Assessing the Impact of Online Teaching and Learning in Higher Education. A Case Study of Sandwich Early Childhood Students in Takoradi.
CHAPTER ONE
Objective of the study
The objective of the study is to investigate the impact of online teaching and learning in higher education. The specific objectives are;
- To ascertain the impact of online teaching-learning on academic performance of Sandwich Early Childhood students in Takoradi
- To examine the effects of online interaction on distance teaching-learning of Sandwich Early Childhood students in Takoradi
- To ascertain the challenges of online teaching-learning by Sandwich Early Childhood students in Takoradi
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Conceptual framework
Origins of Online Education
Computer-assisted instruction is changing the pedagogical landscape as an increasing number of students are seeking online education. Colleges and universities are now touting the efficiencies of Web-based education and are rapidly implementing online classes to meet student needs worldwide. One study reported “increases in the number of online courses given by universities have been quite dramatic over the last couple of years” (Lundberg et al., 2008). Think tanks are also disseminating statistics on Web-based instruction. “In 2010, the Sloan Consortium found a 17% increase in online students from the years before, beating the 12% increase from the previous year” (Keramidas, 2012).
Contrary to popular belief, online education is not a new phenomenon. The first correspondence and distance learning educational programs were initiated in the mid-1800s by the University of London. This model of educational learning was dependent on the postal service and therefore wasn’t seen in American until the later Nineteenth century. It was in 1873 when what is considered the first official correspondence educational program was established in Boston, Massachusetts known as the “Society to Encourage Home Studies.” Since then, non-traditional study has grown into what it is today considered a more viable online instructional modality. Technological advancement indubitably helped improve the speed and accessibility of distance learning courses; now students worldwide could attend classes from the comfort of their own homes
The Online Learning Experience
The online learning environment is characterized by several terms. According to Kearsley and Moore (2012), distance learning implies a distant and reciprocal interaction between student and teacher. Online learning and e-learning are other terms used in describing distance education. Both terms represent a two-sided relationship between student and teacher which embraces the deliberate goal of helping students to learn through use of the Internet. The online learning experience, comprised of students, instructors, and the course curriculum, require the use of technological tools for accessing the online environment (Ally, 2008). Students of the digital age appear to be independent, more technology disciplined, and technology savvy, complimenting the online environment well. The online learning environment provides autonomy, yet requires self-directed learning, and self-discipline which may influence the success or failure of online learners. Equally, delivering the best learning system and practices do not assure automatic success of online learners, or the learning experience. The online program must be embraced, not only by the learner, but the instructor as well. To meet the needs of this technologically dynamic population, instruction should be catered to facilitate student experiential learning with interactive elements, engaging varied learning styles, facilitating critical thinking, and encouraging collaborative learning experiences (Tapscott, 2009). Learning institutions, offering online programs, are provided the unique opportunity to approach the learning process from an eclectic perspective; one that is diverse in nature, as its population of students is in their experiences. Incorporating the use of a variety of technological modalities, self-paced learning practices, and diversified learners may enrich the learning environment.
CHAPTER THREE
RESEARCH METHODOLOGY
Research is the process of arriving at a dependable solution to problems through planned and systematic collection, analyzing and interpretation of data (Osuala, 1993).
Green and Full (1975) defines research methodology as the specification of procedures for collecting and analyzing the data necessary to solve the problem at hand such that the differences between the cost of obtaining various levels of accuracy and the expected value of the information associated with each level of accuracy is optimized.
Thus, in this chapter the method and techniques of data collection and analysis for this study are discussed in details, research design, population of study, sample and sampling technique, sources of data collection, research instrument, validity of the instrument, reliability of the instrument, procedure for administration of research instrument, as well as the limitation of the research methodology. This will be important in order to assess performance appraisal and staff motivation in the financial sector.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 50 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on assessing the impact of online teaching and learning in higher education. A case study of Sandwich Early Childhood students in Takoradi. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the online teaching and learning in higher education.
Summary
This study was on Assessing the impact of online teaching and learning in higher education. A case study of Sandwich Early Childhood students in Takoradi. Three objectives were raised which included: To ascertain the impact of online teaching – learning on academic performance of Sandwich Early Childhood students in Takoradi, to examine the effects of online interaction on distance teaching-learning of Sandwich Early Childhood students in Takoradi and to ascertain the challenges of online teaching – learning by Sandwich Early Childhood students in Takoradi. In line with these objectives, three research questions and hypotheses were formulated and answered. The total population for the study is 75 staff of Holy Child College of Education Takoradi. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study.
Conclusion
Design and delivery of online courses that embrace community, curriculum, and assessment, as well as actively engage students in the learning process are significant for sustaining and building the online program. Effectiveness in the online environment points out the importance of being supportive and contributive to a sense of togetherness for development of relationships and overall success of coursework. Students’ interest in a course and relevance of the content influences their work performance for achievement of goals for the course. Professional development can play a crucial role in preparing teachers to integrate technology and learning into an educational environment that encourages interaction, meaningful involvement and a connectedness to other learners, as well as the international community. An efficient online learning environment demonstrates technology-rich, research-based instructional and learning strategies that facilitate learning, and classroom management within the courseroom experience.
Recommendation
The self-paced-learning as well as the option to choose the time and location on their own is an important factor for the usage of e-learning
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