The adoption of the first online teaching and learning in the Ethiopian postgraduate classes during COVID-19: From public university instructors’ perspectives in the Amhara Region

Abstract

Online teaching and learning focus on the dissemination of knowledge and information to students who reside in different geographical locations. After the COVID-19 pandemic, online teaching and learning became a popular strategy in all higher learning institutions around the world to continue the interrupted teaching and learning process while keeping physical distance. There is, as yet, a dearth of research on the adoption of online teaching and learning in postgraduate classes in Ethiopia. This study aimed to explore the adoption of the first online teaching and learning in Ethiopian post-graduate classes during COVID-19 at public universities in the Amhara Region. To do this, a descriptive survey design with a mixed research approach was employed, and data were collected through online classroom observation, questionnaires and interviews. In doing so, 283 instructors participated in the study through comprehensive sampling from three public universities in the quantitative phase and 15 instructors, serving as members of the Academic Council, were selected purposively in the qualitative phase. Combined data analysis revealed the existence of online teaching and learning practices with differences in adoption. Universities in Amhara Region should give attention to instructors’ online teaching and learning practices in postgraduate programs.

Keywords:

• teaching
• learning
• online teaching
• higher education
• Ethiopia

PUBLIC INTEREST STATEMENT

Globally, online teaching and learning has become a popular strategy in all higher learning institutions following COVID-19 to continue the interrupted teaching and learning process while keeping physical distance. Like developed countries, developing countries identified online teaching and learning as an educational method that can serve for challenges in the education sector. In the Ethiopian context, different platforms such as Zoom and Microsoft 365 were initiated after the closure of universities for students to attend classes and for instructors to attend meetings and training at the university and college levels. Although few studies were conducted at the international level to assess the status of online teaching-learning, their findings lack consistency which may be attributed to possible variations in contextual factors needing further investigation. In Ethiopian public universities, the current situation and practice of online teaching and learning in postgraduate programs amid the COVID-19 pandemic are unknown. This study, therefore, attempted to pinpoint the practice of online teaching and learning in postgraduate classes during COVID-19 in public universities in Amhara Region.

1. Introduction

Education is a highly effective tool for ensuring the economic, social and political development of a country. Higher learning institutions provide the world of work with a large number of skilled and knowledgeable graduates for roles in the social and economic development of nations. To discharge their responsibilities for the well-being of all nations, higher learning institutions are constantly developing and changing (European Commission, 2014; White & Glickman, 2007). However, for several years, education has faced challenges including constant changes in curriculum and the closure of educational institutions due to political unrest, the occurrence of pandemics and national governance-related problems (Owsu-Fordjour et al., 2020).

Coronavirus disease (COVID-19) which is caused by severe acute respiratory syndrome coronavirus −2 (SARS-CoV-2) infection has currently become a pandemic (Bedford et al., 2020). COVID-19 remains a substantial global public health threat and its impact became quick and uneven both socially and economically with large numbers of people infected and alarming numbers of deaths. “Taking into consideration the deadly COVID-19 and in its endeavor to avoid its spread governments worldwide have put in place stringent measures such as national lockdowns and social distancing initiatives” (Ali, 2020, p. 22), Ethiopia is no exception. As other organizations, educational institutions including universities are already behind their schedule due to the lockdown. Globally, many countries, including Ethiopia, announced university closures following the global spread of COVID-19 (UNESCO, 2020).

Due to the rapid spread of COVID-19, the academic year of 2019–2020 was demanding for higher learning institutions in Ethiopia. Rapidly developing global technology and its implication for educational systems is critical. After the COVID-19 pandemic, online teaching and learning has become a popular strategy in all higher learning institutions around the world to continue the interrupted teaching and learning process while keeping physical distance. Like developed countries, developing countries identified online teaching and learning as an educational method that can serve as a remedy for challenges in the education sector (Paygar, 2014). In his meta-analysis, Ali (2020) confirmed that in these unprecedented times, higher learning institutions globally are moving rapidly towards online learning. In this regard, the Ethiopian Ministry of Science and Higher Education (MoSHE), in collaboration with other ministries, has taken measures to curb the spread of the COVID-19, including giving direction to students and instructors to stay at home which makes them idle, face-to-face classes have been canceled since March 2019. When a society faces unpredictable futures, having an education system adaptable to change is of prime importance (Ali, 2020).

