Move to Online Learning during COVID-19 Lockdown: Pre-Service Teachers’ Experiences in Ghana

Ugorji I. Ogbonnaya, Florence C. Awoniyi, Mogalatjane E. Matabane

Abstract


The coronavirus pandemic (COVID-19) has brought another dimension to teaching and learning across the levels of education. The lockdown imposed in many countries to curtail the pandemic forced many institutions of learning to shift to the online mode of teaching and learning. Using a descriptive survey research design, this study explored the online learning experiences of pre-service teachers at a Ghanaian university during the COVID-19 lockdown. The study focused on the pre-service teachers’ preparedness for online learning in terms of their digital literacy and technological devices used for online learning, their positive online learning experiences, and the challenges they encountered learning online. The findings suggested that the pre-service teachers were digitally literate and mostly accessed online learning using smartphones. Besides, online learning enabled them to communicate and collaborate actively with their course mates and lecturers. It was found that the flexibility of online learning increased the students’ motivation to learn. However, poor internet connectivity, the high cost of data, erratic power supply, lack of appropriate devices, inability to effectively manage their time, and family interruptions were some of the challenges experienced by the pre-service teachers.

https://doi.org/10.26803/ijlter.19.10.16


Keywords


Coronavirus; COVID-19; E-learning; online learning; pre-service teachers

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References


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