also faced with problems regarding internet issues and problems related to the ability and knowledge to use technologies for distance learning [7].”
BackgroundAmponsah, S. (2023) · Disability & Society · doi:10.1080/09687599.2023.2279934 · Cited by 5
“…students’ low digital literacy, inadequate or unavailable digital gadgets and the lack of policy frameworks present challenges to online learning (Adarkwah 2021; Samuel 2021). besides, the speed with which education transitioned online expanded the vocabulary of the challenges as it was referred…”
Setiawan, I. (2024) · Retos · doi:10.47197/retos.v57.105406 · Cited by 5
“Meanwhile, researchers are also concerned about teachers' ability to properly integrate technology in physical learning, as well as the challenges in ensuring the quality and validity of educational content delivered via online platforms (Adarkwah, 2021).”
BackgroundSojuel, D. E., & Nanne-Lippmann, I. (2021) · Recie. Revista Caribeña de Investigación Educativa · doi:10.32541/recie.2021.v5i2.pp107-123 · Cited by 5
Nyagorme, P., Arkorful, V., & Aheto, S.-P. K. (2022) · MIER Journal of Educational Studies Trends & Practices · doi:10.52634/mier/2022/v12/i1/2204 · Cited by 5
“The few studies that have been conducted in Ghana did not focus on the key challenges that affect online instruction and ICT integration into instruction in tertiary institutions (Adarkwah, 2021; Arthur-Nyarko & Kariuki, 2019).”
BackgroundInfluentialAvailability and Utilisation of E-Supervision of Instruction Facilities in the Post-COVID-19 Era
Awodiji, O. A., Ayanwale, M. A., & Oyedoyin, M. M. (2022) · E-Journal of Humanities Arts and Social Sciences · doi:10.38159/ehass.2022sp31112 · Cited by 5
Draxler-Weber, N., Packmohr, S., & Brink, H. (2022) · Education Sciences · doi:10.3390/educsci12120870 · Cited by 12
“Although the data were collected during the COVID-19 pandemic, the findings are valuable for the post-pandemic era, especially for online courses or online degree programs [60].”
BackgroundOsei‐Tutu, A. A. Z., Odame, E. D., Bawa, J., & Amponsah, S. (2025) · Review of Education · doi:10.1002/rev3.70115 · Cited by 9
Olawumi, K. B., & Mavuso, M. P. (2022) · E-Journal of Humanities Arts and Social Sciences · doi:10.38159/ehass.2022sp31110 · Cited by 4
Carter, E., Ochoa, A. A. C., Leonard, P., et al. (2022) · Journal on Education in Emergencies · doi:10.33682/c9gk-9wde · Cited by 4
PALMERO, J. R., Guillén‐Gámez, F. D., Magaña, E. C., et al. (2023) · Online Learning · doi:10.24059/olj.v27i2.3239 · Cited by 4
“Nevertheless, Adarkwah (2021) states that “there is an uneven spread of access to ICT among different populations, households, and spaces because network coverage varies locally,” so differences occur in terms of academic performance or student satisfaction among those using digital tablets versus…”
BackgroundExploring Teacher Leadership in Times of Uncertainty
Sawalhi, R., & Chaaban, Y. (2023) · Asia Pacific Journal of Educators and Education · doi:10.21315/apjee2023.38.2.4 · Cited by 8
Gubevu, B. W. S., & Mncube, V. (2024) · Perspectives in Education · doi:10.38140/pie.v42i2.7083 · Cited by 4
The mediating role of meaning in work in promoting teachers’ technology integration
Pambudi, D. I., Suyatno, S., Wantini, W., et al. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1455669 · Cited by 4
“This was supported by previous studies that identified various components, such as the curriculum, teachers’ training and competence development, organization, leadership, and school culture, as important factors for the success of technology integration (Adarkwah, 2021).”
BackgroundMethodStudents’ Challenges with Online Remote Teaching and Learning in South Africa
Amoah, C., & Roux, L. L. (2024) · International Journal of Construction Education and Research · doi:10.1080/15578771.2024.2423632 · Cited by 4
“Over the last couple of years, numerous research studies have been conducted focusing on the online learning journey of students (Adarkwah, 2021; Gumede & Badriparsad, 2022; Kabilan & Annamalai, 2022; Warfvinge et al., 2022).”
InfluentialMugizi, W., & Nagasha, J. I. (2024) · Springer eBooks · doi:10.1007/978-3-031-74535-5_9 · Cited by 4
Ramírez, M. A. N., Atila-Lijerón, J. D., Rivero, R. A. B., & García, I. G. E. (2021) · Formación universitaria · doi:10.4067/s0718-50062021000600109 · Cited by 6
Educational Reforms Amid COVID-19 in Thailand
Poungjinda, W., & Pathak, S. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.905445 · Cited by 4
“The exemplary evidence and cases from ASEAN and other countries must be carefully examined to be adopted in Thailand (Abidah et al., 2020; Yang et al., 2020; Adarkwah, 2021; Tabatadze and Chachkhiani, 2021).”
