Abstract

Over a decade, the universities in Ghana had to turn away a large number of qualified applicants each year due to limited and deteriorating facilities. Because of this predicament, the Government of Ghana adopted distance education as a viable complement to the conventional face-to-face education. The advent of distance education has therefore necessitated the use of ICT. Information and communication technology (ICT) is a force that has changed many aspects of the way we live. The impact of ICT across such fields as medicine, tourism, travel, business, law, banking, engineering and architecture over the past two or three decades has been enormous. A number of factors have emerged to strengthen and encourage moves to adopt ICTs into classrooms and learning settings, particularly, distance education. These have included a growing need to explore efficiencies in terms of program delivery, the opportunities for flexible delivery provided by ICTs; the capacity of technology to provide support for customized educational programs to meet the needs of individual learners; and the growing use of the Internet and WWW as tools for information access and communication. However, there seems to have been an uncanny lack of influence and far less change in education than other fields have experienced. There have been a number of factors impeding the wholesale uptake of ICT in distance education at Ghana Telecom University College. These included three main factors: (i) a lack of funding to support the purchase of the technology, (ii) a lack of training among established teaching practitioners, (iii) a lack of motivation and need among teachers to adopt ICT as teaching tools in distance education. The study employs the quantitative research design to address the above problem. The study alluded to the fact ICT is indispensable in distance education and called for ICT facilities to be made available and affordable to students.

ACKNOWLEDGEMENT
First, our deepest appreciation to God Almighty for bringing us this far. We extend our profound gratitude to our supervisor, Dr Gamel Wiredu, Dean of School of Technology (SOT), Ghana Institute of Management And Public Administration for his guidance and his assistance in seeing us through this study. At times, we felt like giving up but the inspirational words of Dr Wiredu always kept us moving. Thank you very much and may the almighty God richly bless you. We sincerely thank Mr. Matthew Robertson, Victoria Robertson and Janice Emelina Naa Robertson, Mr. and Mrs. Antoh Baffoe and Mr. Asiedu for their love and support which has brought us this far. We cannot sign off without acknowledging the support we had from our numerous friends and colleagues who in one way or the other help made this research a reality.

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TABLE OF CONTENTS
ABSTRACT.........i ACKNOWLEDGEMENT.ii TABLE OF CONTENTS..iii LIST OF TABLES..v LIST OF FIGURESvi CHAPTER 1: 1.1 1.2 1.3 1.4 1.5 1.6 1.7 INTRODUCTION ............................................................................. 1

Background ....................................................................................................... 1 Statement of Problem ........................................ Error! Bookmark not defined. Research Objectives .......................................................................................... 4 Significance of the Study................................................................................... 4 Methodology ..................................................................................................... 5 Scope and Limitation......................................................................................... 6 Organization of the Study .................................................................................. 6 LITERATURE REVIEW ................................................................. 8

CHAPTER 2: 2.1 2.2 2.3 2.4

Introduction....................................................................................................... 8 Distances Learning as a Model .......................................................................... 9 History of Distance Education in Ghana .......................................................... 10 Recent Initiatives by Government .................................................................... 12

2.5 The Organization of Training at Ghana Telecom University College (GTUC) Distance Education Unit ............................................................................................ 12 2.6 2.7 Impact of ICT in Distance Learning ................................................................ 13 ICT Technologies in Distance Learning Delivery ............................................ 15 Print Technologies ................................................................................... 15 Voice/Audio Technologies ....................................................................... 16 Computer (Data) Technologies ................................................................. 17 Video Teleconferencing ........................................................................... 18

2.7.1 2.7.2 2.7.3 2.7.4 2.8

Conclusion ...................................................................................................... 19 PRESENTATION OF RESEARCH RESULTS ............................ 21 iii

CHAPTER 3:

3.1 3.2

Introduction..................................................................................................... 21 Frequency Tables ............................................................................................ 21 ANALYSIS OF DATA .................................................................... 34

CHAPTER 4: 4.1 4.2

Introduction..................................................................................................... 34 Data Analysis .................................................................................................. 34

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION............................................................................................... 42 5.1 5.2 5.3 Summary of Findings ........................................ Error! Bookmark not defined. Conclusion ...................................................................................................... 45 Recommendations ........................................................................................... 46

REFERENCES ............................................................................................................ 48

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LIST OF TABLES Table 1: Sex .................................................................................................................. 21 Table 2: Age .................................................................................................................. 21 Table 3: Marital Status .................................................................................................. 22 Table 4: Do You Have Children Currently? ................................................................... 22 Table 5: Religious Affiliation ........................................................................................ 22 Table 6: Highest Level of Education.............................................................................. 23 Table 7: Are You Currently Employed?......................................................................... 23 Table 8: If Yes, Where are You Currently Employed? ................................................... 24 Table 9: Why Did You Choose Distance Learning as Education Option? ...................... 24 Table 10: What Informed Your Decision to Choose GTUC for Distance Education? ..... 25 Table 11: What Qualification are You Currently Pursuing? ........................................... 25 Table 12: How do You Obtain Your Learning Materials Mostly? .................................. 26 Table 13: How do You Pay Towards Pursuing DE Every Semester? ............................. 26 Table 14: How often do You get in Touch with Your Instructors? ................................. 27 Table 15: Do You Have any Problem(s) with how You Receive Your Distance Programme at GTUC Distance Education Unit? ............................................................ 27 Table 16: Given the Opportunity, What Mode Would You Have Preferred the Most for Your DE? ...................................................................................................................... 28 Table 17: Are You Computer Literate? .......................................................................... 28 Table 18: If Yes, How Would You Describe Your Computer Literacy Level? ............... 29 Table 19: Do You Have a Personal Computer? .............................................................. 29 Table 20: If Yes, Indicate Type ..................................................................................... 30 Table 21: When was the Last Time You use the Internet? .............................................. 30 Table 22: How do You Consider the use of Internet Important to Academic Studies? .... 31 Table 23: Do You Have Access to the Internet?............................................................. 31 Table 24: Do You Get Easy Access to the Internet? ....................................................... 31 Table 25: How Would You Prefer to Submit Your Class Assignments?......................... 32 Table 26: Provide a Reason for Your Response ............................................................. 32 Table 27: What Do You Think can be done to Improve Distance Education using ICT? 33

LIST OF FIGURES Figure 1 Marital Status .................................................................................................. 34 Figure 2 Contact with Instructors................................................................................... 35 Figure 3 Employment Status.......................................................................................... 35 Figure 4. Reason for Choosing Distance Education ....................................................... 36 Figure 5. Preferred Mode for Distance Education .......................................................... 37 Figure 6. Computer Literacy.......................................................................................... 38 Figure 7. Computer Literacy Level ................................................................................ 38 Figure 8. Obtaining Learning Materials ......................................................................... 39 Figure 9. Submitting Class Assignment ......................................................................... 40 Figure 10. Importance of Internet to Academic Studies.................................................. 40 Figure 11. Access to the Internet.................................................................................... 41

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CHAPTER 1:
1.1 Background

INTRODUCTION

Information and communication technology (ICT) is changing many aspects of modern societies. Rathore (2008) stated that if one compares the fields of medicine, tourism, business, law, engineering and architecture, it would be noticed that the impact of ICT over the past two or three decades has been massive. The way these fields operate today is vastly different from the ways they operated in the past. However, the influence of ICT is felt less in the educational sector in developing countries than other fields as compared to developed countries.

