There is limited knowledge about the challenges of the virtual learning program, particularly from students' perspectives. The purpose of the study is to explore the challenges of virtual teaching and learning from students' perspectives. From the Decomposed Theory of Planned Behaviour's (DTPB) perspective, qualitative data from 40 private and public university students through eight focus group discussions were collected and analysed thematically. The result identified distraction, lack of socialization, lack of technical know-how and technical challenges such as unsupportive devices, and poor internet connectivity as major challenges to virtual teaching and learning. Reducing these challenges would significantly improve the effectiveness of the virtual teaching and learning program. The study contributes to theory by using DTPB to understand facilitating, control, and self-efficacy beliefs hindering the adoption of virtual learning from students' perspective.
TopIntroduction
The outbreak of the Covid-19 pandemic has negatively impacted the global economy and disrupted almost every aspect of our usual way of life culminating into unparalleled global health and economic disasters. Millions of people have died due to the pandemic since it began. For example, as of May 2023, the pandemic had claimed over 7 million lives worldwide since its emergence and had reduced global GDP by 5.7% as of first quarter 2023 (Statista, 2023). Governments around the world were somehow compelled to impose policies such as lockdowns, closure of physical (face to face) operations of enterprises, including schools, and restrictions on working hours as part of efforts to halt the spread of the pandemic. For instance, all educational institutions including higher institutions of learning had to close their doors following the governments’ instruction for all schools to close down (Coffie & Hinson, 2022). As a result, most institutions ceased regular teaching and learning, closed their campuses, and moved all instructional operations to the internet (Mahmood, 2021). For example, many higher education institutions in Ghana currently combine offline and online teaching and learning (Adzovie & Jibril, 2022; Kosiba et al., 2022; Segbenya et al., 2022; Salifu & Kojo, 2022). The findings of Adewale and Tahir (2022) also show that most institutions of higher learning in Nigeria practice both offline and online teaching after Covid-19. Similarly, the work of Gumede and Badriparsad (2022) also shows that higher institutions of learning in South Africa now combine the virtual teaching with the traditional face to face mode. Thus, though the COVID-19 pandemic has had a negative impact on educational systems in many countries around the world, one positive effect has been rapid adoption of virtual teaching and learning among higher institutions of education in developing countries. The coronavirus (Covid-19) has probably given more significant meaning to the “virtual teaching and learning revolution” worldwide, particularly in developing countries like Ghana. Although online learning is not a new concept, the massive move to online learning by schools, colleges, and universities, particularly in developing countries has been phenomenal.
Virtual teaching and learning, also known as online education, has rapidly gained popularity and become an integral part of the educational landscape. This modern approach to instruction leverages digital technology to deliver educational content remotely. While it may not fully replace traditional classroom settings, virtual teaching and learning offer numerous benefits that contribute to the enhancement of education. One of the key advantages of virtual teaching and learning is accessibility. Online education eliminates geographical barriers and allows individuals from diverse backgrounds and locations to access quality education. Students living in remote areas or those with physical disabilities can now easily participate in learning programs without the need for extensive travel or specialized accommodations. Virtual teaching and learning can also contribute to cost savings. Traditional educational institutions often involve expenses related to transportation, accommodation, and physical resources. Online education reduces or eliminates many of these costs, making education more affordable and accessible to a wider population. Additionally, virtual teaching and learning can reduce the environmental impact associated with commuting and physical infrastructure, aligning with sustainable development goals.