In Ethiopian higher education, the online teaching and learning platforms such as Zoom and Microsoft 365 initiated after the closure of universities, are not platforms only for students to attend classes but are also serving as platforms for instructors to attend meetings and training at universities and college levels. “Institutions are putting efforts to keep the curriculum on track amidst the lockdown, on top of all the issues and against the backdrop of … (many) challenges” (Raju, 2020, p. 27). In relation to Information Communication Technology (ICT), policy and decision-makers should cautiously set their strategic plan as it is complex to make use of ICT (Ghavifekr & Sufean, 2010; Hashim, 2007). Most of the studies conducted to analyze and propose mechanisms to utilize ICT in higher education primarily focused on organizational factors which may facilitate or hinder the successful adaptation of ICT (Baek et al., 2008). These studies disclosed a range of challenges including a lack of teaching experience, lack of on-site support for use of technology, lack of computer availability, lack of time to successfully integrate the use of technological tools and lack of financial support (Mumtaz, 2000). In delivering online courses, teachers and students need to become accustomed to new technologies, thus need the appropriate training and support. Many reforms at the institutional level failed due to the lack of a collaborative culture among stakeholders including instructors and students of higher learning institutions (Fullan, 1999).

Several studies have been conducted to assess the implementation of ICT in the context of higher education, but few focus on the role of ICT in assuring meaningful online learning. Different studies highlight the importance of considering individual and institutional-level factors when integrating ICT for supporting online learning. Poor internet connection in universities of developing countries impairs the online communication between instructors and students which is in turn a time waster and source of frustration (Paygar, 2014). In the Ethiopian context, the lack of adequate ICT facilities and irregularities in electricity power supply have been making technology-based learning difficult to implement (Moges, 2014).

During the lockdown following COVID-19, all postgraduate students in Ethiopian universities were expected to attend online classes. It is important to remember that the participation of students in online teaching and learning needs having the required devices, internet access and power supply. Apart from the inadequacy of resources; low levels of staff readiness, confidence, student accessibility and motivation have serious implications for the successful utilization of ICT-supported online teaching and learning (Ali, 2020). Practice-based education is unique in that good internet connectivity and availability of adequate devices does not ensure skill-oriented learning since online teaching and learning is limited to imparting theories in a particular discipline (Raju, 2020). Designing an online teaching and learning system by considering technology-related factors without making subject-specific preparation of teaching materials, curriculum and assessment strategies in a scientific way, may result in pedagogical and instructional challenges (Ali, 2020). An online platform is helpful for instructors and students to be engaged in online education collaboratively, something highly effective in the teaching and learning process. Suitable, adaptable teaching and assessment strategies need to be in place when the mode of education moves into online instruction (World Bank, 2020). In addition, in the course of using ICT for online teaching and learning and other educational purposes in developing countries, teachers need acquire new skills to introduce new teaching approaches in their classrooms. The government focuses on developing learning institutions by investing more resources on ICT infrastructure which would, in turn, ease the networking of educational institutions and ensure equal access to quality education throughout the country (Moges, 2014). To this end, the use and implementation of ICT will create opportunities for institutions, instructors and students to utilize online platforms during postgraduate programs.

In the context of the Ethiopian higher learning institutions, Tadesse (2015) surveyed the status, challenges and good lessons in the use of e-learning and confirmed online teaching and learning is still in its infant stage operating in the face of multiple challenges including a lack of awareness by academic and administrative staff and lack of policy. In the same context and on a similar issue, a study with a mixed research approach was conducted by Tesfaselassie (2019) and reported that institutional support quality, e-learning systems quality, e-learning content quality, systems usage, user satisfaction and e-learning systems outcomes are factors which determine the success of e-learning systems. There is inconsistency in findings at national and international levels regarding the status and determinants of online teaching and learning which may be attributed to possible variations in contextual factors needing further investigation. As far as researchers’ reading is concerned, the current situation and practice of online teaching and learning in postgraduate programs at Ethiopian public universities, particularly, amid the COVID-19 pandemic were unknown. This study, therefore, attempted to answer the following research questions:

• What are instructors’ perceived practices of online teaching and learning in postgraduate classes during COVID-19 in public universities in Amhara Region?

