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 201–300 of 408
Alli, A. A., WO, I. L., MUGIGAYI, F., & Kasadha, J. (2024) · IST-Africa Conference (IST-Africa) · doi:10.23919/ist-africa63983.2024.10569615 · Cited by 3
“However, these findings differ from the Adarkwah et al. [27] study on the use of ICT in post Covid-19 period in Ghana where they reported inadequate infrastructure as a key barrier to ICT integration in HEI.”
BackgroundResultDigital teaching competence and resilience across tutors of different age and gender in Ghana
Amoako, I., & Anane, E. (2025) · Discover Education · doi:10.1007/s44217-025-00484-9 · Cited by 4
“…have been made to investigate online teaching in Ghana, much attention has been directed toward educators’ perceptions and preparedness for online teaching and the management of online classrooms [55, 56], as well as the challenges of online teaching for both educators and learners [57, 58].”
A multilevel analysis of the contextual effects in distance education outcomes during COVID-19
Türk, U. (2021) · Eastern Journal of European Studies · doi:10.47743/ejes-2021-si07 · Cited by 4
Challenges of Database Systems Teaching Amidst the Covid-19 Pandemic
Canedo, E. D., Bandeira, I. N., & Costa, P. H. T. (2021) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie49875.2021.9637223 · Cited by 3
Physical Activity Among African Academics in a Post-COVID-19 Era: The Terrain for Action
Asiamah, N. (2022) · Springer eBooks · doi:10.1007/978-3-030-88234-1_10 · Cited by 3
Perceptions and Experiences of Adult Learners of Online Learning in the Era of COVID-19 in Ghana
Ziggah, S. R., Eshun, P. A., & Mahama, I. (2023) · Journal of Psychological Research · doi:10.30564/jpr.v4i4.5268 · Cited by 4
ANALYZING THE DEVELOPMENT OF DIGITAL LITERACY FRAMEWORK IN EDUCATION: A SYSTEMATIC LITERATURE REVIEW
Istiani, I., Fatimah, E., Husain, A., et al. (2023) · Jurnal Kwangsan · doi:10.31800/jtp.kw.v11n1.p242--254 · Cited by 3
Sunismi, S., Wahyuni, S. I., Ambarwati, A., et al. (2023) · JMM (Jurnal Masyarakat Mandiri) · doi:10.31764/jmm.v7i5.17482 · Cited by 3
E-Learning in Kuwait: Students’ Perspective
Al-Shamali, S., Hajeeh, M. A., & Al-Khayat, A. (2023) · Journal on Efficiency and Responsibility in Education and Science · doi:10.7160/eriesj.2023.160201 · Cited by 2
“Research by Adarkwah (2021) found that more than half of respondents thought traditional instruction was preferable to online learning, which is consistent with our findings.”
BackgroundResultKomba, M. M. (2024) · African Journal of Empirical Research · doi:10.51867/ajernet.4.2.138 · Cited by 2
“This expressed same result of Adarkwah (2021) which indicates that even with access to ICT resources, incorporation of ICT into Ghanaian school learning is still hindered by other factors.”
Bervell, B., Armah, J. K., Mireku, D. O., Sarpong, N. A. P., & Annamalai, N. (2025) · Telematics and Informatics Reports · doi:10.1016/j.teler.2025.100193 · Cited by 2
Abakah, E., & Aikins, M. V. (2025) · Studies in the Education of Adults · doi:10.1080/02660830.2025.2550063 · Cited by 2
Can We Be AI-Literate? The State of GenAI Literacy in African Countries: Ghana as a Case Study
Setsoafia, P., & Ng, D. T. K. (2025) · Bridging human and machine: future education with intelligence · doi:10.1007/978-981-95-0950-8_12 · Cited by 2
Yakobi, K. (2026) · Education Sciences · doi:10.3390/educsci16030358 · Cited by 2
Lei, Y., Lu, Z., & Deng, Y. (2026) · Teaching and Teacher Education · doi:10.1016/j.tate.2026.105595 · Cited by 3
Narayan, H. L., & Shailashri, V. T. (2021) · International Journal of Applied Engineering and Management Letters · doi:10.47992/ijaeml.2581.7000.0115 · Cited by 2
Sabirov, A. G., Ismagambetova, F. A., & Yurchenko, A. L. (2022) · International Journal of Web-Based Learning and Teaching Technologies · doi:10.4018/ijwltt.296726 · Cited by 2
“It is no question that e-learning brings positive results, but its final outcome depends on the context (Adarkwah, 2021).”