The advent of distance education has necessitated the use of ICT. Distance education simply means obtaining knowledge and skills outside the normal traditional classroom attendance. Mugridge (1991) defines it as a form of education in which theres normally a separation between the lecturer and the learner. Teaching and learning are carried out through the aid of technology such as computer conferencing or tele-conferencing and others that bridge the physical gap.

Distance learning has successfully integrated new communication technologies several times in the past. Distance education, hitherto, known as corresponding course started in Britain to offer opportunity to the worker or those outside the country to acquire knowledge and skills. Pre- and post- independence eras witnessed mass nationals of the

Anglophone fraternity acquiring knowledge and skills from the British institutions. This phenomenon helped in the growth and development of those countries. It also helped bridge the gaps of human resources requirements. Ever growing qualified applicants population wanting to acquire knowledge/skills coupled with the competitive job market has patronized this facility to the fullest.

Over a decade, the universities in Ghana had to turn away a large number of qualified applicants every year due to limited and deteriorating facilities. Because of this predicament, the Government of Ghana had to adopt distance education as a viable complement to the conventional face-to-face education. Distance education has gone through changes in its operation moving from paper work to electronic.

The idea of distance education is, however, not new in Ghana. It used to be corresponding education: a means whereby workers and professionals upgraded themselves. Between 1990 and 1994, the Ministry of education in collaboration with the Commonwealth of leaning (COL) and the United Nations Education, Scientific and Cultural Organization (UNESCO) conducted a Survey to assess the need for Distance Education. The recommendation of the Survey compels some state owned Ghanaian universities- University of Cape Coast, GIMPA, Kwame Nkrumah University of Science and Technology (KNUST) and University College of Education -to start preparation for distance education.

Today, many universities around the world are offering distance-learning courses and the Ghana Telecom University is no exception. In recent times, a number of factors have emerged to strengthen and encourage moves to adopt ICTs into classrooms and learning settings, particularly, distance education. These include a growing need to explore efficiencies in terms of program delivery, the growing use of the Internet and WWW as tools for information access and communication and the opportunities for flexible delivery provided by ICTs (Oliver, R. and Short, G. (1996). It also includes the capacity of technology to provide support for customized educational programs to meet the needs of individual learners (Kennedy, D. and McNaught, C. (1997)). As we move into the 21st century, these factors and many others are bringing strong forces to bear on the adoption of ICTs in distance education in Ghana. 1.2 Problem statement Distance education has existed for a long time in Ghana but the current dispensation of ICT seeks to project this teaching method to provide for the education of adult population as well as those from remote locations in a new dimension but this is met with strong challenges from: i. ii. iii. Lack of funding to support the purchase of the technological materials, Lack of training among established teaching practitioners, and Lack of motivation and need among teachers to adopt ICT as teaching tools in distance education. It is hoped that if adequate infrastructure, training and motivation is provided for the use of ICT across the various instructional processes, (such as planning, production, delivery, 3

monitoring and examination) distance education would experience wholesale uptake with Ghana Telecom University College as a major player as in line with its mission and vision statements.

1.3

Research Objectives

The study seeks to: i. Examine various technologies in place that enable distance learning, and how effective they are used to manage student and teacher n activities to promote efficient learning.

ii.

Examine some of the major challenges hindering ICTs application in GTUC distance learning delivery.

iii.

Assess the means through which ICT has improved educational accessibility and greater flexibility among distance learners in GTUC.

iv.

Explore the role ICT could play in advancing distance education in GTUC and other distance learning institutions.

1.4

Significance of the Study

The study will be significant in three ways: i. First, it will show how important ICT is if distance education is to be effective in Ghana and GTUC in particular; 4

ii.

Secondly, it will also influence and shape the development of the policies and strategies among various stakeholders such as, Ghana Education Service (GES) and the Ministry of Education (MoE). Thus, the full integration of ICT into distance learning will be the ideal tool to providing equitable access to tertiary education with respect to ones location, finances and time;

iii.

Lastly, this research will also stimulate additional research, by making use of the new findings or building on the results that will be obtained.

1.5

Methodology

The study will employ the quantitative research design. The study will depend extensively on primary sources of data. Primary data will be generated from field survey of the available web tools in place that enable distance learning. This will be done with the aid of structured questionnaires. The questionnaire will consist of both closed and open-ended questions. Fifty (50) respondents will be randomly selected. The fifty (50) respondents would be made up of forty (40) students twenty (20) from GTUC, ten (10) from University of Ghana and ten (10) from GIMPA - and ten (10) officials of the distance education unit of GTUC. The respondents would be chosen using the simple random technique that would allow every member of the population an equal chance of being selected. In addition, face-to-face interviews of senior officials at the centre and the Ghana education service will be conducted. Secondary sources such as books, journals, articles, official publications, libraries, etc will also be accessed.

1.6

Scope and Limitation

The main research area of this work is the Ghana Telecom University College and the main targets of this study are the distance learning technologies that are appropriate for effective implementation of course study. More would be to concentrate on the web applications and technologies which are used and how effective these technologies help the students at the centre. How assignment, quizzes, documents, chats and conferencing is carried out to make the teaching effective and efficient will be analyzed. We will also look into user profile management, securities and access control of these technologies, which ensure that student get the best out of their studies. However, issues relating to course limitations, social isolation, employment, technology cost, software complexity, effective communication and easy accessibility to distance learning platforms will be briefly discussed.

A number of problems will be encountered in undertaking this study. The most outstanding will be the inadequate data that could have enriched the study further and enhanced the analysis greatly due to the technical nature of this study. Nonetheless, the study will try to make use of the available scanty data with circumspection. I also foresee the difficulty in getting top officials for interviewing.

1.7

Organization of the Study

The final report of the study is organized into five chapters. The first chapter centers on the introduction of the research project while the second chapter reviews literature on ICT and distance education. The third chapter will be presentation of the research results. 6

The fourth chapter will focus on analysis of the results whiles the final chapter gives attention to summary of research findings, conclusion recommendations.

CHAPTER 2:

LITERATURE REVIEW

2.1

Introduction

Geographical distance is no longer a barrier of accessing quality education as teachers and students need not be in the same space to undertake such an activity. This is due to the innovation of technologies such as teleconferencing and distance learning, which allow for simultaneous learning. Gutterman in his book ICT in Education for Development holds the view that, if given access and appropriate ICT training, the internet can also provide these groups (that is students and teachers) with an abundance of online learning material, covering a wide range of subjects that are up-to-date and produced by cutting-edge technologies (Gutterman, 2011). Thus, teachers and learners no longer exclusively rely on printed textbooks that are usually outdated especially in the developing world. Modern technology has increased accessibility to experts, professionals and leaders in the field around the world at any given time.