• Is there a statistically significant difference between the three (Bahir Dar, Debre Tabor, and Wollo) public universities in regard to online teaching and learning practices?

2. Theoretical and conceptual frameworks

In this study, connectivist theory was used to explore the instructors’ perceived online teaching and learning practices. In this regard, Siemens (2004) states that a connectivist theory is used in the digital age where individuals can learn and work in a networked environment. Downes (2012, p. 9), on his part, highlights that “connectivism is the thesis that knowledge is distributed across a network of connections, into its nodes, and therefore, learning consists of the ability to construct and traverse those nodes connected into networks.” Accordingly, the theoretical underpinning of connectivist theory plays a significant role in dealing with instructors’ online teaching and learning practices.

Online learning is defined as “learning experiences in synchronous or asynchronous environments using different devices (e.g., mobile phones, laptops, etc.) with internet access. In these environments, students can be anywhere (independent) to learn and interact with instructors and other students” (Dhawan, 2020, p.3). The synchronous learning environment is structured in the sense that students attend live lectures, there are real-time interactions between educators and learners and there is a possibility of instant feedback, whereas asynchronous learning environments are not appropriately structured. According to Barr and Miller (2013), online learning focuses on a wide range of technological-based learning platforms, delivery methods and the integration of educational technology components into the learning environment. Based on this, the conceptual framework of this study was to investigate instructors’ perceived practices of online teaching-learning during COVID-19 in public universities in AR.

3. Significance of the study

Researching the practices of online teaching and learning in postgraduate classes during the COVID-19 pandemic in public universities has significance to the higher learning institutions in knowing the current situation. There will be practical significance for universities to utilize online teaching-learning for postgraduate course delivery and assessment. The instructors will be acquainted with different mechanisms by which they can deliver online classes during the interruption of face-to-face classes, develop instructors and students obtain experience and prepare for well-organized virtual teaching and learning, ICT experts and instructors will develop ideas about designing better online teaching and learning environments for students at different levels giving the opportunity to provide students with effective and productive online learning for the students. The study will be a springboard and reference to conduct further studies on online teaching and learning in the context of higher education.

4. Scope of the study

This study was delimited in its scope because it focused exclusively on postgraduate programs in public universities in the Amhara Region. Pertaining to conceptual delimitation, although there is a range of issues to be studied in relation to teaching and learning practices in higher learning institutions, this study was delimited to practices of online teaching and learning practices in postgraduate classes. Methodologically, different researchers carried out their studies using different research designs, in this study a descriptive survey design was employed to explore practices of online teaching and learning in postgraduate programs.

5. Methodology

This section presents the research design, population of the study, sampling techniques, data gathering instruments, validity and reliability of instruments and methods of data analysis.

5.1 Research design

The main purpose of this study was to explore the practices of online teaching and learning in postgraduate classes during COVID-19 in public universities in the Amhara Region (AR). To address these issues, a descriptive survey design was employed to observe and obtain rich data for detailed analysis that lead to broad recommendations for the improvement of online teaching and learning practices. In this regard, according to Creswell (2012) a survey is useful to describe a situation, phenomenon and program based on samples that represent a population. In this study, both the qualitative and quantitative methods of data analysis were employed to assess instructors’ perceived practices of online teaching and learning in postgraduate classes in the aforementioned contexts. The survey was completed around the end of 2021.

5.2 Population of the study

There are 10 public universities in the Amhara Region categorized as first, second, third and fourth generations according to their age. The first-generation universities included the University of Gondar and Bahir Dar University; second-generation universities were Debre Berhan, Dessie and Debre Markos; the third generation included Woldia and Debre Tabor Universities, while the fourth generation are Mekdela Amba, Injibara and Debark Universities. With the exception of the fourth-generation universities, all universities in the Amhara Region have postgraduate programs. All instructors in postgraduate classes in public universities of the Amhara Region were the target population of this study.

