INTRODUCTION

Ghana’s commitment to education is reflected in its government expenditure, of which 24 percent

is spent on education. Ghana’s Education Strategic Plan for 2003-2015 laid out a number of

policies to further improve access to and quality of basic education, including through increased

provision of teaching and learning materials, improved teacher recruitment, preparation, and

deployment, and the development of a reliable student assessment system.(

www.worldbank.org/education/saber :)

Various governments in Ghana past and present have seen the use of ICT as one most single tool

that can help lavage the lot of Ghanaians in all sphere of their lives thereby promoting various

programmes as such as free laptops for students, building of ICT centers at both basic to the tertiary

level, incorporation of ICT in the curricula and syllabi at all levels of the educational sector and

promotion of national science and ICT policy, the e-government national policy( Education

Strategic Plan –2003-2015).

E-Learning is a broad term generally used to refer to web-based learning, online learning, blended

learning, networked learning, distributed learning, flexible learning, etc. However, it is still

emerging as a specialized field of education. Analyzing the various definitions of eLearning, for

the purpose of this study, eLearning has been defined as use of online technologies for performing

teaching and learning in any of the three manners such as: completely online, blended learning

(mix of face-to-face and online), and use of online as supplementary to face to-face for some

activities(Pulist. S.K, 2013).

In African and Ghana in particular the use of open and distance learning technologies to provide

accessible, affordable as well as cost effective and flexible learning to senior high school learners

including adults who were unable to complete high school has been one of the main theme of

educational policies. Many scholars, educationists, policy-makers and governments as well as non-

governmental organisations all over the world and Africa have been celebrating the enormous

benefits and advantages offered by I.C.T and the internet to help improve education in their

countries.

The World in 2013: ICT Facts and Figures report by International Telecommunication Union

shows in 2013, 41% of the world’s households are connected to the Internet. Half of them are in

the developing world, where household Internet penetration has reached 28%.Between 2009 and

2013, Internet penetration in households has grown fastest in Africa, with annual growth of 27%,

followed by 15% annual growth in Asia and the Pacific, the Arab States and the CIS. In 2013, the

total number of fixed-broadband subscriptions in developing countries surpasses those in

developed countries. As services are becoming more affordable, fixed-broadband uptake has

shown strong growth and by 2013, there are almost 700 million fixed-broadband subscriptions,

corresponding to a global penetration rate of 9.8%. (International Telecommunication Union,

February 2013a).

All these impressive progress shows that Africa and as well as Ghana are having the potential to

tap into eLearning to help solve the myriad of educational challenge’s such as lack of classroom,

teachers, teaching and learning materials, financial constriants,transactional/transportation cost,etc

with the adoption of eLearning or virtual learning environment.

E-learning when combined with traditional face-to-face instruction offers significant experience

on the part of both faculty and students as well as when blended learning fuses e-learning or Virtual

Learning Environment (VLE) with other delivery techniques to come up with an excellent learning

experience. (Chua C.and Montalbo J.20014, Grey.2006, Zafra et al.2011, Hayati D.2012) all

concluded in their studies that e-learning approach can be used effectively and efficiently to

facilitate learning and to improve the students’ motivation and performance, positive feedback

from students and teachers, satisficed learning experience etc. The said authors believe that e-

learning or Virtual Learning Environment (VLE) when combined with traditional instruction

delivery poses meaningful returns in an educational institution.

As we enter the twenty-first century, the world is in the midst of a great turning as we adopt and

adapt to the technological capabilities that allow information and communication to be distributed

anywhere/anytime. The ubiquity and multiplicity of human and agent communication, coupled

with tremendous increases in information production and retrieval, are the most compelling

characteristics of the Net-based culture and economy in which we now function. The famous quote

from Oracle Corporation, “The Net changes everything,” applies directly to the formal provision

of education. Institutions that formerly relied on students gathering in campus based classrooms

are suddenly able (and many seem eager) to offer their programming on the Internet. Similarly,

institutions accustomed to large-scale distance delivery via print or television are now being asked

to provide more flexible, interactive, and responsive Net-based alternatives. (Terry Anderson

&Fathi Elloumi: Theory and Practice of Online Learning)

E-LEARNING IN SIKKIM MANIPAL UNIVERSITY (SMU)

Two decades ago technologies as VLE or virtual learning environment were introduced to the

world. They have been used in many aspects of human life and have had dramatic changes on

human life, especially education. These technologies have initiated new possibilities into the fields

of education. The role of the teacher, the nature and context of learning, as well as the function

and relative importance of contents of the courses have all been challenged and redefined

accordingly.( Daryoosh Hayati,2012).

