Learning Mathematics Online: Pre-Service Teachers’ Competences and Challenges (Published)
Citation: Mark Mishiwo, Cephas Lokpo, Michael Donkor Adane (2022) Learning Mathematics Online: Pre-Service Teachers’ Competences and Challenges, British Journal of Education, Vol.10, Issue 2, pp. 42-55
The study sought to ascertain pre-service teachers’ ICT competence they have to undertake online learning of Mathematics as well as the challenges they encountered when they participated in online learning in Akatsi College of Education. The study used descriptive survey design. A structured questionnaire was used to collect data from two hundred and twenty-three pre-service teachers who were purposively sampled for the study. The data collected was analysed using means and standard deviations. The results of the study revealed that majority of pre-service teachers had advance computer skills that helped them used the internet for online learning as well as search for information to support the lessons they were taught online. The findings of the study also revealed that majority of pre-service teachers were proficient in communicating online using Facebook, Twitter and e-mails to support their online lessons. Besides, majority of pre-service teachers indicated that they were proficient in using online tools such as Skype, Zoom, and web video for online learning. However, only 24% and 33% of pre-service teachers were proficient in designing online content using Google drives and using electronic devices to support their online learning respectively. With regard to the challenges pre-service teachers encountered when they participated in the online lessons, majority of these pre-service teachers had difficulty connecting to internet to enable them participate in their synchronous and asynchronous online lessons. With regard to challenges, majority of pre-service teachers had difficulty accessing internet to support their online learning which affected their performance in mathematics. Pre-service teachers also failed to participate in online lessons due to high cost of data. As a result, pre-service teachers resorted to staying awake up to midnight to download and upload learning materials which affected their sleep. Consequently, it was recommended that Government of Ghana partner with telecommunication companies to provide very effective broadband internet connectivity for pre-service teachers to access to enhance online learning. Stakeholders of teacher education in Ghana ought to review the Pillar of ICT in National Curriculum Framework to enable pre-service teachers to be equipped with the skills of using electronic devices to support their online learning.
Keywords: COVID-19 pandemic, ICT competence, Pre-Service Teachers, online learning
Online Teaching and Learning: Perceptions and Readiness of Pre-Service Teachers (Published)
The study sought to evaluate pre-service teachers’ perceptions and readiness towards online learning in Akatsi College of Education. The study used descriptive survey design. A structured questionnaire was used to collect data from two hundred and twenty-three pre-service teachers who were purposively sampled for the study. The data collected was analysed using percentages, means and standard deviations. The results revealed that majority of the pre-service teachers preferred face-to-face to online method, found it difficult using online learning facilities. Majority of the pre-service teachers perceived that the use of online learning would improve their creativity in disseminating and experiencing learning. In addition, majority of the pre-service teachers did not have good internet broadband to get them connected to an online learning class. They were also distracted at homes during online lessons coupled with erratic power supply. Majority of the preservice teachers have negative perceptions and were not ready for online learning. Consequently, it was recommended that Government of Ghana invested more in the area of communication infrastructural facilities as well as partnering with telecommunication companies to provide very effective broadband internet connectivity to college servers and students at reasonable cost to facilitate online learning classes.
Citation: Mark Mishiwo, Benedicta Enid Mawuse Danku, Martha Ayivor, Florence Doe (2021) Online Teaching and Learning: Perceptions and Readiness of Pre-Service Teachers, British Journal of Education, Vol. 9, Issue 9, pp.101-113
Keywords: COVID-19, Perceptions, Pre-Service Teachers, online learning, readiness
Perception of Undergraduate Students towards the Use of Google Classroom Application for Online Learning in the 21st Century (Published)
This paperwork studied undergraduate students’ perceived ease of use and perceived usefulness towards the use of Google Classroom Application for online learning in the 21st Century. To guide the study, two objectives, two research questions and two null hypotheses were formulated. The study design implemented descriptive analytic survey. 400 level students in session 2019/2020 of Faculty of Education in University of Port Harcourt among Four Department were the study population consisting five hundred and ninety (590). Proportionate stratified sampling techniques was used to select the sample size of one hundred and seventy-five (175). 106 instruments were properly filled and returned (male 57and female 49). A self-developed instrument named ‘Google Classroom Perceive Ease and Perceive Usefulness Questionnaire (GPEUQ)’ was used in gathering data for the aim of the study. Internal consistency of the instruments was determined using Cronbach alpha method at Co-efficient of 0.78 was the interna; consistency of the instrument. The result showed students perceived ease of use mean score of 2.77508 and standard deviation of 1.04639 at mean criterion of 2.50 which implies that undergraduate students perceived the use of Google classroom app as easy to use while the perceived usefulness at the mean score of 2.94 and standard deviation of 0.99 at criterion mean of 2.50 shows that undergraduate students perceived Google classroom app as useful. The two hypotheses indicated there is no significant difference in Perceive Ease of use among male and female undergraduate students towards the use of Google classroom app as t (104) = 1.601 p >0.05, i.e., p = 0.113 is greater than 0.05 for the perceived usefulness. Recommendations by the researcher are since students finds Google Classroom Application as easy to use and very useful, teachers should develop more engaging and interactive content and use digital tools such as Google Classroom to teach. Also, teachers should learn more other digital tools which will be useful and easy for students to learn online, by so doing students will be exposed to numerous learning tools available for learning.
Keywords: Google classroom app, Perceived Ease of Use, Perceived Usefulness, online learning
A Case for Blended Learning: Integrating Massive Open Online Courses in Traditional Degree Programmes, (Published)
In 2008, when they first emerged, Massive Open Online Courses (MOOCs) were regarded as an opportunity to transform traditional education. They were expected to bring changes to the way knowledge is conceived and delivered and open the door to education that is more accessible, more affordable, more global and, at the same time, more individualized. MOOC platforms were seen as a conducive learning environment in which students could acquire new knowledge and skills in an autonomous and collaborative manner. However, despite the advantages that they offer, MOOCs have had a limited impact on higher education. The present paper will review the potential and challenges of the MOOC learning model and make a case for blended learning as a viable educational alternative.
Keywords: Higher Education, MOOCs, blended learning, online learning