Evaluating the Impact of Online Teaching Resources in Higher Education During the COVID-19 Pandemic
DOI:
https://doi.org/10.54536/jeteli.v2i2.7635Keywords:
College Tutors, COVID-19 Pandemic, Digital Learning Platforms, Higher Education, Online TeachingAbstract
The COVID-19 pandemic significantly disrupted traditional teaching and learning processes in higher education, necessitating the rapid adoption of online instructional delivery resources. This study evaluates the impact of online teaching resources on instructional delivery among tutors in Colleges of Education in Northern Ghana during the COVID-19 pandemic. The study employed a descriptive survey design, with data collected from 100 tutors selected through purposive sampling across ten Colleges of Education. Data were gathered using a structured questionnaire administered and analyzed using descriptive statistics. The findings revealed that several online instructional resources were available to tutors during the pandemic, with Zoom (98%), Telegram (90%), Microsoft Teams (85%) and Google Classroom (60%) being the most commonly used platforms. Tutors utilized these resources primarily for delivering online lectures, sharing course materials, conducting e-assessments, providing feedback to students and completing course outlines during school closures. The results further indicated that the use of online teaching resources positively influenced instructional delivery by enhancing flexibility in teaching, improving tutors’ digital competencies, facilitating collaborative learning and ensuring the continuity of academic activities. The study concludes that online instructional delivery resources played a critical role in sustaining teaching and learning during the pandemic and recommends increased institutional support and continuous professional development for tutors to enhance effective integration of digital technologies in higher education
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