Making Virtual Discussions Engaging, Effective and Equitable: Reflections from Ghana
DOI:
https://doi.org/10.54536/ajsts.v3i2.2957Keywords:
Virtual Discussions, Equity, Engagement, Non-Verbal Communication, EfficiencyAbstract
This study investigated students’ engagement and perceptions of virtual discussions in Ghanaian higher education. As courses have increasingly moved online due to the COVID-19 pandemic, understanding how to make virtual discussions effective is crucial. However, little research exists on this topic within the African context. This study aimed to address this gap by exploring student engagement and the challenges and/or benefits of virtual discussions according to Ghanaian university students. A questionnaire was administered to 215 undergraduate students at the University of Cape Coast, Ghana, from various academic programs and levels. The survey included questions on digital equity. Descriptive statistics were used for the quantitative items. Results showed that while students felt comfortable participating in virtual discussions, building relationships and non-verbal communication remained challenging. Face-to-face discussions were preferred due to higher efficiency, though opinions varied on productivity and engagement levels between modes. Ensuring digital access and equity emerged as an important factor. This study provided valuable insights into enhancing virtual discussions in Ghanaian higher education. Strategies are needed to address relationship-building and equity concerns when discussions move online. Further research could explore different pedagogical approaches and under-represented student populations.
Downloads
References
Abney, J., & Conatser, T. (2021). How to make your virtual discussions engaging, effective, and equitable in eight steps. Journal of Faculty Development, 35(1), 5-14.
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. https://doi.org/10.33902/JPSP.2020261309
Akaadom, B.W. (2021). Accepting the learning management system in higher educational institutions. Universe International Journal of Interdisciplinary Research, 1(9), 23-33.
Akaadom, B. W. (2019). Investigating the benefits of incorporating technology in instructional curriculum: Pre-service teachers’ perspectives from Ghana. International Journal of Innovative Research and Advanced Studies, 6(2), 39-47.
Alavi, M., Yoo, Y., & Vogel, D. R. (1997). Using information technology to add value to management education. Academy of management Journal, 40(6), 1310-1333.
Awodeyi, A. F., Akpan, E. T., & Udo, I. J. (2014). Enhancing teaching and learning of mathematics: adoption of blended learning pedagogy in University of Uyo. International Journal of Science and Research, 3(11), 40-45.
Axelson, R. D., & Flick, A. (2010). Defining student engagement. Change: The magazine of higher learning, 43(1), 38-43.
Banditvilai, C. (2016). Enhancing students language skills through blended learning. Electronic Journal of e-Learning, 14(3), pp223-232.
Betchoo, N. K. (2017). Today’s Challenge of Shaping E-learning in Sub-Saharan Africa. Asian Journal of Applied Science and Technology (AJAST), 1(9), 92-94.
Cole, M. T., Shelley, D. J., & Swartz, L. B. (2014)1. Online instruction, e-learning, and student satisfaction: A three year study2. The International Review of Research in Open and Distributed Learning, 15(6), 111-131. https://doi.org/10.19173/irrodl.v15i6.1748
Cundell, A., & Sheepy, E. (2018). Student preferences for online learning activities: Towards a design framework for graduate-level blended learning courses. Canadian Journal of Learning and Technology, 44(3), 1-21.
Fish, L. A., & Snodgrass, C. R. (2015). Business student perceptions of online versus face-to-face education: Student characteristics. Business Education Innovation Journal, 7(2), 83-96.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
Gambari, A. I., Shittu, A. T., Ogunlade, O. O., & Osunlade, O. R. (2018). Effectiveness of blended learning and elearning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. MOJES: Malaysian Online Journal of Educational Sciences, 5(1), 25-36.
Greenhow, C., Graham, C. R., & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities. Educational Psychologist, 57(3), 131-147.
Harper, S. R., & Quaye, S. J. (2009). Beyond sameness, with engagement and outcomes for all. Student engagement in higher education, 1.