BackgroundJustice as fairness in preparing for emergency remote teaching: A case from Botswana
Mogodi, M. S., Griffiths, D., Molwantwa, M. C., Kabaetse, M. B., Tarpley, M. J., & Prozesky, D. R. (2022) · African Journal of Health Professions Education · doi:10.7196/ajhpe.2022.v14i1.1481 · Cited by 2
“The COVID-19 pandemic exposes variations of WiFi access and affordability, digital equipment access and electronic information literacy in countries including Australia, the USA, those in the EU,[16-18] as well as in sub-Saharan Africa.[19-21] Although classed by the World Bank as an upper-middle-income country, Botsw…”
BackgroundNyamekye, E., Baffour-Koduah, D., Zengulaaru, J., & Osei-Owusu, A. (2022) · Social Education Research · doi:10.37256/ser.3320221383 · Cited by 2
“Nonetheless, some studies (Abdulai, 2011; Agyemang & Mereku, 2015; Adarkwah, 2021) in the Ghanaian context reveal that teachers in most schools find it difficult to incorporate technology into their teaching activities.”
BackgroundSatpati, S., & Sharma, K. K. (2022) · The Electronic Journal of Information Systems in Developing Countries · doi:10.1002/isd2.12261 · Cited by 2
“4.3.2 | Location and distance of ICT service center Most ICT service centers are a few kilometers away from rural residents' homes, discouraging them from using ICT services (Goh & Sigala, 2020), (Adarkwah, 2021).”
BackgroundInfluentialAnsah, F., Abreh, M. K., Agbevanu, W. K., Bosu, R. S., Alhassan, A. J., Mills, C. A., & Nyame, G. (2023) · Equity in Education & Society · doi:10.1177/27526461231194787 · Cited by 3
“However, studies (Abreh et al., 2021a, 2021b, 2021c; Adarkwah, 2021; Agbe and Sefa-Nyarko, 2020; Creswell, 2009; Grant et al., 2023; Owusu-Fordjour et al., 2020; Punch, 2013) have reported that Ghana government provided a national response to mitigate the potential impact of COVID-19 on school…”
Engaging Learners using Discord Application During Signals and Systems Online Class
Ghazali, N. E. (2023) · Journal of Advanced Research in Applied Sciences and Engineering Technology · doi:10.37934/araset.33.2.244253 · Cited by 2
Nkwenti, M. N., Babalola, S., Ferreira-Meyers, K., Kamanga, A. N., Kisirkoi, F., Jacobs, L., Oosthuysen, N., Wolhuter, C. C., Roberts, J. J., Mays, T., et al. (2023) · doi:10.35293/esi.24 · Cited by 3
Gyamerah, K., Asamoah, D., Baidoo-Anu, D., Quainoo, E. A., Amoateng, E. Y., & Sasu, E. O. (2024) · Discover Global Society · doi:10.1007/s44282-024-00053-9 · Cited by 2
“…self-regulated learning skills [43], the findings from this study contrast this trend of findings and confirm the findings from previous studies in low-income contexts which reported that ERT promotes teacher-focused pedagogical practices and decreases student participation in lessons [44, 64, 65].”
Sari, F. D., & Rugaiyah, R. (2024) · IJORER International Journal of Recent Educational Research · doi:10.46245/ijorer.v5i3.607 · Cited by 2
“Schools must ensure adequate technology infrastructure accessible to all students (Adarkwah, 2021; Agormedah et al., 2020; Bariu, 2020; Laksana, 2021; Maphosa, 2021).”