The government of Ghana in its recent educational reforms set up a committee to renew the educational policy of the country to respond to current trends of developments. The recommendations supported massive promotion of distance learning and it proposed the establishment of open universities and colleges in the country. Global changes also put pressure on all groups to constantly acquire and apply new skills. The International Labour Organization defines the requirements for education and training in the new

global economy simply as Basic Education for All, Core Work Skills for All and Lifelong Learning for All (Tino, 2002).

2.2

Distances Learning as a Model

A model for distance learning (DL) requires a system (a technology) and process (a way of linking resources) that makes distance learning no different from learning in the traditional classroom. The process supports a design that provides for learning, ensures maximum transfer, and is student-centred (Blustain, Goldstein, and Lozier 1999). The process provides a methodology for harnessing the DL technology taking into account learner motivation, learner styles, and learner assessment.

The teaching model for distance learning provides design factors and interaction possibilities to implement the model. Teachers gone are the days will tell you that direct experience is the best teacher. Often, classroom teachers will conduct experiments and demonstrations or have the students watch or participate in variety of experiential activities. Now technology has another tool in the classroom that allows students to do the same things as in the past. This new tool is hypermedia. One of the first steps in the process is to use the DL formula for cognitive learning which is a very simple formula. That is objectives learning process relationship to instructional media (Logan and Thomas, 2002).

Although there are enough technologies at the disposal of student, students are still grappling with the use of hardware and software programs. Previous attempts have included the development of resource centres and classrooms without walls. But, these new learning environments are, for the most part, not fully developed to create new roles for students and teachers.

2.3

History of Distance Education in Ghana

Ghana has a history in distance learning according to a final report to World Bank on Ghana capacity building in tertiary distance education (Kwapong, 2007). Kwapong holds the view that provision of distance learning predates the attainment of the countrys political independence in 1957 where some members of the educated and political elite before the pre-independence era partook in what was then called corresponding courses. A number of workers and professionals upgraded their skills and knowledge abroad through this avenue.

In mid 1980s, universities globally began looking to distance learning for a costeffective solution to the problem of limited access to tertiary education. Consequently, efforts by stakeholders received governments attention in the early 1990s. The state of affairs prompted Government and development partners to establish distance learning programmes in all the public universities in the country, thus to turn the universities into dual mode institutions. Universities in Ghana are still exploring the potentials of using distance education to address the excessive demand for tertiary education in Ghana. According to the Ministry of Education (MOE), there is fierce competition in recent 10

times with both the private and the public educational institutions now recognizing the need to promote themselves as strongly as any other commercial businesses would do in Ghanas educational sector. This has led to a phenomenal growth in the Ghanaian educational sector over past few years. University of Education (UEW) currently offers the highest enrolment in distance education in Ghana with 9851 students for 2011/2012 academic year for both southern and northern sectors respectively.

These students are spread in their 18-distance learning centres country wide representing a growth of 35.5 per cent, as against 16.6 per cent from their 2009/2010 academic year (Daily Graphic, 2011). Traditionally, workers and others upgraded their skills and knowledge through this facility.

However, there is a surge in distance education enrolment and this is attributable to the massive enrolment of Senior High School (SHS) graduates. With most universities now employing innovative technologies to offer distance learning to their Ghanaian students, most SHS graduates no longer wait for enrolment to the public universities through the mainstream as it used to happen in the 1990s.

ICT laboratories are housed in ultra modern buildings with modern facilities, with welltrained professional staff. More significantly, in addition to the public universities in Ghana, a number of private universities are also undertaking distance educations. Other

11

West African students are patronising distance education represented in the new educational facility in Ghana.

2.4

Recent Initiatives by Government

There is a strong emphasis on the role of ICT in contributing to the countrys economy by the government of Ghana. The countrys medium-term development plan captured in the Ghana Poverty Reduction Strategy Paper (GPRS I&II) and the Education Strategic Plan 2003-2015 all suggest the use of ICT as means of reaching out to the poor in Ghana. In 1982, Governments idea of using distance education for labor development resurfaced strongly and this led to the introduction of a number of distance education initiatives including modular teacher training programme (MTTP) and the presidents special initiative on distance learning to teach mathematics and science via television, radio, ICT and other electronics means.

This also suggests that, introduction of ICT into primary, secondary and tertiary education made education more affordable to the majority of Ghanaians who were economically, not privileged and could not afford the cost of higher education.

2.5

The Organization of Training at Ghana Telecom University College (GTUC) Distance Education Unit

In 2008, the Center for Communication, Media and Information Technologies (CMI) and Ghana Telecom University College (GTUC) initiated large-scale research and education

12

collaboration. The Director of GTUC, Dr Osei Darkwa and the Rector of Aalborg University of Denmark in March 2008 signed a Memorandum of Understanding (MoU). The actual collaboration started with the offering of the Masters in Information and Communication Technology (MICT) in Ghana. The programme provides students with a broad perspective on the nature of technology and how to use and apply variety of information technologies. The MICT programme is an intentional multidisciplinary continuing engineering education program giving the students knowledge and skills in the field of Information and Communication Technology (ICT). The main disciplines covered are Technology, Application and Economy. In 2010, the collaboration was extended to include a PhD programme. The composition of the student population at Ghana Telecom University College continues to change as new programmes has been introduced. The student population now comprises of other students from other African countries. In their quest to access higher education and upgrade their knowledge and skills, these people need to satisfy other non-academic engagements that they are responsible for. In this light, the institute has realized the essence of making training programmes more flexible for these people as it also ensures that accessibility is increased through the use ICT in the delivery of distance learning. Currently, all programmes are telecastvia video conferences to their prospective students that enroll on these courses.

2.6

Impact of ICT in Distance Learning

There is a growing optimism of getting enrolment into an interactive ICT-based distance learning universities. This would make it easier for a potential student to select applicable 13

courses from across the borders of a particular state or country (Darkwa and Mazibuko, 2000). New online, hands-on learning techniques are being implemented with greater emphasis on research making lifelong skills enhancement easier and affordable.

In developing countries such as Ghana, Tunisia, Zimbabwe, Nigeria and India, the distance learning method is being adopted to circumvent the space created by inadequate traditional formal education systems. Knowledge and usage of ICT among students in the developing world is also encouraging. In comparing knowledge and usage of ICT among male and female distance learners in Ghana, Kwapong reported that 77.5% of the respondents indicate that they knew what ICT was. 72% of them were men as against 46.2% woman said they were aware of search engine such as Google. 63.3% of the respondents across the region also indicated that knew how to access the internet (Kwapong, 2007). Chifwepa also reported that 32% of the respondent had skills in word processing, 25% in database searching and 20% in e-mail usages

(http://entertainment.howstuffworks.com/dtv.htm, July 2003).

However, a review of 133-distance education programme in sub-Saharan African countries by Leary and Berg (2007) has revealed that the print technologies continue to be widely used than online and web-based method of learning.

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2.7

ICT Technologies in Distance Learning Delivery

The primary idea of distance learning is concerned with a form of educational delivery where the methods of teaching and learning are separated in time and space, and technology seeks to play a significant support role in enabling this form of delivery (UNESCO, 2002).