5.3 Sampling techniques

This study was conducted in postgraduate programs of public universities in the Amhara Region chosen on three grounds; frstly, at this level, students have been taught courses online using emails and Telegram due to the COVID-19 pandemic. Thus, it is possible to argue these students need to learn different courses online. Secondly, although online assessment was new for postgraduate instructors, they have been practicing online defense of thesis and doctoral dissertations using Zoom meetings and Microsoft 365 technologies. Thirdly, establishing online teaching and learning at this level helped instructors to pursue different postgraduate programs as long as social distancing is concerned due to COVID-19. Only three universities from the first, second and third generations (one from each generation) were selected using a simple random sampling technique, particularly the lottery method. According to Kothari (2004), in lottery method, as one of the simple random sampling techniques, we can put the names or numbers of all the items on slips of paper and conduct a lottery. Of all postgraduate programs commonly available in the three universities, five programs affiliated with different colleges/faculties were randomly selected using a lottery method. As per the experience of researchers as instructors in the context of the Ethiopian higher education system, instructors assigned to teach in postgraduate classes were few. Thus, all 283 instructors teaching in the selected postgraduate classes during the study period were taken as study participants using a comprehensive sampling technique to fill out the questionnaire. In addition, all instructors teaching in postgraduate classes and at the same time serving as members of the Academic Council (AC) of the respective colleges/faculties were selected purposively for interview believing they could have rich information pertaining to the online teaching and learning system of their own college/faculties.

5.4 Data gathering instruments

To obtain the required data from the participants, three data-gathering instruments were employed -questionnaire, interview and observations.

5.4.1 Questionnaire

As to Colton and Covert (2007), the questionnaire is a useful tool to obtain factual information, support observations or assess beliefs, attitudes and opinions across a variety of topics and groups. In this study, a questionnaire was used to garner quantitative data. The main purpose was to ask questions pertaining to online teaching and learning practices. The questionnaire consisted of 19 closed-ended items which focused on the overall online course delivery, online teaching practices and online assessment. The items were accompanied with five options: Strongly Agree (5), Agree (4), Undecided (3), Disagree (2) and Strongly Disagree (1). In addition, there was an open-ended item enabling the researchers to elicit data from respondents about the overall practices of online teaching and learning in postgraduate programs. The questionnaire was prepared based on the existing literature about the online teaching and learning system in the higher education context. Before administering, the questionnaire was given to colleagues and experts for comments to ensure face and content validity. Then, the questionnaire was first piloted with 30 randomly selected postgraduate instructors from a public university in different region. Secondly, based on the responses of the instructors, the items that need reworking were modified. A total of 283 instructors completed the revised questionnaire.

5.4.2 Observations

It is clear observation is helpful to gain insight into the actual practices of the situation and enables researchers to have a holistic interpretation of the situation. In doing so, the online observation was conducted to see the actual teaching and learning practices during COVID-19. In this study, online observation was used as another data-gathering instrument because observation is helpful to observe overall teaching and learning practices. In this regard, Best and Kahn (2003) assert observation as the easiest and most frequently used data-gathering instrument and has been a method of enquiry to see what goes on during sessions. During the online observation, researchers used a checklist developed by the researchers. Based on this, five instructors from the three universities having different postgraduate programs (i.e. a total of 15 instructors) were randomly selected for observation during the online teaching and learning practices.

5.4.3 Interview

The interview is another instrument researchers used to triangulate and enrich the data obtained through questionnaires and observation. It helped researchers to figure out the practices of online teaching and learning in postgraduate programs during COVID-19. Thus, a semi-structured interview was employed to garner the data from the instructors via virtual (Zoom technology). This type of interview enables researchers to obtain in-depth information because, as Flicker (2002) puts it, it helps interviewees express more viewpoints than would be possible in a structured interview or questionnaire. The interview items were designed in such a way to generate responses that could address the issues raised in the student questionnaire. Thus, all instructors teaching in postgraduate classes and serving as members of the Academic Council (AC) of the respective colleges/faculties from the five selected programs of the three universities (i.e. total of 15 instructors) were interviewed. The length of each interview ranges between 60 and 70 minutes and were in English. According to Nunan (1989), two ways of data collecting methods are suggested to help the researchers collect information during the interviews—using recording materials and note-taking methods. Researchers used both methods; in other words, researchers applied virtual technology (Zoom) to record the interview in addition to note-taking.