Established in 1995, Sikkim Manipal University is a public-private partnership between the

Government of Sikkim and Manipal Education. With a student strength of nearly 1,77,000, the

institute offers distance education across 11 broad disciplines aided by 65 core faculty members

and over 6,500 mentors. The disciplines include Information Technology, Management,

Hospitality Management, Journalism and Mass Communication, Biotechnology, Bioinformatics,

Apparel & Fashion Designing, Allied Health Sciences, Telecom, Commerce and Fire & Safety.

EduNxt, technology infused learning system that transforms Distributed Learning, thus moving

the education paradigm from being ‘faculty-centric’ to a ‘learner-centric’ one.The Next Generation

Platform of Learner Centric Pedagogy.EduNxt platform has been launched by the Sikkim Manipal

University in order to bring to the students the convenience of the new generation education at

their door-steps. The portal is itself a store-house of innumerable resources for helping the students

right from the aspect of examination preparation towards the enhancement of the employability

skills. The EduNxt portal takes help of the new generation information and communication

technology in order to give the students the feel of campus education in an online medium and to

replicate the campus experience. It is an online medium that the students can access 24 hours a

day and can prepare for the examinations and also can enhance their skill levels. EduNxt combines

academic rigour and a personalised learning environment along with SMU-DE’s hybrid learning

delivery system with its flexibility, convenience, and accessibility to offer a “first of its kind”

learning environment in India.

EduNxt virtual learning environment is unique in the following manner:

Online Mentoring Sessions,Blogs,Discussion Forum, OnSync Web Conferencing, Instant

Messaging, Modes of Course Delivery through EduNx,Softcopy SLM PowerPoint Presentations

e-SLM,Glossary,Quizzes,EduNxt Articles, Model QP,Animations Videos, Cases & Caselets,

METHODOLOGY

The purpose of this study is to determine students’ satisfaction with the use of world-renowned

edunxt virtual learning platform in learning with students who are enrolled in Master of Science,

Bachelor of Science in information technology, business administration, and journalism at Sikkim

Manipal University Ghana campus. This study employed both quantitative and qualitative research

methods in data collection with descriptive tools in assessing students’ satisfaction with the use of

world-renowned edunxt virtual learning platform in learning.

The survey strategy was used with the administration of questionnaires to the respondents.

According to Andrea V.Spata(2003 p.226) “surveys are self-report questionnaires that enable

researcher’s to assess people’s attitudes,opinions,valuesbehaviours,likesand dislikes, demographic

characteristics which allow participants to response to various questions or stimuli.” The final draft

of questionnaires were given to faculty members who are experienced in questionnaire preparation

to evaluate the reliability, validity and relevance to the problem under studies ( Muhammet

Demirbilek,2010,Chua& Montalbo,2014). A four point Likert scale was used to score the items

ranging from strongly agree, to strongly disagree with the questions group in terms of user

satisfaction on content, learning community, interface and usefulness as well as ease of use by

students.

PARTICIPANTS AND DATA COLLECTION

The questionnaires were administered to 80 students in this study from various departments to get

an unbiased sample representation with 100% returned rate but only 69 valid questionnaires were

used for the data analysis that represent 86% of the total sample due to rejection of 11

questionnaires based systematic errors. Data gathered were analysed with SPSS and interpreted

using descriptive statistical tools such as mean, standard deviation, and independent two-tailed T

test to establish any significance relationship between the variable (Neuman w.Lawrence,2006,

Loraine Blaxter, Christina Hughes and Malcolm Tight,2006).

RESULTS AND DISCUSSION

Respondents’ Profile (Age, Gender, and Experience)

The demographics results of the participants (table 1) shows that 48(69.6%) of the respondent are

males and the remaining 21(30.4%) are females. This result is in line with the Ghana government

higher educational figures for gender disparity and one major policy drive of government for

gender equality in education. The percentage confirms Education Strategic Plan, 2010 which seeks

to increase the gap between female and males ratio in higher institutions from 35%:65% to

50%:%)% by 2020.Several other studies in distance and e-learning have revealed that women are

under-represented in most of these courses and institutions (Osei.C. K. and Mensah.J. A,2011,

Przymus,2004 and Plummer,2002). The majority of the respondents (58%) were within the age

range of 25 and 35 years while (30.7) were 25 and below,(4.3%) were aged 35-55 years and above.

The availability of distance, online and e-learning educational and technologies influence older

people to pursue higher education ( Opoku K.A.,& Luu Yin,2010, Dubios,2003). Table 1 shows

that in terms of experience, most of the respondents44 (63.7%) have no previous experience in

using any e-learning platforms.

