Keyword: emergency remote teaching

ABSTRACT: This study evaluates the adoption of Moodle learning management system (LMS) for emergency remote teaching during the COVID-19 era by colleges of education (CoE) teachers in Ghana. The research highlights the level of experience of CoE teachers in their use of e-learning applications as well as the factors that influence their acceptance of Moodle LMS within the Unified Theory of Acceptance and Use of Technology framework. Three research questions guided the study: 1. What is the level of experience of CoE teachers in the use of e-learning applications? 2. What is the influence of performance expectancy, effort expectancy, and social influence of teachers on their behavioral intention to use Moodle LMS? 3. What is the influence of Facilitating Conditions, Service Quality, and Behavioral Intentions on teachers’ Use Behavior of Moodle LMS? The study used a descriptive cross-sectional survey approach to assess the experiences of CoE teachers in their use of e-learning applications as well as their behavioral intentions, and actual usage behaviors concerning Moodle. The quantitative approach was used to collect and analyze data. The findings reveal that social influence played the most crucial role in shaping educators’ behavioral intentions towards using Moodle, while performance expectancy and effort expectancy have a lesser impact. The study highlights the need to prioritize the service quality of learning management systems in CoEs. This can include routine system updates, intuitive user interfaces, and effective technical support to provide a smooth experience for educators. Recommendations are provided to enhance the adoption and utilization of Moodle, emphasizing the need for targeted professional development and improved infrastructural support. Implications of the results for understanding Moodle LMS adoption in emergency remote teaching contexts are discussed.

ABSTRACT: This research aimed to examine the extent to which pre-service teachers utilize video conferencing applications for learning purposes. It further sought to find the most used applications for video conferencing and the challenges that pre-service teachers are confronted with in the use of video conferencing for lectures. A multi-stage sampling method was employed to choose 340 participants for this research. A questionnaire and interview guide facilitated the collection of both quantitative and qualitative data for the study. The quantitative data was analyzed using frequency, percentages, mean, standard deviation, independent sample t-test, and one-way ANOVA, while the qualitative data was analyzed using content analysis with narrative discussion. The study found that most pre-service teachers mostly used the Zoom app for live video conferencing. However, the lack of internet data bundles remained the major challenge for students when they engaged in online video conferencing. Furthermore, the study revealed no significant difference in the readiness for online synchronous video conferencing lectures with respect to gender, age, and program of study. The study recommended the creation of academic online communities for every semester course and the institution of a minimum number of hours of online video conferencing for every semester course to promote blended learning in colleges of education. In light of the findings, practitioners do not require additional eLearning expertise and separate tools to implement online synchronous video conferencing lectures based on these demographic variables.