5.5 Validity and reliability of instruments

The reliability and validity of the instruments were checked. For the questionnaire, interview-guided questions and observation checklist instruments, the content and face validities were assessed by colleagues, experts and English as a Foreign Language (EFL) instructors for comments. As to the reliability of the instruments, the researchers checked the internal consistency of the questionnaire using Cronbach’s alpha coefficient, the result was 0.8.

5.6 Methods of data analysis

Both quantitative and qualitative methods were applied in the analysis of the data. The data acquired through questionnaire items analyzed through the application of Statistical Package for the Social Sciences (SPSS) version 24. Accordingly, different statistical techniques were used to analyze the quantitative data, for instance, descriptive analysis (mean and standard deviations) were employed to analyze data obtained through a questionnaire to describe practices of online teaching and the learning process. In addition, inferential statistics (one-sample t-test, One-way ANOVA, and Tukey post hoc multiple comparisons) were applied to compare the online teaching and learning practices across postgraduate instructors of the three (Bahir Dar, Debre Tabor, and Wollo) public universities in AR and to check whether there were statistically significant differences among the three public universities in the region. The data obtained from the observations and interviews were analyzed thematically. The data were arranged based on their thematic categories. Then, the data were refined and grouped to produce themes that go in line with the quantitative data. Finally, researchers analyzed the data thematically.

6. Analysis and discussions

6.1 What are the instructors’ perceived practices of online teaching and learning in postgraduate classes during COVID-19 in public universities in AR?

To address the research questions, analyses and findings of instructors’ online teaching and learning practices in public universities in the Amhara Region (AR) were computed using a one-sample t-test.

As shown in Table 1, both descriptive statistics (mean and SD) and a one-sample t-test were computed. As to the descriptive statistics, means and standard deviations of instructors’ overall online course delivery (M = 3.08; SD =.46013); online teaching practices (M = 3.03; SD =.4887), and online assessment practices (M = 3.19; SD =.78979) were obtained, respectively. The mean values for both overall course delivery and assessment practice are above average. To triangulate the data obtained through the questionnaire in relation to online teaching practice and assessment of students learning, interviews were conducted with teachers. As to the responses of the instructors, there was a positive condition signifying their existence in the teaching and learning environment of the target higher learning institutions. Though most of the instructors had a positive reaction to the implementation of these two constructs, an instructor given the code IB2 has put her view as follows:

Table 1. Descriptive and one-sample t-test results of instructors

Items	Mean	SD	t-Calculated	p-Value	Mean difference
Overall online course delivery	3.0848	.46013	3.101	.002	.08481
Online teaching practices	3.0389	.44887	1.457	.146	.03887
Online assessment practices	3.1920	.78979	4.089	.000	.19199

Note. N=283. df=282. *p is significant at a level of 0.05. Test-value is 3.

Following the COVID-19 pandemic instructors had no option but to continue the already-started second-semester classes via varieties of online course delivery modalities based on the instruction that came from the university after getting the order from MOSHE. Because classes were closed the whole semester, as a post-graduate instructor my assessments were done in an online fashion.

In a similar vein, instructors’ resorting to a new platform for delivering lessons was apparent in the instructional process of the target universities. Consolidating this point, most of the instructors interviewed disclosed the continuation of the disrupted classes become a reality through rethinking the utilization of ICT as a single most important communication means when universities declared to re-open the already disrupted classes and start the instructional process, particularly for the postgraduate programs.

Table 1 also depicts a one-sample t-test was calculated to see if there was a statistically significant difference between instructors’ overall online course delivery, online teaching practices and online assessment practices as compared to the expected mean of 3. The result shows there was a statistically significant difference between instructors’ overall course delivery and online assessment practices as compared to the expected mean with (p = .002; p = .000) respectively. This implies there was good practice pertaining to the overall online course delivery and online assessment practices. On the other hand, there was no statistically significant difference between the online teaching practices and the expected mean value of 3 since the significance (p = .146) was above the standard level of 0.05. So, as reported by instructors, the online teaching practices were moderate.

