Transitioning from Face-to-Face to Online Instruction in the COVID-19 Era: Challenges of Tutors at Colleges of Education in Ghana

  • Emmanuel Aboagye Physical Education Department, Akrokerri College of Education, Akrokerri, Ghana
Keywords: conventional learning, blended, online learning, pedagogies, transition, approach

Abstract

Online learning (e-learning) is well established as one of the best pedagogical approaches in recent years. Despite numerous pieces of literature addressing the significance and limitations of this type of approach, little has been done on the challenges involved in the transition from the face-to-face method of teaching without a blended approach to a complete online in an emergency situation. The present study examined the challenges faced by tutors at colleges of education in Ghana to transition from face-to-face (conventional) to a complete online in the COVID-19 era. A mixed methods design was employed to gather data using questionnaires and semi-structured interviews. The data were analysed separately, and the results showed how network, pedagogies, Learning Management Systems and students' factors hinder tutors to successfully deliver online. The study further reported the blended approach as an effective method to assist the tutors for a more effective and less painful transition. Based on the findings, it is relevant for all educational institutions that use a conventional method to adopt a blended approach to help transition to a complete online in case of emergencies. However, it was revealed that online teaching and learning development is expensive, therefore, it requires assistance from stakeholders for a successful implementation.

Published
2020-08-25
How to Cite
Aboagye, E. (2020). Transitioning from Face-to-Face to Online Instruction in the COVID-19 Era: Challenges of Tutors at Colleges of Education in Ghana. Social Education Research, 2(1), 8-17. https://doi.org/10.37256/ser.212021545