Table 1: Demographics of Respondents (N=67)

Variables Frequency Percentage(%)

Gender

Male 48 69.6

Female 21 30.4

Age (years)

18-25years 26 37.7

25-35years 40 58.0

35-45years 2 2.9

45-55years 1 1.4

Above 55years 0 0

Prior VLE Experience

No experience 44 63.7

With experience 25 36.3

Students’ Satisfaction on the Use of Edunxt VLE by (Age, Gender, and Experience)

The finding from table 2 shows there is no significant difference for all the categories with the t-

test analysis of age of respondents and their satisfaction with the use of edunxt vle.This results

revealed that Sikkim Manipal University’s edunxt platform truly deserves the awards won as one

of the best in the wolrd. According to Marc Prensky,(2001), older students can compete with

today’s so called digital natives and have the same satisfaction through appropriate content,

interface design of online games and learning tools.

Table 2 – Comparing the Age

Categories 25 & below (n=26) 25 & above(n=43)

M SD M SD T Sig. (2-tailed)*

Learner Interface 3.50 0.38 3.49 0.43 1.27 0.239

Learning Community 3.28 0.30 3.21 0.34 1.301 0.262

Content 3.56 0.42 3.01 0.39 1.088 0.694

Usefulness 3.30 0.32 3.29 0.34 0.196 0.892

*degrees of freedom: 67 * Significant difference at 0.05 level (p < 0.05)

Students’ Satisfaction on the Use of Edunxt VLE by Gender

The results of the t-test for gender (Table 3) did not also show any clear significant difference on

all four demissions of the edunxt vle under study.these results adds more support to other studies

that revealed no significant difference between males and females on their satisfaction with

technology use in teaching and learning (Mike Thelwall &Kayvan Kousha,2013, Cheng,2011

Majeed 2011).

Table 3 – Comparing the Gender

Categories Male(n=22) Female(n=45)

M SD M SD T Sig.(2-tailed) *

Learner Interface 3.49 0.45 3.52 0.42 -0.324 0.868

Learning Community 3.24 0.32 3.11 0.32 -0.453 0.563

Content 3.03 0.34 3.24 0.30 -1.686 0.089

Usefulness 3.56 0.38 3.32 0.42 -1.096 0.462

*degrees of freedom: 67 * Significant difference at 0.05 level (p < 0.05)

Students’ Satisfaction on the Use of Edunxt VLE by Experience

Table 4 shows the T-test comparative result of the respondents with no experience and those with

previous e-learning experience along the four areas of the edunxt vle. Two major categories

showed a significant difference when subject to T-test statistical analysis namely Learner Interface

and Content. The level of significance difference shows that experienced users of virtual learning

environment expect more in-depth content that may cover more than the course ware and

curriculum as indicated by the significant difference in the scores for no experience group

(M=2.89,SD= 0.40) and the experience group(M=2.36SD=0.43) conditions; t(67)=5.056,

p=0.0000008, (p < 0.05).

The summary of mean, standard deviations and T-test (Table 4) revealed there was a significant

difference in the scores for no experience group (M=3.49,SD= 0.40) and with experience

group(M= 3.18,SD= 0.43) conditions; t(67)= 2.9, p=0.009, (p < 0.05).as with any activities those

with experience become more familiar with the system as a results of coming into contact with

others similar systems making it difficult to be satisfied. E-learning interface developers and

designers should try to come up with superior and quality interface.

According to Pokuaa Juanita 2011, interface dimension is very important especially for

experienced learners. “The Interface Design dimension addresses factors related to the user

interface of each element in the BL program. The interface has to be sophisticated enough to

integrate the different elements of the blend. This will enable the learner to use each delivery type

and switch between the different types. The usability of the user interface will need to be analyzed

and issues like content structure, navigation, graphics, and help also can be addressed in this

dimension”

Table 4 – Comparing the Experience

Categories No experience (n=25 ) With experience(n=44)

M SD M SD T Sig. (2-tailed) *

Learner Interface 3.49 0.40 3.18 0.43 2.984 0.009*

Learning Community 3.04 0.32 3.45 0.46 1.085 0.086

Content 2.89 0.40 2.36 0.43 5.056 0.0000008*

Usefulness 3.19 0.29 3.13 0.35 0.542 0.842

*degrees of freedom: 67 * Significant difference at 0.05 level (p < 0.05)

Students’ Satisfaction on the Use of Edunxt VLE by Dimension

From the summary of respondents reply, the information in (Table. 5) below shows the satisfaction

of respondents in all the four dimensions of edunxt as an effective teaching and learning tools to

supplement face-to-face teaching. All the responses from the participants indicated that students

are truly satisfied with the edunxt VLE as all statements recorded ranged from agree to strongly

agree showing the high acceptance of the system.