To validate the data obtained using a questionnaire, interviews were held with instructors. Specific points raised in connection with online course delivery and assessment in the interview confirmed the foregoing scenario—the moderate nature of online learning and learning assessment in the universities where the study was conducted.

Some instructors witnessed that the push from their respective departments during the start of the COVID-19 pandemic to use ICT technologies to make the teaching-learning process functional was used as a trigger for instructors to consider this approach as an alternative to face-to-face classes. One of the interviewees stated: “I think the Department encourages instructors to use online. However, the majority of instructors appear to be reluctant to utilize online teaching.” The only avenue, as to one interviewee, to get the students and start classes was the internet technology to, at least use email and telegrams. Most instructors switched to this technology and intermittently pursued the already disrupted classes schedule.

The results of the observation also show instructors did not apply the teaching and learning practices as expected. Virtually all postgraduate instructors in the three universities used emails to give assignments for assessment. Therefore, it can be concluded that online teaching and learning were not implemented in postgraduate programs during COVID-19 in the three Universities in AR.

6.2 Is there a statistically significant difference between the three (Bahir Dar, Debre Tabor, and Wollo) public universities in regard to online teaching and learning practices?

As indicated in Table 2, a one-way ANOVA was used to compare the online teaching and learning practices across postgraduate instructors of public universities in AR. The descriptive statistics means and standard deviations of the three universities were found respectively as follows: Bahir Dar (M = 3.18; SD =.50562), Debre Tabor (M = 3.02; SD =.44096), and Wollo (M = 3.03; SD =.40156). Table 2 also shows a statistically significant difference was obtained among the three universities (Bahir Dar, Debre Tabor, and Wollo) on the online teaching and learning practices, F (2, 280) = 3.649, p = .027.

Table 2. One-way analysis of variance comparing online teaching and learning practices among Bahir Dar University, Wollo University and Debre Tabor University instructors

	University						F(2,280)	p-Value
	Bahir Dar		Debre Tabor		Wollo
	Mean	SD	Mean	SD	Mean	SD
Instructors’ online teaching and learning practices	3.18	.50562	3.02	.44096	3.03	.40156	3.649	.027

To validate this quantitatively extracted data qualitatively, interviews were conducted with instructors, the results from instructors show the online teaching and learning practices across postgraduate instructors of the three universities differed. The majority of interviewees from Bahir Dar University used Zoom meetings and Microsoft 365 technologies to deliver postgraduate courses during COVID-19 although several factors impinged on their practice. On the other hand, most of the interviewees from Debre Tabor and Wollo Universities did not practice online teaching and learning practices across postgraduate instructors during COVID-19. During the observations, the researchers could understand that the only means of communication for postgraduate instructors were to give assignments via their representatives and rarely use emails. Due to these factors, instructors in the two universities could not manage their classes and were entangled with those impediments as they tried to create a teaching and learning environment fostering interaction with their students.

In a bid to triangulate the quantitative data analyzed qualitatively, observation was used. The results show a few instructors at Bahir Dar University were able to use Zoom meetings and Microsoft 365 technologies in their postgraduate programs. However, almost all instructors did not use Zoom meetings and Microsoft 365 technologies at Debre Tabor and Wollo Universities. From the aforementioned quantitative (questionnaire) and qualitative (interview and observation) data, it can be concluded there were differences among postgraduate instructors in the three universities in using online teaching and learning practices.

As seen in Table 3, post hoc Tukey HSD tests were computed to identify any statistically significant differences among Bahir Dar, Debre Tabor and Wollo public universities. The results reveal that overall online course delivery during COVID-19 at Bahir Dar University was better than at Debre Tabor University as reported by postgraduate instructors since the significance (p = .042) was below the standard cut-off of 0.05.