Although distance learning/education heavily relies on information communication technology, it is more than just the technology that it relies on. Instead, it is a total system delivery. Distance education technologies can be grouped into four main categories; thus, print, voice/audio, video and computing data technologies. Each of these categories can be subdivided.

2.7.1 Print Technologies Before independence, correspondent courses were conducted using print medium such as textbook, handouts, lecture notes, study guides, workbooks, fax and others.These materials were mailed between teachers and students through the postal system. Today under the distance learning system, there has been a paradigm shift using ICT to facilities teaching and learning. Teachers conduct teaching and learning using online facilities.

Print technologies, however, remains a major factor in teaching and learning today and serve as supplements to instruction even in this period of technological advancement in

15

teaching and learning delivery. Text materials are now composed in CD/DVD format to supplement dissemination of information in teaching delivery (Cavanaugh and Wylye 2009, chapter 6). Finally, print materials serve as a backing system to online materials. The print technology is less costly and has the advantage of high comfort level, portability and readily availability while time delay and non-interactivity are the major drawbacks of these technologies.

2.7.2 Voice/Audio Technologies Audio and voice technologies play significant roles in distance learning. The use of voicemail is increasing tremendously over the past decade. With voicemail facilities (Voicemail services), students can leave messages for instructors regardless of the time, allow instructor to leave a messages for an individual or group (Cavanaugh and Wyly 2009, chapter 9).The audio files and CDs also plays a unique role in the Distance learning courses as it could be use to deliver lectures, panel discussions or give instructions to distance learner. Audio CDs and files are easyto create, reproduce and use. Another leading technology widely used in instructions delivery in distance education is audio conference. Telephone conversations between individual students are monitored and lectures could be handled at the same time via a conference call. A number of telephone lines have easy conference-calling features that allows for easy connection to different locations.

There is also the pod casting, which is a method for making digital audio and video files available on the internet in such a way that others can set their computers to 16

automatically download new chapters in a series as the lecturer post materials online. These software checks for new chapters on a regular basis and automatically download them to ones computer as soon as they become available after one subscribes to Really Simple Syndication feed (RSS). It is affordable using Audio and Technology. 2.7.3 Computer (Data) Technologies The use of internet facility had become more attractive to students or people interested in acquisition of Distance learning. Computer technologies have received enormous interest as a means of delivering distance learning in the tertiary institutions. The computer technologies such as e-mail, online collaborations and Web-based had helped in facilitating Distance learning. Sending e-mail messages today has become the commonest and cheapest means for students to communicate with instructors (Cavanaugh and Wyly 2009, chapter 8). In some cases, the entire distance-learning course is structured using the e-mail as the means of communication between both parties. E-mail also serves as a supplement audio or video technology. Many facultymembers establish bulletin boards or list servers for distance learning classes in order to facilitate the interactions among the students.E-mail communication is a transmission technique, meaning that they do not take place simultaneously between the sender and the receiver. However, synchronous communications are possible through online chat, shared whiteboards, and

videoconferences. Two or more people at different places can exchange messages at the same time. As each type his or her message, the other(s) can see the messages on a shared screen. For example, instructors will establish virtual office hours, during which they will be available to chat with any students who may have questions.

17

The well-known World Wide Web (www) has also opened a completely new arena for distance learning courses and the access to remote resources. As an improvement to education, teachers can position relevant websites for students to discover or have students conduct searches for information related to a specific topic. This computer technology does not offer assurance in performance and virus can easily attack hardware and software of the system. However, computer technologies offer high levels of communication and allow self-paced instruction. It is also less expensive and creates worldwide access between students and instructors.

2.7.4 Video Teleconferencing Video Teleconferencing is a communication technology that permits users at two or more different locations to interact by creating a face-to-face meeting environment (Carl 2003). Classroom lectures are established without creating extra traffic on the system no matter how many students wish to view the lecture. An alternative to the classroom lecture broadcast allows each user to sign in to a web page and create a new multimedia stream to their computer or workstation. This allows the student to view the classroom lecture from a remote position.

The advantage of using Video conferencing is that it saves an agency time and travel costs without leaving homes or offices. Effective lectures can therefore reach several students who might not otherwise be able to come together. Video Teleconferencing reduces the need for holding several lectures in different geographic areas, thereby 18

decreasing public involvement costs, particularly students time and travel. It often enables instructors to interact with students when such an opportunity would not exist otherwise, due to distance and schedule concerns. This particular system can handle approximately 15 students for one lecture (15 multimedia streams), but not 15 classes of 15 students each (225 multimedia streams). Multicasting reduces this volume of traffic to one multimedia stream per class and thereby allowing the students of the 15 classes to see the lecture on the network (Carl 2003). With the collaboration of advanced computer hardware and software combined with amazing communication modules, video Teleconferencing has made a positive impact on the face of business and communications worldwide.Video Technology allows distance learning and collaboration to enhance the educational or work environment. The difficulty with this type of technology is that, it is one-way conversation. The lecturer presents the material to the students and the students cannot react by asking questions unless a separate e-mail or web page is established allowing questions to be submitted to the instructor.

2.8

Conclusion

The challenges faced by Government to meet the demands of ever increasing qualified candidates who could not enter the Nations Tertiary institution due to limited facilities is being addressed through the operation of Distance learning programs. Records available indicate that as at 2010/2011 academic year, over 30,000 Ghanaians have been enrolled and pursuing various programmes at the institution organizing the

19

Distance Learning that is University of Ghana (LEGON), Kwame Nkrumah University of Science and Technology (KNUST), Ghana Telecom University College (GTUC) etc.

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CHAPTER 3:

PRESENTATION OF RESEARCH RESULTS

3.1

Introduction

The study employed the quantitative research design and generated data from field survey. This was done with the aid of structured questionnaires. The questionnaire consisted of largely closed questions. Fifty (50) respondents made up of forty (40) students twenty (20) from GTUC, ten (10) from University of Ghana and ten (10) from GIMPA - and ten (10) officials of the distance education unit of GTUC were randomly selected using the simple random. The result is further presented below:

3.2

Frequency Tables Table 1: Sex Frequency Percent 36.0 64.0 100.0 Valid Percent Cumulative Percent 36.0 64.0 100.0 36.0 100.0

Valid

Female Male Total

18 32 50

From the Table 1, eighteen (18) respondents representing 36% interviewed were female, whiles thirty-two (32) respondents representing 64% were male. Table 2: Age Frequency 22 19 9 50 Percent 44.0 38.0 18.0 100.0 Valid Percent 44.0 38.0 18.0 100.0 Cumulative Percent 44.0 82.0 100.0

Valid

18-25 26-39 40-47 Total

21

Table 2 shows that twenty-two (22) of the respondents representing 44% were between the ages of 18 and 25. Nineteen (19) of them representing 38% were between 26 and 39 years whiles nine (9) respondents representing 18% were between 40 and 47.

Table 3: Marital Status Frequency 29 17 4 50 Percent 58.0 34.0 8.0 100.0 Valid Percent 58.0 34.0 8.0 100.0 Cumulative Percent 58.0 92.0 100.0

Valid

Single Married Divorced Total

The above table shows that 29 respondents (58%) were single, 17 respondents (345) whiles 4 respondents (8%) were divorced.