The descriptive statistic results from (table 5) under content(2.57-3.54), usefulness(3.05-

3,31),learning interface(3.08-3.54) and learning community(3.58-3.348) dimensions illustrated

similar range of weighted means of the overall student satisfaction of the edunxt VLE. The content

categories had the lowest range of responses (Table 5) which means although students are satisfied

with the amount of information on courseware, content update and improvement will be a

welcomed idea. Moreover, informal interview conducted with respondents because of this low

rating of edunxt VLE content, which in comparism with other e-learning platforms is superior,

revealed that students want more input from local mentors in content development. This findings

are supported by (Chiaha.G.T U.,Uzoamaka.J.E. &Ezeudu.F.O,2013,). Erik M. van Raaij and

Jeroen J.L. Schepers (2006) in their study of Chinese MBA students use of another international

vle concluded that well designed virtual learning platforms is very effective teaching tools

regardless of socio-cultural,gender,age factors. They stated, “This is reassuring for (Western)

educational institutions who wish to internationalize their programs and use their home-grown e-

learning systems to support programs abroad”.

Under the dimension of learning community, the weighted means range from (3.58 to 3.348).the

students high rate satisfaction with the learning community category is not surprising due to the

numerous features of edunxt VLE platform such as Online Mentoring Sessions,Blogs,Discussion

Forum, social media, Instant Messaging, live chats. The socialization, collaboration, participation,

sharing and interactive processes which is very important to the learning process, reflection and

outcome encouraged cooperative group learning/sharing of ideas bringing a high rate of

satisfaction and enjoyable students learning experience(Buus, L.2012).

Quigley, (2006 p.4) concluded with this statement” So what is the point of distance technologies

in teaching and learning? For students, the technologies can offer a wider variety of learning

resources, and the opportunity to learn at their own pace in a learning space shared with people

they wouldn’t normally get the chance to meet”, in a study conducted in which over 60% of

students wanted to use the online system to get to know people from other parts of the world

through the social learning concepts of collaboration, participation and sharing, concepts that are

embedded and well aligned with edunxt VLE.

The interface and ease of use weighted mean range of (3.08-3.54) indicates the overwhelming

satisfaction for the interface and ease of use category by students. This is interpreted to mean that

there is significant correlation between the effects of interface, ease of use on initial user

acceptance and sustained usage of educational systems students. Studies by Venkatesh, 2000,

Davis 1989; Sanders & Manrodt, 2003, Ramayah & Lo,2007 cited by Samsudin Wahab, Kaled

Al-Momani, and Nor Azila Mohd Noor,(2010) attest to these views.

Table 5 – Students’ Satisfaction on the Use of Edunxt VLE

Statements Weighted Mean Interpretation

(Learner Interface)

1. I like the look and feel of the edunxt VLE. 3.54 Strongly Agree

2. The edunxt (VLE) Colors, background and layout are appropriate. 3.16 Agree

3. The edunxt (VLE) Buttons and links are well-placed. 3.08 Agree

4. The edunxt (VLE) Fonts (style, color, saturation) are easy to read. 3.15 Agree

5. The edunxt (VLE) is easy to navigate. 3.37 Agree

6. The edunxt (VLE) is user-friendly. 3.30 Agree

7. I am satisfied with the interface of the edunxt VLE. 3.48 Strongly Agree

Learning Community

8. The edunxt VLE makes it easy for you to discuss questions with. 3.05 Agree

9. The edunxt VLE makes it easy for you to access the shared 3.31 Agree

10. The edunxt VLE makes it easy for you to discuss questions with 3.22 Agree

Content

11. The edunxt VLE system makes it easy for you to share what. 2.57 Agree

12. The edunxt VLE provides up-to-date content. 3.44 Strongly Agree

13. The edunxt VLE provides content that exactly fits your needs. 3.12 Agree

14. The edunxt VLE provides sufficient content. 3.19 Agree

15. The edunxt VLE is appropriate and is presented in a structured. 3.32 Agree

16. The edunxt VLE is simple and understandable. 3.54 Strongly Agree

17. The duration of the edunxt VLE is just right. 3.23 Agree

18. I am satisfied with the content of the edunxt VLE. 3.40 Agree

Usefulness

19. The edunxt VLE can improve students’ performance. 3.58 Strongly Agree

20. The VLE can enable students’ to accomplish tasks more 3.50 Strongly Agree

21. The edunxt VLE can improve teaching. 3.48 Strongly Agree

22. The edunxt VLE can make assignments/tasks easily done. 3.50 Strongly Agree

23. The edunxt VLE is useful in my course. 3.55 Strongly Agree

Finally, the overall weighted mean of (3.28) coupled with the informal interview asking students

about their general rating of edunxt VLE system in which (87%) of the students said they will

recommend the Sikkim Manipal University distance education to friends and colleagues because

of the flexibility, anywhere, any-time, superior interface, social interactive nature of edunxt as a

major factor can confidently be interpreted as a satisfied learner using edunxt (Marković-Mirjana