BackgroundMethodEffect of COVID-19 on future education: Reimagining tomorrow’s lessons
Suzylily, L., & Lim, S. A. (2022) · Elsevier eBooks · doi:10.1016/b978-0-323-91307-2.00009-2 · Cited by 4
Kaur, N., & Chowdhury, T. A. (2022) · Malaysian Journal of Learning and Instruction · doi:10.32890/mjli2022.19.2.5 · Cited by 7
Nyika, R., & Modise, M. A. (2022) · International e-Journal of Educational Studies · doi:10.31458/iejes.1164927 · Cited by 4
Ghanaian Language Students' Acceptance of E-Learning amid the COVID-19 Pandemic
Nyamekye, E., Osei-Owusu, A., Baffour-Koduah, D., & Mensah, L. K. (2022) · Social Education Research · doi:10.37256/ser.3320221974 · Cited by 4
The Impact of a Lack of Information and Communication Technologies at Rural Schools
Mahlangu, B. G., & Goosen, L. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-1826-3.ch019 · Cited by 4
Tshikolu, R. K., Mukuhi, D. K., Kabwangala, T. N., et al. (2025) · Sustainability · doi:10.3390/su17209038 · Cited by 3
Qiu, Y. (2025) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2025.100786 · Cited by 7
Learning Mathematics Online: Pre-Service Teachers’ Competences and Challenges
(2022) · British Journal of Education · doi:10.37745/bje/vol10.no1.pp42-55 · Cited by 3
A Dissection of Hyflex Education in Terms of Equal Opportunities in Education
Saenen, L., Heel, M. V., Altes, T. K., & Emmers, E. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-0453-2.ch016 · Cited by 3
Teachers in the pandemic: factors and conditions associated with Burnout Syndrome
Ramos, D. K., Anastácio, B. S., da Silva, G. A., & Pires, L. U. R. (2023) · Pro-Posições · doi:10.1590/1980-6248-2021-0100en · Cited by 3
Elearning adoption among millennials: behavioural intentions and the extended UTAUT model
Hasan, A., Raghuwanshi, S., Harsora, H., Kumar, P., Gupta, V., & Singh, A. S. (2025) · Discover Education · doi:10.1007/s44217-025-00813-y · Cited by 6
“These challenges contain a shortage of finances, the absence of an effective digital infrastructure, few administrative and technical support, and inefficiency of the faculty and staff to effectively operate the digital tools [29, 37].”
InfluentialKyei‐Arthur, F., & Aidoo, D. A. (2022) · European Journal of Interactive Multimedia and Education · doi:10.30935/ejimed/12518 · Cited by 3
“…identified accessibility of ICT devices, internet accessibility and connectivity, and high cost of online learning, as barriers to online learning (Adarkwah, 2021; Owusu-Fordjour et al., 2020; Pokhrel & Chhetri, 2021; Razkane et al., 2022; Tarkar, 2020; Tuffour et al., 2021; Wolf et al., 2021).”
BackgroundMethodInfluentialWhat’s Next? Challenges of Teaching English in the Post-Covid-19 Pandemic in Kuwaitu
AlAjlan, M., & Ani, M. (2023) · Arab World English Journal · doi:10.24093/awej/comm1.22 · Cited by 3
Zreık, M. (2023) · Advances in higher education and professional development book series · doi:10.4018/978-1-6684-9179-9.ch012 · Cited by 4
Hapsari, T. B., Qurotianti, A., Winata, A. P., et al. (2024) · SN Social Sciences · doi:10.1007/s43545-023-00820-6 · Cited by 3
“The challenges inherent in a solution were, of course, inseparable from the solution (Adarkwah 2021; Breaz et al. 2022; Kazemzadeh 2022; Stecuła and Wolniak 2022; Wang et al. 2022). c.”
Simuja, C., & Shikesho, H. (2024) · International Journal of Technology-Enhanced Education · doi:10.4018/ijtee.340028 · Cited by 3
Smart teaching versus hard teaching: Insights from instructors from old and new classrooms in Ghana
Adarkwah, M. A., Odame, J., Huang, R., Wang, H., & Amoako, P. Y. O. (2024) · E-Learning and Digital Media · doi:10.1177/20427530241251412 · Cited by 3
Self-citation
Metadata
- 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
- Social Sciences › Education › 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-09-28, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-09-28 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