Table 4: Do You Have Children Currently? Frequency 17 33 50 Percent 34.0 66.0 100.0 Valid Percent Cumulative Percent 34.0 34.0 66.0 100.0 100.0

Valid

Yes No Total

Table 4 indicates that seventeen (17) of the respondents (34%) had children with thirtythree (33) of them representing 66% not having children.

Table 5: Religious Affiliation Frequency Christian 40 Valid Moslem 10 Total 50

Percent 80.0 20.0 100.0

Valid Percent Cumulative Percent 80.0 80.0 20.0 100.0 100.0

22

Table 5 shows forty (40) of the respondents representing 80% being Christians whiles ten (10) of them were Moslems representing 20%.

Table 6: Highest Level of Education Frequency 6 2 39 2 49 1 50 Percent 12.0 4.0 78.0 4.0 98.0 2.0 100.0 Valid Percent 12.2 4.1 79.6 4.1 100.0 Cumulative Percent 12.2 16.3 95.9 100.0

Secondary Vocational Tertiary Valid If other, specify (University) Total Missing System Total

From table 6, six (6) of the respondents highest level of education was secondary representing 12%, two (2) of them was vocational representing 4%, thirty-nine (39) of them representing 78% was tertiary with two (2) being other representing 4%.

Valid

Yes No NA Total

Table 7: Are You Currently Employed? Frequency Percent Valid Percent 38 76.0 76.0 11 22.0 22.0 1 2.0 2.0 50 100.0 100.0

Cumulative Percent 76.0 98.0 100.0

Table 7 shows that thirty-eight (38) respondents representing 76% were employed whiles eleven (11) respondents representing 22% were unemployed. One (1) respondent representing 2% did not answer the question.

23

Table 8: If Yes, Where are You Currently Employed? Frequency Percent Valid Percent Cumulative Percent Valid Public/civil 18 36.0 46.2 46.2 service Private sector 18 36.0 46.2 92.3 Self employed 3 6.0 7.7 100.0 Total 39 78.0 100.0 Missing System 11 22.0 Total 50 100.0 From the table above, eighteen (18) of the respondents representing 46.2% each were employed in the public/civil service and private sector, whiles three (3) of the respondents representing 7.7% were self employed.

Table 9: Why Did You Choose Distance Learning as Education Option? Frequency Percent Valid Percent Cumulative Percent Accessibility 6 12.0 12.2 12.2 Flexibility 39 78.0 79.6 91.8 Valid Cost 3 6.0 6.1 98.0 Other 1 2.0 2.0 100.0 Total 49 98.0 100.0 Missing System 1 2.0 Total 40 100.0 Table 9 indicates that six (6) respondents 12.2% choose distance learning due to accessibility, thirty-nine (39) representing 79.6% due to flexibility, three (3) representing 6.1% due to cost whiles one (1) representing 2% was due to other reasons.

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Table 10: What Informed Your Decision to Choose GTUC for Distance Education? Frequency Percent Valid Percent Cumulative Percent Valid Accessibility 6 12.0 12.2 12.2 Flexibility 33 66.0 67.3 79.6 Cost 9 18.0 18.4 98.0 Others 1 2.0 2.0 100.0 Total 49 98.0 100.0 Missing System 1 2.0 Total 50 100.0 From table 10, six (6) respondents 12.2% choose GTUC for distance education due to accessibility, thirty-three (33) representing 67.3% due to flexibility, and nine (9) representing 18.4% due to cost whiles one (1) representing 2% was due to other reasons.

Table 11: What Qualification are You Currently Pursuing? Frequency 1 24 24 1 50 Percent 2.0 48.0 48.0 2.0 100.0 Valid Percent 2.0 48.0 48.0 2.0 100.0 Cumulative Percent 2.0 50.0 98.0 100.0

Valid

Doctorate degree Masters degree Bachelor degree Certificate Total

From the above table, one (1) respondent representing 2% was studying for a doctorate degree, twenty-four (24) representing 48% each studying for masters and bachelor degrees respectively with one (1) respondent representing 2% studying for a certificate.

25

Valid

Table 12: How do You Obtain Your Learning Materials Mostly? Frequency Percent Valid Percent Cumulative Percent I collect from 21 42.0 42.0 42.0 specific points Given out during 1 2.0 2.0 44.0 class I get them from the 25 50.0 50.0 94.0 internet Other: specify (provided by 3 6.0 6.0 100.0 school) Total 50 100.0 100.0

Table 12 indicates that twenty-one (21) respondents representing 42% obtain their learning materials mostly from specific points, one (1) respondent representing 2% from the class, twenty-five (25) representing 50% from the internet and three (3) of them representing 6% from other sources provided by the school.

Table 13: How do You Pay Towards Pursuing DE Every Semester? Frequency Percent Valid Percent Cumulative Percent 100-300 1 2.0 2.1 2.1 300-600 12 24.0 25.0 27.1 Valid 600-900 23 46.0 47.9 75.0 900 + 12 24.0 25.0 100.0 Total 48 96.0 100.0 Missing System 2 4.0 Total 50 100.0

Table 13 shows that one (1) respondent representing 2% paid between 100 and 300 Ghana cedis every semester for pursuing distance education, twelve (12)respondents representing 25% paid between 300 and 600 Ghana cedis, twenty-three (23)respondents

26

representing 47.9% paid between 600 and 900 Ghana Cedis whiles twelve (12)respondents representing 25% paid 900 Ghana Cedis and above.

Valid

Missing Total

Table 14: How often do You get in Touch with Your Instructors? Frequency Percent Valid Percent Cumulative Percent Once a month 18 36.0 36.7 36.7 Every week 25 50.0 51.0 87.8 If other, specify 5 10.0 10.2 98.0 NA 1 2.0 2.0 100.0 Total 49 98.0 100.0 System 1 2.0 50 100.0

Form the table above, eighteen (18) respondents representing 36.7% had contact with their instructors once a month, twenty-five (25)respondents representing 51% every week, five (5)respondents representing 10.2% indicated other with one (1) respondent representing 2% not answering.

Table 15: Do You Have any Problem(s) with how You Receive Your Distance Programme at GTUC Distance Education Unit? Frequency Percent Valid Percent Cumulative Percent Yes 15 30.0 31.2 31.2 Valid No 33 66.0 68.8 100.0 Total 48 96.0 100.0 Missing System 2 4.0 Total 50 100.0

From table 15, fifteen (15) respondents representing 31.2% indicated they have a problem with the way they received their distance programme at GTUC whiles thirty-three (33)respondents representing 68.8% indicated that they had no problem(s).

