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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