Haywood, J., Macleod, H., Haywood, D., Mogey, N., & Alexander, W. (2004, September). The Student View of ICT in Education at the University of Edinburgh: skills, attitudes & expectations. In Proceedings of the Association for Learning Technologies Conference (pp. 13-16). Ac. Uk/jhaywood/papers/studentviews. Pdf.
Horspool, A., & Lange, C. (2012). Applying the scholarship of teaching and learning: Student perceptions, behaviours and success online and face-to-face. Assessment & Evaluation in Higher Education, 37(1), 73-88.
Impey, C., & Formanek, M. (2021). MOOCS and 100 Days of COVID: Enrollment surges in massive open online astronomy classes during the coronavirus pandemic. Social Sciences & Humanities Open, 4(1), 100177.
Jiang, M., & Ting, E. (2000). A study of factors influencing students’ perceived learning in a web-based course environment. International Journal of Educational Telecommunications, 6(4), 317-338.
Kaliisa, R., & Michelle, P. (2019). Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education. Australasian Journal of Educational Technology, 35(6), 1-14.
Kolowich, S. (2009). Recession May Drive More Adult Students to Take Online Classes. Chronicle of Higher Education, 55(19).
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.
Kuh, G. D. (2009). What student affairs professionals need to know about student engagement. Journal of college student development, 50(6), 683-706.
La Rue, F. (2011). Report of the Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression. Human Rights Council, 16.
Magnuson, K. A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J. (2004). Inequality in preschool education and school readiness. American educational research journal, 41(1), 115-157.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online learning, 22(1), 205-222.
Mitra, S. (2000, June). Minimally invasive education for mass computer literacy. In CRIDALA 2000 Conference, Hong Kong (pp. 21-25).
Mooneyhan, A. (2012, March). Using the internet as a supplemental delivery method on university concepts of fitness classes. International Journal on E-Learning, 11(2), 181-187. Association for the Advancement of Computing in Education (AACE).
Moore, K. L., Persaud, T. V. N., & Torchia, M. G. (2018). The developing human-e-book: clinically oriented embryology. Elsevier Health Sciences.
National Center for Education Statistics. (2020). Distance learning. In The condition of education 2020 (pp. 144-145). U.S. Department of Education.
OECD., K. (2018). OECD science, technology and innovation outlook 2018. Paris: OECD publishing.
Papert, S. A. (2020). Mindstorms: Children, computers, and powerful ideas. Basic books.
Parsons, J., & Taylor, L. (2011). Improving student engagement. Current issues in education, 14(1).
Plumridge, N. (2020). Communication: Online vs. face-to-face interactions. Psychminds. Retrieved from https://www.psychminds.com/communication-online-vs-face-to-face-interactions/
Rahm, D., & Reed, B. J. (1997). Going remote: The use of distance learning, the World Wide Web, and the Internet in graduate programs of public affairs and administration. Public Productivity & Management Review, 20(4), 459-474.
Resta, P., Laferrière, T., McLaughlin, R., & Kouraogo, A. (2018). Issues and challenges related to digital equity: An overview. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 1-18).
Trowler, V., Allan, R. L., Bryk, J., & Din, R. R. (2022). Pathways to student engagement: beyond triggers and mechanisms at the engagement interface. Higher Education, 84(4), 761-777.
Warschauer, M. (2003). Demystifying the digital divide. Scientific American, 289(2), 42-47.
Xu, D., & Xu, Y. (2019). The Promises and Limits of Online Higher Education: Understanding How Distance Education Affects Access, Cost, and Quality. American Enterprise Institute.
Zhao, J. J., Alexander, M. W., Perreault, H., Waldman, L., & Truell, A. D. (2009). Faculty and student use of technologies, user productivity, and user preference in distance education. Journal of Education for Business, 84(4), 206-212.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Bernard Wiafe Akaadom, Edem Ahialey
This work is licensed under a Creative Commons Attribution 4.0 International License.