27

Table 16: Given the Opportunity, What Mode Would You Have Preferred the Most for Your DE? Frequency Percent Valid Percent Cumulative Percent Meeting in virtual 23 46.0 46.9 46.9 classroom for lessons Receiving lessons via an 19 38.0 38.8 85.7 Valid electronic media If other, specify(both of 6 12.0 12.2 98.0 the above) NA 1 2.0 2.0 100.0 Total 49 98.0 100.0 Missing System 1 2.0 Total 50 100.0

Table 16 indicates that twenty-three (23)respondents representing 46.9% prefers meeting in virtual classroom for lessons, nineteen (19)respondents representing 38.8% prefer receiving lessons via an electronic media, six (6) respondents representing 12.2% prefer other modes with one respondent representing 2% not answering.

Valid

Missing Total

Yes No NA Total System

Table 17: Are You Computer Literate? Frequency Percent Valid Percent 47 94.0 95.9 1 2.0 2.0 1 2.0 2.0 49 98.0 100.0 1 2.0 50 100.0

Cumulative Percent 95.9 98.0 100.0

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From table 17, forty-seven (47) respondents representing 95.9% were computer literates with one respondent representing 2% not being computer literate whiles one (1)respondent representing 2% did not answer

Table 18: If Yes, How Would You Describe Your Computer Literacy Level? Frequency Percent Valid Percent Cumulative Percent Very high 19 38.0 38.8 38.8 Fairly high 26 52.0 53.1 91.8 Valid Low 2 4.0 4.1 95.9 Very low 2 4.0 4.1 100.0 Total 49 98.0 100.0 Missing System 1 2.0 Total 50 100.0

Table 18 shows that nineteen (19)respondents representing 38.8% had very high computer literacy rate, twenty-six (26)respondents representing 53.1% had fairly high computer literacy whiles two (2) respondents each had low and very low computer literacy level representing 4.1% respectively.

Valid Missing Total

Table 19: Do You Have a Personal Computer? Frequency Percent Valid Percent Cumulative Percent Yes 36 72.0 73.5 73.5 No 13 26.0 26.5 100.0 Total 49 98.0 100.0 System 1 2.0 50 100.0

From the above table, thirty-six (36)respondents representing 73.5% had personal computers with thirteen (13) respondents representing 26.5% not having personal computers.

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Valid Missing Total

Laptop Desktop Total System

Table 20: If Yes, Indicate Type Frequency Percent Valid Percent Cumulative Percent 31 62.0 83.8 83.8 6 12.0 16.2 100.0 37 74.0 100.0 13 26.0 50 100.0

From table 20, thirty-one (31) respondents representing 83.8% have laptops whiles six (6) respondents representing 16.2% had desktop computers.

Valid

Missing Total

Table 21: When was the Last Time You use the Internet? Frequency Percent Valid Percent Cumulative Percent Last month 1 2.0 2.0 2.0 2 weeks ago 2 4.0 4.1 6.1 1 week ago 35 70.0 71.4 77.6 I don't 3 6.0 6.1 83.7 remember Today 7 14.0 14.3 98.0 NA 1 2.0 2.0 100.0 Total 49 98.0 100.0 System 1 2.0 50 100.0

Table 21 indicates that one (1)respondent representing 2% used the internet last month, two (2)respondents representing 4.1% two weeks ago, thirty-five (35)respondents representing 71.4% a week ago, seven (7)respondents representing 14.3% today, three (3)respondents representing 6.1% did not remember with one (1) respondent representing 2% not answering.

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Table 22: How do You Consider the use of Internet Important to Academic Studies? Frequency Percent Valid Percent Cumulative Percent Very important 43 86.0 87.8 87.8 Fairly important 5 10.0 10.2 98.0 Valid Less important 1 2.0 2.0 100.0 Total 49 98.0 100.0 Missing System 1 2.0 Total 50 100.0 From the above table, forty-three (43)respondents representing 87.8% consider the use of internet important to academic studies, five (5)respondents representing 10.2% saw it to be fairly important, and one (1) respondent representing 2% seeing it to be less important.

Valid Missing Total

Table 23: Do You Have Access to the Internet? Frequency Percent Valid Percent Cumulative Percent Yes 42 84.0 85.7 85.7 No 7 14.0 14.3 100.0 Total 49 98.0 100.0 System 1 2.0 50 100.0

Table 23 shows that forty-two (42)respondents representing 85.7% had access to the internet with seven (7)respondents representing not having access to the internet.

Valid

Missing Total

Table 24: Do You Get Easy Access to the Internet? Frequency Percent Valid Percent Cumulative Percent Home 14 28.0 29.2 29.2 Office 14 28.0 29.2 58.3 Internet caf 12 24.0 25.0 83.3 Other 8 16.0 16.7 100.0 Total 48 96.0 100.0 System 2 4.0 50 100.0

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Table 24 indicates that fourteen (14) respondents representing 29.2% had access to the internet at home, another fourteen (14) respondents representing 29.2% at the office, twelve (12) respondents representing 25% at internet caf whiles eight (8) respondents representing 16.7% indicated other.

Table 25: How Would You Prefer to Submit Your Class Assignments? Frequency Percent Valid Percent Cumulative Percent Via e-mail 41 82.0 83.7 83.7 In person 7 14.0 14.3 98.0 Valid Both of the 1 2.0 2.0 100.0 above Total 49 98.0 100.0 Missing System 1 2.0 Total 50 100.0

Table 25 shows that forty-one (41) respondents representing 83.7% preferred to submit their class assignment via e-mail, seven (7)respondents representing 14.3% in person whiles one (1)respondent representing 2% preferred both.

Table 26: Provide a Reason for Your Response Frequency Percent Valid Percent Cumulative Percent Cheap, convenient and 39 saves time I will prefer to see my tutor when there are 7 some difficulties and for explanations Total 46 System 4 50 78.0 84.8 84.8

Valid

14.0

15.2

100.0

Missing Total

92.0 8.0 100.0

100.0

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Table 26 shows that thirty-nine (39)respondents representing 84.8% saw their preferred way of submitting their assignment as cheap, convenient and time saving whiles seven (7)respondents representing 15.2% preferred to see their tutors when there were some difficulties and for explanations.

Table 27: What Do You Think can be done to Improve Distance Education using ICT? Cumulative Frequency Percent Valid Percent Percent Encourage more tertiary and other 38 76.0 86.4 86.4 institutions to go for distance Valid learning Availability of ICT 6 12.0 13.6 100.0 infrastructure Total 44 88.0 100.0 Missing System 6 12.0 Total 50 100.0 From table 27, thirty-eight (38) respondents representing 86.4% called for the encouragement of more tertiary and other institutions to into distance learning whiles six (6) respondents representing 13.6% called for the availability of ICT infrastructure.

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CHAPTER 4:

ANALYSIS OF DATA

4.1

Introduction

Geographical distance is no longer an obstacle to obtaining an education. Given access and appropriate ICT training, the internet can provide students and teachers with an abundance of online learning material, covering a wide range of subjects that are up-todate and produced by cutting-edge technologies. The analysis is conducted using the raw data collected that has been presented in Chapter three to show the importance or otherwise of ICT in distance education.

