Tutor perception on personal and institutional preparedness for online teaching-learning during the COVID-19 crisis: The case of Ghanaian Colleges of Education

Alexander Obiri Gyampoh, Henry Kwao Ayitey, Charles Fosu-Ayarkwah, Seth Akyea Ntow, Joseph Akossah, Miracule Gavor and Dimitrios Vlachopoulos

African Educational Research Journal
Published: August 10 2020
Volume 8, Issue 3
Pages 511-518
DOI: https://doi.org/10.30918/AERJ.83.20.088

Abstract

This paper looks at Ghanaian Colleges of Education tutors’ perception on the personal and institutional preparedness for online teaching-learning during the COVID-19 crisis. The study selected 24 tutors from 9 Colleges of Education (CoEs) in the Eastern and Greater Accra Regions. 7 CoEs are in Eastern while 2 are in Greater Accra. Using the convenience sampling technique, 24 tutors were selected as the accessible population. The research design used was the qualitative with a semi-structured interview conducted over the telephone because of social distancing. The data collected was analysed manually. The results indicate that only 33.3% of the respondents could teach confidently online, while 66.7% needed more training to confidently deliver lessons online. Furthermore, none of the 9 colleges had policies on online teaching even though each college had at least 16 policies regarding the good governance of the colleges. It is therefore recommended that tutors of CoEs should be given support in ICT and online skills and competencies through continuous training.

Keywords: COVID-19, emergency remote teaching, Colleges of Education, teachers’ perceptions.

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