Radović, 2010). according to Rasiah(2014) web 2.technologies in education “created a more

positive and less-threatening learning environment which enhanced the students’ engagement and

learning experience while creating a stronger rapport between each other and with the lecturer”

CONCLUSION AND RECOMMENDATIONS OF THE STUDY

It undeniable fact that science and technology is the way to go for Africans and other developing

world to catchup with the rest of the world in it socio-economic development. Technology have

revolutionized the way the 21st generation think, work and live their lives and it will continue to

influence the world in all sphere of their life.

The application of technology in education in Ghana is fairly recent but great strives have been

made from the primary to the higher institutions of learning in the form of provision of computers,

broadband services, laptops for students, building as well as upgrading of existing facilities, and

training of staff, e-curriculum as well as inculcating ICT in the syllabus of schools just to name a

few. According to the honourable minister for education Alex Tettey-Enyo January 2009, keynote

address stated, “The Government of Ghana is committed to the transformation of the agro-based

economy of Ghana into an information rich and knowledge-based economy and society using the

tools of Information and Communication Technology (ICT).

The results from this study is quite illuminating as it throws more light on the effectiveness of

using ICT tools as powerful, efficient solution to the myriad of challenges facing higher education

in Ghana(Asabere.N.Y.2013a, Traxler, J. 2005, Ally, 2009, Garito. M.A.2013). The government

has acknowledged the need for ICT training and education in the schools, colleges and universities

and the improvement of the education system as a whole. The deployment of ICT into Education

will result in the creation of new possibilities for learners and teachers to engage in new ways of

information acquisition and analysis. ICT will enhance access to education and improve the quality

of education delivery on equitable basis. The Government is therefore committed to a

comprehensive programme of rapid deployment and utilization of ICT within the Education Sector

to transform the education system and thereby improve the lives of our people” (ICT in education

policy, November 2008 p.4).

This study has illustrated that the acceptance of virtual learning platform as an effective learning

tools to supplement face-to-face teaching in Ghana is in the right direction and can bring enjoyable

learning experience to students if well planned, developed and implemented. (Cobcroft Rachel,

2006). Secondly, analysis of results revealed that employing web 2. Technology promises great

successes when adequate preparation is made in its implementation. Third, numerous virtual

learning systems already in use in Ghana should be encouraged and other higher institutions in

Ghana helped to adopt these new technologies to improve learning and

teaching(Zhang,Song&Burston,2011).finally it was found out that virtual learning platforms can

be effectively for technical programmes such as computer science and information technology.

In placing this study in a wider academic context, some drawbacks will invariable be highlighted

in such studies. One, larger sample size and participants from both private and public institutions

of higher educations in Ghana should be conducted as this study concentrated on only one private

university. Two, more studies is needed in Ghana to ascertain the impact on other courses. Third

most research is focused on higher institutions of learning in Ghana but I believe the time has come

for shifting focus to senior high education. Another serious recommendation for Sikkim Manipal

University is the integration of mobile learning component into their existing e-learning platform

as results of the high penetration rate and usage of mobile devices by students in Ghana and the

growing use of mobile learning in the educational sphere all over the world. (Asabere.N.Y.2013b,

Kruger.M and Bester.R 2014).

The World in 2014: ICT Facts and Figures report by International Telecommunication Union

released in April 2014, the new figures show that, by the end of 2014, there will be almost 3 billion

Internet users, two-thirds of them coming from the developing world, and that the number of

mobile-broadband subscriptions will reach 2.3 billion globally. Fifty-five per cent of these

subscriptions are expected to be in the developing world. The number of mobile-broadband

subscriptions reaches 2.3 billion, with 55% of them in developing countries. Africa leads in

mobile-broadband growth as mobile-broadband penetration in Africa reaches close to 20% in

2014,up from 2% in 2010 (International Telecommunication Union,2014b).

To sum it up, teachers, e-learning developers, educational administrators, government and all

others stakeholders in the educational sector needs to cooperate and work together for a sustained

improvement and positive impact of e learning to succeed in Ghana.

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