4.2

Data Analysis

DIVORCED 8%

MARRIED 34%

SINGLE 58%

Figure 1 Marital Status

Looking at Figure 4.1, one would say that married people are engaging themselves in the Distance Education programme. During the interview, the married commented that they

34

are able to have enough time with their families. This is one of the cardinal features of distance education. They do not go for lectures as regular as the full time students do. When asked how often they got in touch with your instructors, about 87.8% claimed once a month or every-week. Referring to the Figure 4.2 below, we can see that truly the married would at least get some time to spend with their families and other pressing issues. They do not need to attend lectures daily as spelled out in the Figure 4.2
IF OTHER, SPECIFY 10% NA 2%

ONCE A MONTH 37%

EVERY WEEK 51%

Figure 2 Contact with Instructors

NO 22%

YES 78%

Figure 3 Employment Status

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The Figure 4.3 above indicates however, that our respondents are mostly employed. Combining work and education is very difficult to achieve unless the system is design purposely for this. Distance Education has enabled full time workers to have access to education. These students are not required to sacrifice the whole week (Monday-Friday) for lectures but weekends and sometimes Fridays. What this means is that workers are able to upgrade their skills whiles still in employment. One need not quit or resign from his/her employment in order to get education.
COST 6% OTHER 2% ACCESSIBILITY 12%

FLEXIBILITY 80%

Figure 4. Reason for Choosing Distance Education Most of our respondents (about 91.8%) have chosen Distance Education option because of its accessibility and flexibility. As stated, it is the accessibility and the flexibility factored in the Distance Education that encouraged married and employed (very busy) people to have time to pursue their academic goals. It is about bringing education to ones doorstep. People working in all occupations have this accessibility and flexibility to pursue their academic careers.

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IF OTHER, SPECIFY( BOTH OF THE ABOVE) 12% RECEIVING LESSONS VIA AN ELECTRONIC MEDIA 40%

MEETING IN VIRTUAL CLASSROOM FOR LESSONS 48%

Figure 5. Preferred Mode for Distance Education From Figure 4.5, about 85.7% of the respondents attest to prefer virtual classroom and electronic medium lessons. This comes down to accessibility and flexibility this students would enjoy out of their busy schedules as far as their employment is concerned. All these media are enhanced through the adoption of ICT since they are based on the internet and the use of computers. For the students to fully appreciate the use of ICT in Distance Education, their computer literacy level should be appreciable. Referring to figure 4.6 below, about 94% of our respondents are computer literates. This we think is an appreciable level of students having to go through Distance Education with ICT enhancement.

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NO 2%

YES 98%

Figure 6. Computer Literacy

LOW 4%

VERY LOW 4% VERY HIGH 39%

FAIRLY HIGH 53%

Figure 7. Computer Literacy Level From figure 4.7, majority of our respondents (about 92%) have high computer literacy. It is one of the basic requirements for the running of the Distance Education programme since it is ICT enhanced. This indicates that distance learners are able to use ICT in their education and therefore would be their preferred mode for their studies.

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OTHER: SPECIFY (PROVIDED BY SCHOOL) 6% I GET THEM FROM THE INTERNET 50%

I COLLECT FROM SPECIFIC POINTS 42%

GIVEN OUT DURING CLASS 2%

Figure 8. Obtaining Learning Materials It is indicated in the Figure above that, even though the traditional way of having access to lecture materials is very significant. Nevertheless, getting lecture materials through the internet takes grounds. About 50% for accessibility of lecture materials prefer the internet against about 42% preferring collection at specific points. When we mention accessibility of lecture materials through the internet, we are directly referring to sharing information. In this era of technology, it is not surprising that many distance learners prefer receiving materials via the internet. This is because a number of distance learners are workers and would not have time for collecting materials in person thereby making the internet the obvious choice. This clearly shows the significant role is playing in distance studies.

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IN PERSON 14%

BOTH OF THE ABOVE 2%

VIA E-MAIL 84%

Figure 9. Submitting Class Assignment The importance of ICT in Distance Education is clearly felt and indicated by the students in Figure 4.9. Most of these students prefer to submit their assignment through emailing. One would ask what the benefits are to the students using this mode of communication. Obviously, cost and time saving are achieved.
FAIRLY IMPORTANT 10% LESS IMPORTANT 2%

VERY IMPORTANT 88%

Figure 10. Importance of Internet to Academic Studies When the respondents were asked whether they considered the internet important to their academic studies, over three-quarters (88%) answered in the affirmative as shown in Fig 4.10. This indicates the extent to which students are prepared to use ICT for their education as compared to the traditional mode of face - to - face tuition. 40

OTHER 17% INTERNET CAF 25%

HOME 29%

OFFICE 29%

Figure 11. Access to the Internet When the respondents were asked if they had easy access to the internet, a quarter of them indicated they had access using the internet caf whiles 29% said they had access at home and the office respectively. This is an indication that majority of them do access the internet with ease.

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CHAPTER 5:

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

5.1

Summary of findings
INSTRUCTIONAL PROCESSES IN DISTANCE EDUCATION

Process planning Production

Elements of the process Course team meeting Printed material AV Radio program TV program VCD program E-learning materials

Need for ICT Face to face Good ICT production centres

Delivery

Radio broadcasting TV broadcasting Satellite Broadcasting Video on Demand E-learning

Good ICT Infrastructure

Monitoring

Face to Face Tutorial On line tutorial

ICT

Examination

Supervision of examination Grading Grade Report

Face-to- face ICT ICT

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Student barriers: Problems and barriers encountered by the student fall into several distinct categories; costs and motivators, feedback and teacher contact, student support and services, alienation and isolation, lack of experience, and training. Faculty barriers: Faculty experience problems such as lack of staff training in course development and technology, lack of support for distance learning in general, and inadequate faculty selection for distance learning courses. Sometimes the coursework for traditional and distance students is the same. Often it is not. There can be a lot of up front effort in designing distance learning material. This can impose a burden on teachers who already have material for traditional classrooms. Computers, video equipment, communications software, and the like, present challenges and frustrations. Faculty must know how to the use these technologies if they are to teach distance courses. Training students and staff, particularly in troubleshooting problems, is imperative to success in technical distance learning.

Organisational barriers: Student and teacher concerns represent the human aspects of distance programs. Organizational problems, especially infrastructure and technology problems, also present challenges. Faculties who teach distance education courses need organizational and administrative support from the institution. Funding should be provided to create an administrative unit that is to be responsible for managing the program. Institutional leaders must be committed to distance programs. Marrs (1995) agrees when he says, "Without this support, distance education is at risk of becoming a peripheral activity, without commitment from or significance to the institution." (p. 21)

Course considerations: The last area of concern lies in the distance courses themselves. Institutions must consider course standards, curriculum development and support, course content, and course pacing in developing distance learning programs. Impact on what is learned 43

1. 2.

Competency and performance- based curricula Information literacy Impact on how students learn

1. 2.

Students centred learning Supporting knowledge construction

Impact on when and where students learn 1. 2. Any time learning Any place learning

Issues on expansions 1. Pool of students Pool of teachers Cost of education

Important role of ICT in the areas of teaching, continuing education, library services and support services

1. 2. 3. 4.