BackgroundSupporting visually impaired students in virtual learning environments in Ghana
Amponsah, S., van Wyk, M. M., & Thomas, M. (2024) · E-Learning and Digital Media · doi:10.1177/20427530241262484 · Cited by 2
“(UEWAdmi 1) Participants ’ perceptions on the agenda reiterate the propensity of e-learning to democratize education and the expansion of online learning (Adarkwah, 2021; Kent, 2015).”
Alsunni, A. A., Latif, R., Aldossary, D. A., et al. (2024) · Journal of Family and Community Medicine · doi:10.4103/jfcm.jfcm_308_23 · Cited by 2
“…students’ remote learning experience during the pandemic such as study time losses, [8] changes in reading behaviors, [9] students’ views and their performance in virtual learning, [10] online learning challenges, [11,12] and the effectiveness of various instructional strategies in online classes.”
BackgroundDo support services provided in distance education context matter in trainee teacher performance?
Senyametor, F., Abreh, M. K., Amponsah, M. K. O., et al. (2024) · Cogent Education · doi:10.1080/2331186x.2024.2398717 · Cited by 2
“Predominantly, HEIs that provide DE services in Ghana adopt blended learning models by utilizing Information and Communication Technology (ICT) and face-to-face to create the requisite community of learners (Adarkwah, 2021; Biney, 2021; Burns, 2023).”
InfluentialMensah, F. S. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1670170 · Cited by 9
Mensah, L. K., Bronteng, J. E., & Nyamekye, E. (2025) · Discover Education · doi:10.1007/s44217-025-00505-7 · Cited by 2
Smart Platforms and Technical Solutions: Can We Really Achieve Smart-Resilient Models?
Cheshmehzangi, A. (2021) · Sustainable development goals series · doi:10.1007/978-981-16-4888-5_20 · Cited by 2
Distance Education and the COVID-19 Pandemic
Abdimusa, Z., Ismailova, N., Shchedrina, E. V., & Kulanina, S. (2022) · International Journal of Web-Based Learning and Teaching Technologies · doi:10.4018/ijwltt.305803 · Cited by 2
“Distance education, due to its accessibility through overcoming geographical boundaries and distances, is considered a reliable means of achieving the goals of sustainable development policy and lifelong learning for all population categories (Adarkwah, 2020).”
BackgroundHassan, M. U., Nawaz, H., & Faiz, A. U. H. (2021) · Humanities & Social Sciences Reviews · doi:10.18510/hssr.2021.9397 · Cited by 2
“The results of parametric statistics declared a significant difference between teachers technical inclusion and students writing gains (F (2, 998) = 9.”
BackgroundInfluentialOyetoro, O. S., & Oluwaseun, K. A. (2021) · Policy Futures in Education · doi:10.1177/14782103211034333 · Cited by 2
La influencia de las herramientas digitales en la inteligencia emocional de los niños de inicial
Aguirre, R., & Flores, G. M. M. (2022) · Ciencia y Práctica · doi:10.52109/cyp2022326 · Cited by 2
Bao, L., & Xu, T. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.888383 · Cited by 2
“Research on the application of computer-assisted information teaching platforms in college education reform (Adarkwah, 2021).”
BackgroundRetractedZengulaaru, J., & Nyamekye, E. (2022) · Social Education Research · doi:10.37256/ser.3320221442 · Cited by 2
“Student, 2022 This is in keeping with the findings that a lack of ICT tools impedes online learning (Adarkwah, 2021), specifically online Social Studies learning.”
BackgroundResultInfluentialConflict Management at Madrasah
Setiawati, R., Mubasit, M., & Cahyadi, A. (2022) · Journal of Advanced Islamic Educational Management · doi:10.24042/jaiem.v2i2.16110 · Cited by 2
“a teacher against a teacher, a group of teachers against a teacher, and the like(Adarkwah, 2021).”
