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Modelling the influence of antecedents of artificial intelligence on academic productivity in higher education: a mixed method approach
By Segbenya, Moses
This study examined the effect of antecedents of artificial intelligence (AI) on the productivity of academics in higher education. The study was guided by the pragmatic epistemic perspective predicated on the concurrent integrated mixed-method design used with the support of a Google softcopy version of the semi-structured questionnaire (closed and open-ended questions) to collect data from 663 academics from higher educational institutions in Ghana, Nigeria, South Africa, Mexico, Germany, India, and Uganda. The quantitative data were analysed with descriptive and inferential statistical tools while thematic pattern matching was engaged to analyse the qualitative data. The study found that academics hardly use the main AI tools/platforms, and those mainly used for research and teaching-related activities were ChatGPT, OpenAI, and Quillbot. These AI tools were used mostly for general searches for information on course-related concepts, course materials, and plagiarism checks among others. The study further revealed that challenges associated with AI usage influenced the productivity of academics significantly. Finally, the availability of AI tools was found to engender AI usage but does not directly translate into the productivity of academics. The study, therefore, recommended that the management of higher educational institutions espouse policies, and provide timely information and training on the use of AI in higher education. The policies, information, and training provided should specifically address how to adopt different AI tools for specific aspects of teaching tailored and gravitated toward catalysing the productivity of academics. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Examining stakeholders’ perception of sixty-six years of guidance service delivery in Ghana: the explanatory sequential mixed method perspectives
By Dankyi, Lydia Aframea
This study investigated stakeholder perception of sixty-six years of guidance service delivery in Ghana. An explanatory sequential mixed method was used. A total of 413 respondents were sampled from a study population of 17, 743 for the quantitative and twelve (12) participants were also sampled for the qualitative perspectives of the study. The numeric data were analysed using descriptive and inferential statistical methods, while the qualitative data were analysed using thematic content analysis and pattern matching. The study revealed that there were significantly negative stakeholder opinions regarding basic school guidance services (GS). Responsible factors included a lack of adequate and competent guidance service coordinators, a lack of remuneration for guidance service delivery, and failure to capture GS on the teaching timetable, among other factors. Therefore, it is recommended that the Ghana Education Service, representing the Government of Ghana, should employ adequate and competent guidance service coordinators to ensure effective and satisfactory service delivery. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Post-Covid Lockdown Assessment of Blended Learning Approach for Distance Education in Ghana: implications for human resource managers and curriculum implementers
By Segbenya, Moses
This study assessed the blended learning approach for distance education and its implications for human resource managers and curriculum implementers. The study used the descriptive survey design from the quantitative approach. A sample of 552 was drawn from a study population of 2208 postgraduate students pursuing their distance programme countrywide with public universities. Data was collected with a self-developed questionnaire and was analysed with Partial Least Square Structural Equation Modelling (PLS-SEM). It was found that there was a significant relationship between challenges with face-to-face and the usefulness of face-to-face, challenges with online learning intention and the usefulness of online intention (decision to continue or discontinue with online learning as against the traditional face-to-face mode). Also, there was a significant relationship between the challenges of online intentions and the usefulness of online learning; the usefulness of face-to-face and usefulness of online learning, and the usefulness of online learning and challenges with online learning. It was further found that challenges with both face-to-face sessions and online learning needed to be resolved to ensure successful blended learning for postgraduate distance learners. It was therefore recommended that the human resource managers and curriculum implementors should ensure that the right type of courses are taught on the online platform and the remaining courses are taught using the face-to-face mode. It was further recommended that more postgraduate study centres be opened to reduce challenges associated with face-to-face sessions. Also supports in terms of online tools, internet data and requisite skills should be provided to minimise challenges associated with online learning among postgraduate distance learners.
Modelling the perspectives of distance education students towards online learning during COVID-19 pandemic
By Segbenya, Moses
This study examined perspectives of distance education students on online learning based on their access gadgets (availability and functionality), online presentation or teaching methods, actual use of online learning coupled with its challenges. A quantitative approach and descriptive survey design were adopted for the study. A sample of 1061 was drawn from a study population of 44,134 distance learners across sixteen administrative regions and data collected using a questionnaire. Partial least squares structural equation modelling (PLS-SEM) was used to analyse the hypotheses of the study, and descriptive statistics were deployed to analyse students perceived challenges. The study found a statistically significant relationship between the availability and functionality of online gadgets, availability of online gadgets and online presentation methods, functionality and online presentation methods and functionality and online learning usage. Thus, these factors are necessary for successful online learning. Four main perceived challenges identified were unreliable power/electricity and internet connectivity, lack of collaboration and motivation during online learning. Therefore, it was recommended that steps are taken to resolve the perceived challenges while adopting the blended approach comprising face-to-face and online learning. The blended learning approach would enable students to adjust better and appreciate its usefulness in distance education.
Investigating the interconnectedness among elements of face-to-face tutorials in distance education
By Somuah, Beatrice Asante
Purpose: Face-to-face tutorial sessions remain an integral part of the delivery mode of distance education in Ghana. It is sometimes used as the sole mode of delivery of educational content in some distance education institutions. This study, therefore, investigated the interconnectedness of elements of face-to-face tutorials among distance education students. Design/methodology/approach: The study adopted the positivist approach and used descriptive research as a design. Simple random and stratified sampling techniques were used, and a sample of 1,491 students was drawn from a population of 44,001 across all regions of Ghana. Data were collected with a self-administered questionnaire and analysed with descriptive and inferential statistics. Findings: The study found that collaborative learning, counselling, self-directed learning, motivation and critical thinking had strong interrelationships as elements of face-to-face tutorials. Research limitations/implications: This quantitative study was limited to the views of students on the elements of face-to-face tutorials. It was envisaged, however, that the views of the tutors and administrators who conducted the face-to-face tutorials could have enriched the findings of the study. In addition, adopting a mixed design approach where both qualitative and quantitative data were collected from the participants could have given an in-depth and enriched perspective of the current study. Practical implications: Management of distance education institutions need to focus on these important elements and their inter-relationships as they might lead to improved academic and social progress among students. In addition, institutions must also organise orientations and seminars for course facilitators and new students on the need to develop commitments towards the elements of face-to-face tutorials as requirement so as to succeed on their course of study. Originality/value: This is a novel approach that will help improve the understanding of students on the importance of the activities they engage in during face-to-face tutorials. It would also help managers of institutions using face-to-face tutorials to focus on these important elements that might lead to improved academic work among students. © 2022, Emerald Publishing Limited.
Challenges and coping strategies among distance education learners: Implication for human resources managers
By Segbenya, Moses
This study examined challenges and coping strategies among distance education learners and their implications for human resources managers. The quantitative and descriptive survey design was adopted, and a sample of 1358 university students pursuing distance programmes was drawn from a study population of 44,458 distance undergraduate and postgraduate students. The data collection instrument was a questionnaire, and the data obtained was analysed with Partial Least Square Structural Equation Modelling (PLS-SEM). The study found that instructional challenges, psychlogical challenges, socio-religious challenges and institutional challenges had a statistically significant relationship with coping strategies and educational output among distance learners. Coping strategies also obtained a statistically significant relationship with educational output. The four main effective coping strategies identified among distance learners were problem-focused, emotion-focused, preventive and proactive coping strategies. It was recommended that human resource managers provide orientation, counselling on coping strategies, decent and suitable teaching and learning facilities, supply modules and communicate assessment feedback on time, and provide competent and committed course tutors to help reduce challenges faced by distance learners.
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