Table 3. Tukey post hoc multiple comparisons

University		Mean difference (I-J)	Std. Error	Sig.	95% Confidence interval
					Lower	Upper
Bahir Dar	Debre Tabor	.15551*	.06403	.042	.0046	.3064
	Wollo	.14625	.06765	.080	−.0132	.3057
Debre Tabor	Bahir Dar	−.15551*	.06403	.042	−.3064	−.0046
	Wollo	−.00926	.06869	.990	−.1711	.1526
Wollo	Bahir Dar	−.14625	.06765	.080	−.3057	.0132
	Debre Tabor	.00926	.06869	.990	−.1526	.1711

Note. *The mean difference is significant at the 0.05 level.

To validate the quantitative data extracted against qualitative data, the interview was conducted with instructors serving the target universities focusing on issues that scaffold this quantitatively refined data. The views solicited from the majority of Bahir Dar University instructors portrayed the relatively better situation existing in them in regards to online course delivery as is observed from the quantitative data. Highlighting this point, an interviewed instructor when explaining the factors that alerted instructors to switch to online course delivery, which in fact can be taken as a pre-orientation to ICT-based course offering was the training organized for teachers on ICT utilization for teaching and learning on a distance scheme. An instructor asked about this issue, recalled to the contrary, the existence of no time when training was given to instructors on ICT use, and as to this instructor, during the start of the COVID-19 Pandemic when instructors were asked to shift to ICT course delivery on a distance mode they were a little hesitant and confused. That the situation for online teaching was better at Bahir Dar University than at Debre Tabor University during COVID-19 Pandemic is witnessed when one sees the possibility of taking final exams using the online modality at Bahir Dar University. Interviewed instructors from Bahir Dar University explained that assessments from some instructors constituted assignments and final exams whilst instructors interviewed from Debre Tabor University affirmed the assessment given to students emphasized a series of assignments only. These discrepancies observed from the two universities, i.e., the varying mood and readiness of instructors to switch to online teaching and learning and the nature of assessments observed from the two universities in the second-semester course of the 2020 academic year as COVID-19 begins have implications on the nature of online course delivery in them.

7. Discussions of results

The main purpose of this study was to explore instructors’ perceived practices of online teaching and learning in postgraduate classes during COVID-19 in public universities in Amhara Region. To this end, the findings and data analyses of the study were discussed to address the two research questions are presented as follows:

The first research question of the current study sought to answer if there was a statistically significant difference between instructors’ overall online course delivery, online teaching practices, and online assessment practices when compared with the expected mean of 3. To answer this question, a one-sample t-test was calculated. The result shows there was a statistically significant difference between instructors’ overall course delivery and online assessment practices when compared with the expected mean. This is because the significance (p = .002; p = .000) were found respectively and these values are below the standard cut-off (0.05). Similarly, the results of the qualitative data show instructors attempted to practice online teaching and learning focusing on course delivery and assessment. From this, it can be understood there was good practice pertaining to the overall online course delivery and online assessment practices. Conversely, there was no statistically significant difference between the online teaching practices and the expected mean value of 3 since the significance (p = .146) was above the standard level of 0.05. This implies the online teaching practices were moderate.

Looking into different scholars’ research findings, the results go in line with studies conducted by McMurtry (2016). In his study, four exemplary online instructors, who taught in different disciplines at different institutions in the United States, were purposefully sampled for case study. The results of the study show there were effective online teaching practices in higher education because exemplary online instructors maintained a noticeably structured environment logically planned and delivered in small chunks. A similar study conducted in Pakistan showed the faculty members were motivated and participated fully in the adoption of online teaching (Abid et al., 2021).

Unlike the above research findings, a study conducted by Coleman (2011) contradicted the effective practices of online course delivery. The findings of Coleman’s study indicate that most of those delivery modes were not being used at all. Another study conducted in Ghana found the level of online teaching practice is still very low (Kotoua et al., 2015). For this, management and lecturers have not established broader e-learning facilities that would trigger students to adopt e-learning courses. In addition, the facilities being used were very few and insufficient. Though some universities have made provision for several e-learning delivery modes, lecturers are not all that familiar with them.