BackgroundThe perception of the parents toward the online teaching and learning during the covid-19 pandemic
Gyeltshen, T. (2022) · Journal of Humanities and Education Development · doi:10.22161/jhed.4.2.12 · Cited by 2
Online Teaching in Higher Education During the COVID-19 Crisis
Vyas, A. (2022) · Springer eBooks · doi:10.1007/978-3-030-66252-3_4239 · Cited by 2
Reimagining Education - The Role of E-Learning, Creativity, and Technology in the Post-Pandemic Era
Mistretta, S. (2023) · IntechOpen eBooks · doi:10.5772/intechopen.110350 · Cited by 5
Domestication theory in action: Indonesian Twitter corpus analysis during distance learning
Meilinda, N., Sarwono, B. K., & Salamah, U. (2024) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v13i3.27149 · Cited by 1
“The words that appear in this theme were very important in online school discourse given the skills to use technical tools are needed to carry out a smooth transition to the learning process in schools after the spread of COVID-19 [33]–[35].”
BackgroundSME project: an approach to maintaining student engagement during online learning
Sagala, G. H., Dongoran, F. R., & Syah, D. H. (2024) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-02-2024-0043 · Cited by 1
Reflecting on Online Learning Experiences of Secondary School Teachers and Students during COVID-19
Rayamajhi, S., & Rana, K. (2024) · KMC Journal · doi:10.3126/kmcj.v6i2.68900 · Cited by 2
“In addition to teachers’ limited ICT skills, there are other challenges, such as limited internet access, power-cuts, and technological issues, which align with the findings of a case study in Ghana by Adarkwah (2020).”
ResultAnhwere, D. K., Attipoe, E. K., Abdul-Gafaar, S., Nyaaba, R. A., & Addai, O.-D. (2025) · Creative Education · doi:10.4236/ce.2025.163027 · Cited by 2
Musungwini, S., & Dhliwayo, J. (2024) · Zimbabwe Conference of Information and Communication Technologies (ZCICT) · doi:10.1109/zcict63770.2024.10958257 · Cited by 1
Burce, A., & Espiritu, M. (2025) · Psychology and Education A Multidisciplinary Journal · doi:10.70838/pemj.360310 · Cited by 2
Lazaro, A. A., & Anselimus, S. M. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2503087 · Cited by 2
“Many scholars have conceptualized online learning as online teaching, blended learning, remote learning and distance learning (Adarkwah, 2020; Aguilera-Hermida, 2020).”
InfluentialAntwi-Boampong, A., Ujakpa, M. M., Boison, D. K., et al. (2025) · Open Praxis · doi:10.55982/openpraxis.17.4.830 · Cited by 1
Verma, A., & Dhaigude, A. S. (2026) · Integration of Education · doi:10.15507/1991-9468.030.202601.010-028 · Cited by 3
Ma, X. (2026) · PLoS ONE · doi:10.1371/journal.pone.0345463 · Cited by 1
“In the initial stages of virtual teaching, many teachers exhibited apprehension, largely stemming from a lack of familiarity and proficiency [4] in online pedagogy, as well as the perception that virtual instruction would require more time for course preparation and resource procurement [4,19].”
InfluentialChukwuone, C. A., Orji, C. T., Nwandu, L. O., Okadi, A. O., Ohanu, I. B., Ejiofor, T. E., Ibezim, N. E., & Osinem, E. C. (2026) · IGI Global eBooks · doi:10.4018/979-8-3373-5865-9.ch003 · Cited by 1
Ayodeji, M., Ojobola, F. B., Ogundare, A. A., et al. (2026) · Discover Education · doi:10.1007/s44217-026-01817-y · Cited by 1
“Still others highlight cognitive engagement, such as persistence, self-regulation, conceptual effort, and problem-solving commitment [2, 37].”