Teaching: Direct media, E-learning, printed materials etc Continuing education: Direct media, E-learning, printed materials etc Library: Virtual library, library network, branch library and campus library Support services: Registration monitoring, Tele-Banking Audiotex, use of ICT

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5.2

Conclusion

Information and communication technology (ICT) is a force that has changed many aspects of the way we live. The impact of ICT across such fields as medicine, tourism, travel, business, law, banking, engineering and architecture over the past two or three decades has been enormous. However, there seems to have been an uncanny lack of influence and far less change in education than other fields have experienced. The advent of distance education has therefore necessitated the use of ICT. Distance learning has successfully integrated new communication technologies several times in the past. Distance education hitherto known as corresponding course started in Britain to offer opportunity to the worker or those outside the country to acquire knowledge and skills. The post- independence era is witnessing mass nationals of the Anglophone fraternity acquiring knowledge and skills from the British institutions. This phenomenon has helped in the growth and development of those countries. It also helped bridge the gaps of human resources requirements.

Over a decade, the universities in Ghana had to turn away a large number of qualified applicants each year due to limited and deteriorating facilities. Because of this predicament, the Government of Ghana adopted distance education as a viable complement to the conventional face-to-face education. Between 1990 and 1994, the Ministry of education in collaboration with the Commonwealth of leaning (COL) and the United Nations Education, Scientific and Cultural Organization (UNESCO) conducted a Survey to assess the need for Distance Education. The recommendation of the Survey 45

compelled some state owned Ghanaian universities- University of Cape Coast, GIMPA, Kwame Nkrumah University of Science and Technology (KNUST) and University College of Education -to start preparation for distance education. Distance education has gone through changes in its operation moving from paper work to electronic. A number of factors have emerged to strengthen and encourage moves to adopt ICTs into classrooms and learning settings, particularly, distance education. These have included a growing need to explore efficiencies in terms of program delivery, the opportunities for flexible delivery provided by ICTs; the capacity of technology to provide support for customized educational programs to meet the needs of individual learners; and the growing use of the Internet and WWW as tools for information access and communication. As we move into the 21st century, these factors and many others are bringing strong forces to bear on the adoption of ICTs in distance education in Ghana.

5.3

Recommendations

Based on the findings, this study would like to suggest the following four recommendations. i. FACILITIES/INFRASTRUCTURE: The world is going through technological changes and day in and day out innovations and technology are emerging in the Information communication Technology. The Government should therefore assist Distance Learning Operators to acquire modern equipment to enhance technology and learning. Tele-centres should be expanded and equipped to meet the changing environment.

46

ii.

AFFORDABILITY OF ICT MATERIALS: Personal computers play a significant role in the distance learning program. The cost of personal computers be it laptops or desktops are very expensive and beyond the means of the average Ghanaian student. It is therefore recommend that the Government reduce the import duty on Information Communication Technology materials particularly computers in order to make it affordable. The Government should also to partner private sector for information communication Technology Assembly at a reduce cost.

iii.

INSTRUCTORS: Government should liaise with Donor partners for Scholarship Scheme for instructors to go on periodic training programmes for updates of skills and knowledge. This would enhance their competence level and make them more efficient and effective.

iv.

COURSE FEES: The Distance learning program was instituted as a means to solve the teething problem of qualified candidates who could not gain admission to our tertiary institution due to limited facilities. The course fees charged by Distance learning operators are currently too costly. It is therefore recommend to the Government to subsidize the course fees to attract, more candidates.

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REFERENCES
Journal articles/Reports: Darkwa, O. and Mazibuko, F. (2000) Creating Virtual learning communities in Africa, Challenges and Prospects, First Monday (5) 8:1-2. Davis, F. D. (1989) Perceived usefulness, perceived ease of use, and user acceptance of information technology, MIS Quarterly, September Kennedy, D. and McNaught, C. (1997) Design elements for interactive multimedia, Australian Journal of Educational Technology, 13(1). Kwapong, O. A. T (2007) Widening access to tertiary education for woman in Ghana through distance education, Turkish online journal of distance education, 8(4) 65-69. Leary, J. and Berge, Z. (2007) Successful distance education programmes in subSaharan Africa, Turkish online Journal of distance education-TOJDE, 8(2), pp. 136145. Ma, Q., and Liu, L. (2004) The technology acceptance model: A Meta analysis of empirical findings, Journal of Organizational and End User Computing, 16(1). Mangesi K. (2007) Abstract, Survey of ICT and education in Africa, Ghana report. Mugridge, I. (1991) Distance education and the teaching of science, Impact of Science on Society, 41 (4), 313-332. Oliver, R. and Short, G. (1996) The Western Australian Telecentres Network: A model for enhancing access to education and training in rural areas, International Journal of Educational Telecommunications, 2(4). Teo, T. S. H., and Pok, S. H. (2003) Adoption of WAP- enabled mobile phones among Internet Users, Omega, 31 Venkatesh, V. and Davis, F. D. (2000) A theoretical extension of the technology acceptance model: Four longitudinal field studies, Management Science, 46(2).

Books: Cavanaugh C and Wyly L. (2009) A teachers guide to distance learning, Florida Centre for Instructional Technology, College of Education,University of South Florida, Tampa, Florida.

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Marshall B. How Digital Television Works. UNESCO, (2002) Information and Information communication technology in distance learning: Specialized training materials, Paris, UNESCO, pp 4-9.

Book sections: Blustain, H., Goldstein, P. and Lozier, G. (1999) "Assessing the New Competitive Landscape," in Dancing with the Devil, (Katz R. N. and Associates), Jossey-Bass Publishers, San Francisco. Logan K. and Thomas, P. (2002) Learning Styles in Distance Education Students Learning to Program, in Kuljis J., Baldwin, L. and Scoble R., Proc. PPIG 14.

Unpublished works: Animesh, S. R. (2008) The Influence of Gender and Ethnicity on the use of ICT in Higher Education: A Case of Arts and Social Sciences Students in University Malaya, A thesis presented to the faculty of the Center for International Studies of Ohio University In partial fulfilment of the requirements for the degree Master of Arts. Carl J. W (2003), System Evaluation of Hardware and Software for Streaming MultiMedia Server for Using the Multicasting Protocol, thesis submitted to the Naval Postgraduate School, 2003

Internet Sources and Newspapers: Daily Graphic, UEW Admits 4640 Students January 17, 2011, pg 11. Gutterman, B. etal: White Paper ICT in Education for Development. http://unpan1.un.org/intradoc/groups/public/documents/gaid/unpan034975.pdf, retrieved January 10, 2011.http://entertainment.howstuffworks.com/dtv.htm. July 2003. http://unesdoc.unesco.org/images/0012/001293/129395e.pdf retrieved on 4th January, 2011. http://www.ctif.aau.dk/CTiF+PhD+Programme/Ghana+joint+PdD+programme/ Tino L. V. (2002) ICT in Education, http://www.apdip.net/publications/iespprimers/ eprimer-edu.pdf retrieved on 12th January, 2011 49

Comments: 1 The tables marked red are wrong because the sample size has changed to 40 when questions are only directed to students, since the methodology stated 10 officials who are not students. Hence the frequency is 40. 2 All other parts marked Red should be considered inappropriate. 3 All green inceptions are new considerations.

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