Elements of Working Conditions and Retention of Course Tutors in Distance Education in Ghana

This study examined the relationship between elements of working conditions and retention of course tutors facilitating distance academic programmes in Ghana. The descriptive cross-sectional survey design from the quantitative approach was adopted for the study. A sample of 612 tutors was drawn with the help of simple random and stratified sampling techniques from a study population of 2,700 from two public universities in Ghana—the University of Cape Coast and the University of Education, Winneba. The study adopted the Partial Least Square Structural Equation Modelling technique for the analysis of the results. It was found that elements of working conditions, such as compensation, workload and welfare, had a statistically and significant relationship with retention of course tutors. In conclusion, compensation, workload and welfare influence retention of part-time academic staff in distance education programmes in Ghana. Therefore, it was recommended that the management of the two universities should introduce attractive compensation and welfare packages for their course tutors facilitating their distance education programmes. It was also suggested that tutors assist in the enrolment drive for students, since more students lead to better working conditions through the workload as an element of working conditions.&nbsp

Occupational Health and Safety Challenges at the Examinations Unit of the College of Distance Education (CoDE), University of Cape Coast (UCC): A Descriptive Analysis

Occupational health and safety (OHS) is a major issue of concern in higher educational settings especially due to the large volumes of printing during examinations. The purpose of this study is to assess the OHS practices at the Examinations Unit of CoDE and the challenges thereof. In a mixed method framework, the study uses descriptive survey research design to analyse the OHS issues. Stratified and purposive sampling techniques are used to select 106 respondents from a total population of 180 for the study. Semi-structured questionnaire is used to collect quantitative data which are analysed using frequency counts, percentages and mean of means while interview guide is employed to solicit qualitative responses which are transcribed and thematically analysed. The study reveals that most respondents (about 93 percent) are not aware of OHS policies being formulated and enforced at the workplace. About the same number of respondents are unaware of relevant provisions in the Workmen’s Compensation Act 1987 (PNDCL 187) and Ghana Labour Act, 2003 (Act 651). As a result of unsatisfactory OHS practices and non-existing policies/regulations, respondents are exposed to numerous forms of hazards: safety, biological, ergonomic, physical, mechanical and psychological. The study recommends that management should initiate action to formulate and implement an OHS policy; invest in OHS performance; organise sensitisation workshops for staff and evaluate the policy implementation process periodically. Keywords: Occupational Health and Safety, Examinations Unit, College of Distance Education, University of Cape Coast DOI: 10.7176/JEP/12-36-06 Publication date: December 31st 202

E-Learning resulting from Covid-19 pandemic: A conceptual study from a developing country perspective

The outbreak of corona virus (covid-19) pandemic has brought changes in the way a lot of things are done. All campus-based (traditional) learning in almost all affected countries came to a halt. Most schools have switched to online modes of teaching and learning. Even though infrastructure that propels e-learning is lacking in most developing countries like Ghana, schools are forced to adopt various forms of e-learning such as the use of social media platforms in order to conclude syllabi and complete semesters as well as school terms already begun. The purpose of the study was to examine the perception of students regarding the new modes of learning introduced by their schools, bearing in mind issues of digital divide which exist in Ghana. Partially, the study sought to explore gender differences in accessing and using e-learning platforms. Also, Internet availability and accessibility to students as well as reliability were considered. Finally, the relevance of social media usage in deploying e-learning solutions was explored. In this study, first, the authors employed a qualitative inquiry with a specific focus on document analysis as well as experts’ opinions in order to ascertain the antecedents and consequences of e-learning in a developing country. Lastly, we conceptualised a research model for a future quantitative research design that could take into consideration a survey from at least three different tertiary institutions in Ghana and analyse using a multivariate analysis or the partial least square and structural equation modelling (PLS-SEM). This initiative could help validate the proposed conceptual model of the study. The literature review revealed that developing countries were ill-prepared regarding the adoption of e-learning solutions as one major alternative to traditional teaching and learning. The emergence of covid-19 pandemic has exposed to a large extent, the lack of adequate facilities and technology for the implementation of e-learning solutions, especially in institutions of higher learning in Ghana. Again, the literature revealed a contrary finding to the notion that there is a vast gap in accessing e-learning solutions regarding gender. Finally, the literature showed that social media platforms could be the future of e-learning, especially in developing countries. Research implications have been discussed in relation to e-learning in developing countries. © European Conference on Social Media, ECSM 2020