Ripero-Muñiz, N., Senabe, T., Maseko, M., & Reigadas, Y. (2021) · Anthropology Southern Africa · doi:10.1080/23323256.2021.2013121 · Cited by 2
Tomczyk, Ł. (2022) · Iberian Conference on Information Systems and Technologies (CISTI) · doi:10.23919/cisti54924.2022.9820091 · Cited by 1
Armah, J. K., Arthur-Nyarko, E., & Asante, A. (2022) · MIER Journal of Educational Studies Trends & Practices · doi:10.52634/mier/2022/v12/i2/2311 · Cited by 4
“The main barriers to e-learning in Africa according to Adarkwah (2021), and Stork et al. (2013) are two-fold - access and affordability and the difficulty in attracting users.”
BackgroundMethodInfluentialThe (Il)Legality of Ghana’s Covid-19 Emergency Response: A Commentary
Nkrumah, B. K. (2022) · Springer eBooks · doi:10.1007/978-3-031-06401-2_10 · Cited by 1
Munafumpa, C. P., & Phiri, J. (2023) · Technology and Investment · doi:10.4236/ti.2023.141002 · Cited by 1
Mwembe, D., & Chari, T. (2023) · International Journal of Professional Development Learners and Learning · doi:10.30935/ijpdll/13021 · Cited by 1
E-Assessment in Medical Education: From Paper to Platform
Thembane, N. (2023) · Lecture notes in networks and systems · doi:10.1007/978-3-031-27499-2_19 · Cited by 1
Students' Engagement Model in Online Learning Guided by School Counselor during Covid-19 Pandemic
Solihah, I., Astuti, B., & Abubakari, M. S. (2022) · Jurnal Kajian Bimbingan dan Konseling · doi:10.17977/um001v7i32022p150-165 · Cited by 1
“However, students are observed to have deficient learning motivation, tend to have low learning enthusiasm, do not enjoy online learning, and are disinterested in online learning (Adarkwah, 2021; Derakhshan, Kruk, Mehdizadeh, & Pawlak, 2021; Yazdanmehr, Elahi Shirvan, & Saghafi, 2021).”
Views of Greek Teachers on the Implementation of Teaching Approaches in Online Classrooms
Evangelou, F. (2023) · International Journal of Technology in Education and Science · doi:10.46328/ijtes.441 · Cited by 2
Effect of Teachers Problems in Using Digital Resources on Mathematical Content Instruction Online
Joshi, D. R., Chapai, K. P. S., & Khanal, B. P. (2023) · International Research Journal of MMC · doi:10.3126/irjmmc.v4i2.55996 · Cited by 1
“educational institution, teachers as well as learners faced so many problems in the online teaching environment such as ICT infrastructure (Adarkwah, 2021), difficulty controlling the class, unnecessary noise in the online classes, difficulty monitoring student’s activities during”
BackgroundTangible Resources and Effective E-Learning Implementation in Selected Ugandan Public Universities
Mugizi, W. (2023) · Education Quarterly Reviews · doi:10.31014/aior.1993.06.03.758 · Cited by 1
Exploring the Challenges of Virtual Teaching and Learning From a Developing African Country Context
Ocloo, E. C., Asigbe-Tsriku, G. R. M., Tsagli, S. K., et al. (2023) · Advances in higher education and professional development book series · doi:10.4018/978-1-6684-7059-6.ch011 · Cited by 1
Ibrahim, K., Oshodi, O. S., Osuizugbo, I. C., Owusu, E. K., Ibrahim, A., & Shakantu, K. K. (2023) · International Journal of Construction Management · doi:10.1080/15623599.2023.2239482 · Cited by 1
Mediating Open & Distance e-Learning in the Advent of Global Crises
Letseka, M., Roberts, J. J., & Akintolu, M. (2023) · Unisa Press eBooks · doi:10.25159/146 · Cited by 3
Effects of online education on prosthetics orthotics education during COVID-19
