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

Abstract

Online learning (e-learning) has emerged as one of the most effective pedagogical approaches in recent years. Despite numerous studies addressing its significance and limitations, little research has focused on the challenges involved in transitioning from face-to-face teaching without a blended approach to a complete online teaching mode during emergency situations. This study examined the challenges faced by tutors at colleges of education in Ghana in transitioning from face-to-face (conventional) teaching to a complete online teaching mode during the COVID-19 era. A mixed-methods design was employed, using questionnaires and semi-structured interviews to collect data. The data were analysed separately, and the results showed that network issues, pedagogical approaches, Learning Management Systems, and student-related factors hindered tutors from successfully delivering online instruction. The study further highlighted the blended approach as an effective strategy to facilitate a smoother and more effective transition. Based on the findings, it is recommended that educational institutions using conventional methods adopt a blended approach to support the transition to complete online teaching during emergencies. However, the study also revealed that developing online teaching and learning is costly and requires stakeholder support for successful implementation.