E-learning implementation strategies for an ICT-challenged environment : case of the University of Ghana, Legon

E-learning implementation in higher education continues to gain prominence in both developed and developing countries, and while most universities in ICT-rich environments are exploring different ways of using ICT and multimedia resources to enhance teaching and learning, the same cannot be said about ICT-challenged environments. Nevertheless, the question of successful and sustainable e-learning implementation continues to remain a challenge, particularly in ICT-challenged environments. The primary purpose of this research was to examine policy and strategy issues that have influenced the process of e-learning implementation at the University of Ghana (UG), given that previous ICT and e-learning initiatives failed to improve teaching and learning. The argument underlying this research is that successful e-learning is based on an institution’s capacity and how effectively the available resources are mobilised, coordinated and managed to develop skills and competencies. Synthesising the theoretical models of Rogers’ Diffusion of Innovation Adoption Model (2003), Collis and Moonen’s 4-E model (2001), and other institutional experiences of e-learning implementation, this thesis argues that there are three thematic domains (Institution, People, and Technology) that e-learning implementation must focus on. The results of this research show that acquiring technology infrastructure, organising workshops, and asking users to accept and adopt e-learning is not enough to promote and achieve a successful e-learning implementation. Policies, objectives, and strategic level checklists are critical for success using the framework developed in this thesis for ICT-challenged environments

Using technology to develop transferable skills and enhance the laboratory experience in first year chemistry

Background The laboratory has the potential to be a rich learning environment for students in any science discipline. (Hofstein and Lunetta 2004) The evolving nature of the job market in the 21st century has demanded that graduates leave university equipped with a broad range of generalised attributes. From an early stage in tertiary education, laboratory classes must reflect this need by actively highlighting skills such as: communication, problem solving, critical thinking and teamwork as well as practical competency. Herein lies the problem for educators in that these skills are inherently logistically difficult to assess and require a degree of self-reflection in order to be properly developed. Thus laboratory classes, associated assessments and learning resources must be adapted to provide students with tangible evidence of their development of these skills and to provide opportunities for institutional and self-directed feedback. (Galloway and Bretz 2015) Aims This project aims to develop technology-enhanced methods to highlight and enable students to receive automatic feedback on a particular generic skill that is being assessed in a laboratory. We have two objectives in this project: • To develop pre-laboratory activities which enhance problem solving and critical thinking skills. • To develop a usable, motivating online feedback system to assist students to develop and track practical skills attainment over the course of their unit. Design and methods To evaluate the impact of the pre-laboratory activity students were asked to complete a survey, which aimed to answer the following research questions: • Did the pre laboratory activity prepare students for the laboratory practical? • Did the pre laboratory activity stimulate the students’ curiosity for the laboratory practical? To evaluate the impact of an online feedback system to develop and track practical skills we asked students to complete a survey, which aimed to answer the following research question: • Are the practical laboratory skills (and in-situ recall of practical theory) of students performing recrystallisation experiments improved by providing feedback in the form of online self-directed development exercises before subsequent attempts of those skills? We will also administer interviews with lab demonstrators about the techniques they use to teach and give feedback on practical skills as well as how they perceive students to perform specific tasks and their knowledge of specific practical theory. Results and Conclusion Preliminary data will be presented on two surveys given in semester 1 2016. Results from the first survey indicate that while students feel well prepared for the laboratory, more work is needed to stimulate their curiosity about the experimental procedure. Initial results of the second survey will provide the baseline of knowledge that students have of the recrystallisation laboratory skills in the current format. We will also gain insight from the demonstrators on how they perceive student development of practical skills. We will discuss the direction and approach we are taking in semester 2 2016 based on the preliminary data to improve and integrate feedback and assessment of practical, problem solving and critical thinking skills in the first year chemistry laboratory. References Galloway, K. R. and S. L. Bretz (2015). "Development of an Assessment Tool To Measure Students' Meaningful Learning in the Undergraduate Chemistry Laboratory." Journal of Chemical Education 92(7): 1149-1158. Hofstein, A. and V. N. Lunetta (2004). "The laboratory in science education: Foundations for the twenty-first century." Science Education 88(1): 28-54

The impact of a flipped classroom approach on student learning experience

In this paper we report on our evaluation of the impact of a flipped classroom approach on the learning experience of students undertaking an undergraduate biology course. The flipped sessions comprised pre-recorded lectures, online quizzes and in-class group activities in the course design. The success of the approach was evaluated on the basis of perceptions held by the course coordinator and students on how the new course design influenced the student learning experience. Data were collected through a student questionnaire and structured interviews with the course coordinator. Overall, the students reported a high degree of satisfaction with some elements of the flipped approach. However, some activities were less well regarded, with concerns identified by the course coordinator and students. A key finding was that elements from the model for student learning design presented in this article were correlated with student confidence, motivation and engagement. It was concluded that refinements of components of the flipped design, such as the pre-recorded lectures and the structure of the in-class sessions, may further enhance the student learning experience in this course

Educational experiences of African high school students in Perth: Findings from a community consultation exercise

One of the key targets of the 2008 Review of Australian Higher Education (“Bradley Review”) is to increase the percentage of Australian university students from low socioeconomic status (LSES) backgrounds to twenty percent by 2020. Since the publication of the Bradley Review, a broad range of equity programs and strategies targeting various LSES students to enhance their access to and participation in higher education have been implemented. While most West Australian residents from Sub- Saharan Africa (SSA) seem to fall into the LSES category, the proportion of the population participating in higher education is believed to be low. This paper presents anecdotes from a recent community consultation exercise with African high school students in Perth to understand their experiences and in particular, the manner in which this has influenced their respective post-secondary education career pathways. Following this exercise, a scientific study to explore the topic further is currently underway, while a community outreach event for encouraging the increased participation of SSA school students in higher education has been established