Uysal, H. H., Şahan, T. Y., Keklicek, H., & Külünkoğlu, B. A. (2024) · Prosthetics and Orthotics International · doi:10.1097/pxr.0000000000000315 · Cited by 1
Varela, D. G., Hall, K. S., Liang, Y.-W. M., et al. (2024) · Journal of Applied Research in Higher Education · doi:10.1108/jarhe-01-2023-0032 · Cited by 1
Impact of ICT-Enabled Teaching at Higher Education Level: From Faculty Perspective
Thomas, L. P., & Chaudary, R. (2024) · Technical and vocational education and training · doi:10.1007/978-981-99-6909-8_23 · Cited by 1
Affouneh, S. J., Salha, S. H., Adarkwah, M. A., & Tlili, A. (2024) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v19i04.42237 · Cited by 1
Self-citationGomersall, S., & Floyd, A. (2024) · Asia Pacific Education Review · doi:10.1007/s12564-024-09972-3 · Cited by 1
“Whilst some educators recognise the increased flexibility and opportunities that digital learning can bring, others are hesitant over the potential for disruption, lack of infrastructure, and underdeveloped digital capabilities (see, for example, Adarkwah, 2021; Muliyah et al., 2022).”
A Tale of Academic Writing Using AI Tools: Lessons Learned from Multicultural Undergraduate Students
Hysaj, A., Farouqa, G., Khan, S. A., & Hiasat, L. (2024) · Lecture notes in computer science · doi:10.1007/978-3-031-61305-0_3 · Cited by 2
Hu, X. (2024) · PLoS ONE · doi:10.1371/journal.pone.0304343 · Cited by 2
RetractedRochimah, H., Japar, M., & Solihatin, E. (2024) · Participatory Educational Research · doi:10.17275/per.25.11.12.1 · Cited by 1
Korsah, D. P., Gbormittah, D., Abdulai, I. B., & Wireko-Ampem, J. K. (2024) · Educational Point · doi:10.71176/edup/15021 · Cited by 1
Education during the COVID-19 pandemic: Experiences of urban poor children in Chandigarh city
Kaur, S., & Dutt, M. (2025) · International Review of Education · doi:10.1007/s11159-025-10147-4 · Cited by 1
“This situation mirrors findings from prior research (Adarkwah 2021; Day et al. 2021), indicating that socioeconomic disparities severely limit students’ access to online education, further widening the digital divide.”
Ramsuraj, T. (2021) · African Journal of Inter/Multidisciplinary Studies · doi:10.51415/ajims.v3i1.973 · Cited by 1
Critical Thinking Skills Students on Solar System Material
Kurniati, I., Yuliani, Y., Suyono, S., et al. (2022) · JPPS (Jurnal Penelitian Pendidikan Sains) · doi:10.26740/jpps.v11n2.p130-141 · Cited by 1
“Lack of interaction between teachers and students and interaction between students (Adarkwah, 2021).”
BackgroundAsamoah, R., Asiedu, N. K., & Buadi, D. W. (2022) · UDS International Journal of Development · doi:10.47740/537.udsijd6i · Cited by 1
“It also whips up the interest of students over time if used effectively (Gulbahar & Guven, 2008; Adarkwah, 2021).”
BackgroundSocial Impact of Digital English Language Learning Environments
Aloka, P. J. O. (2022) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-4205-0.ch010 · Cited by 1
Akpan, L. O., & Oluwatuyi-Akpan, O. J. (2022) · Inclusive learning and educational equity · doi:10.1007/978-3-031-10642-2_3 · Cited by 1
Ghifary, M. T., Suryanto, S., Iswati, S., Suwarni, S., & Purwoko, B. (2022) · JURNAL IQRA · doi:10.25217/ji.v7i1.1710 · Cited by 1
“This needs to be considered considering that technology is an opportunity but also a challenge that must be found solutions so that student learning in remote areas can continue to be resolved and they can feel the impact of the solutions through learning technology (Adarkwah, 2021).”
BackgroundUNIVERSITY TEACHERS’ PERCEPTIONS OF STUDENT DIFFICULTIES IN ONLINE TEACHING AND LEARNING
Werang, S. M. R. L. B. R., & Werang, S. M. R. L. B. R. (2023) · Journal of Southwest Jiaotong University · doi:10.35741/issn.0258-2724.58.1.5 · Cited by 1
Personal computer usage and teasing among geographic information systems students
Osman, A., Mensah, B., Yalley, C. E., & Poku, A. A. (2023) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2023.100600 · Cited by 1
Yunita, R. (2023) · Journal of English Language Teaching and Learning (JETLE) · doi:10.18860/jetle.v4i2.20617 · Cited by 1
“Adverse effects are faced by rural school students who have limited access to Information and Communication Technology (ICT) infrastructure (Adarkwah, 2021; Jebbour, 2022).”
BackgroundKutor, S. K., Annan-Aggrey, E., Ablo, A. D., et al. (2022) · African Geographical Review · doi:10.1080/19376812.2022.2092160 · Cited by 1
“The nascent literature has explored the impact of the pandemic among older adults (see, Gyasi, 2020), wise reasoning and political decision-making amid COVID-19 (see, Kutor, Kyeremeh et al., 2021), and the effect of the pandemic on education (see, Adarkwah, 2020).”
Backgroundde Silva, A. G., & de Silva, A. (2023) · Research Square · doi:10.21203/rs.3.rs-1772059/v4 · Cited by 1
Antwi-Boampong, A. (2024) · doi:10.54337/aau708311121 · Cited by 2
Vanderpuye, I., & Okai, M.-P. (2021) · doi:10.7176/jep/12-8-10
“…the implementation of inclusive education met with certain difficulties such as Teachers lacks requisite skills (Vuuro, 2017), inadequate training on how to teacher children with SEN (Ofori, 2018), poor teaching resources (Adedoyin and Okere, 2017) and poor ICT infrastructures (Adarkwah, 2020).”
BackgroundMethodResultInfluentialWPŁYW INFORMACJI O PLANOWANEJ FORMIE EDUKACJI NA POZIOM STRESU I EMOCJI WŚRÓD STUDENTÓW
Serwan, N., Gdowska, M., Matusiak, M., Raywer, J., & Wojtkowska, A. (2021) · Ogrody Nauk i Sztuk · doi:10.15503/onis2021.30.42
Maoneke, P. B., Ngqondi, T., & Mauwa, H. (2021) · doi:10.1145/3489410.3489427
“Singh and Thurman (2019) in [8] goes on to suggest that eLearning is part of online learning, a term that was introduced in 1995.”
BackgroundOnline Teaching in Higher Education During the COVID-19 Crisis
Vyas, A. (2021) · Springer eBooks · doi:10.1007/978-3-319-31816-5_4239-1
de Silva, A. G., & de Silva, A. (2022) · Research Square · doi:10.21203/rs.3.rs-1772059/v1
Higher Education Students' Online Learning Attitudes and Academic Performance
Othman, R., Othman, R., Chan, S., Roni, S. M., & Ameer, R. (2022) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-4446-7.ch011
Rural Education and Online Teaching in Wrestling with the Covid-19 Pandemic
Abigail, D.-M. Y., Esechie, G. E., & Ishak, S. Z. A. (2022) · International Journal of Social Science Research · doi:10.5296/ijssr.v10i2.19892
de Silva, A. G., & de Silva, A. G. (2022) · Research Square · doi:10.21203/rs.3.rs-1772059/v2
de Silva, A. G., & de Silva, A. (2022) · Research Square · doi:10.21203/rs.3.rs-1772059/v3
Similar Impact, Different Readiness: A Comparative Study of the Impact of COVID-19 on ECTE Practice
Kan, L., Degotardi, S., & Li, H. (2022) · Sustainability · doi:10.3390/su142114078
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
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