The second research question of the current study was to compare the online teaching and learning practices across postgraduate instructors of the three (Bahir Dar, Debre Tabor and Wollo) public universities. To answer this research question, a one-way ANOVA was applied. The result shows there was a statistically significant difference among the three universities in online teaching and learning practices, F (2, 280) = 3.649, p = .027.

Since statistically significant differences were obtained from the three Universities, Post hoc Tukey HSD tests were computed. The results reveal Bahir Dar University and Debre Tabor University postgraduate instructors differed significantly regarding the practices of online teaching and learning since the significance (p = .042) was below the standard cut-off of 0.05. The difference in their practice may result from different levels of training and administrative support instructors received from their universities (Gurung et al., 2022). Similarly, Hsiao et al. (2019) highlighted the effectiveness of online teaching and learning at an institutional level is determined by various initiatives put in place to support its implementation. In contrast, Bahir Dar University and Wollo University did not differ significantly in the practices of online teaching and learning. Unlike this result, Bailey and Card’s (2009) research finding revealed novice online instructors tended to concentrate predominately on their management role, whereas experienced online instructors’ practice was generally more content-focused.

8. Conclusions and implications

8.1 Conclusions

The overall online course delivery and online teaching practices were not practiced well among the three (Bahir Dar, Debre Tabor and Wollo) universities in Amhara Region. With regard to the overall online teaching and learning practices, it can be concluded that postgraduate instructors in the three universities did not differ significantly in their perception of the practices of online teaching and learning. Concerning the overall online teaching and learning practices of postgraduate instructors, the result indicates there was a statistically significant difference between them since the significance (p = .001) was below the standard cut off 0.05. From this, it can be concluded the instructors had differences in teaching and learning practices. It is concluded that Bahir Dar University postgraduate instructors differed significantly from Debre Tabor and Wollo Universities regarding the practices of online teaching and learning. This implies that Bahir Dar University was better than the other two universities. In contrast, Debre Tabor University and Wollo University did not differ significantly in the practices of online teaching and learning.

8.2 Implications of the study

Based on the conclusions, the following recommendations were made.

• Universities in Amhara Region should give priority to seeking ways to improve and develop online course delivery, online teaching practices, and online assessment practices in postgraduate programs.

• Universities in Amhara Region should give attention to instructors’ practices of online teaching and learning in postgraduate programs.

• The overall online teaching and learning practices of postgraduate instructors should have similar viewpoints among universities in Amhara Region.

• Universities in Amhara Region should fulfill all necessary resources relevant to the practices of online teaching and learning in postgraduate programs.

9. Limitation of the study

Even though the study has several significances, it is believed to have a few limitations. Firstly, the study was delimited to investigate postgraduate instructors’ perceived practices of online teaching and learning across public universities in Amhara Region. The study did not discover postgraduate students’ online teaching and learning practices since its focus was merely on instructors’ viewpoints. In addition to dealing with the practices of online teaching and learning, the study has limitations in exploring major impediments that affect online teaching and learning process. Furthermore, the study may have a limitation due to the exclusions of private colleges/universities in Amhara regions because there were online teaching and learning practices in private colleges/universities during COVID-19.

Contribution statement

All authors collected data and drafted the early manuscript. The second author produced the second version. The third author restructured the two versions, added a literature review and produced the final version. All three authors participated equally in reviewing and finalizing the publication version.

Acknowledgments

We would like to acknowledge the full co-operation of all the participants in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data are available from the author on a reasonable request

Additional information

Funding

The authors received no direct funding for this research.

Notes on contributors

Solomon Admasu Luele

Solomon Admasu Luele is an assistant professor of Teaching English as a Foreign Language (TEFL) in the Department of English Language and Literature. Currently, he has been working as an instructor and a researcher in English language at the University of Gondar and engrossed in teaching, advising, researching, and examining MA and PhD programs.

Markos Tezera Taye

Markos Tezera Taye is an instructor and researcher with the academic rank of assistant professor at the University of Gondar in the field of Educational Leadership and Policy. He has worked with UNESCO-INRULED in China as an intern, where he was actively involved in organizing and analyzing data pertinent to the Chinese education system and had the exposure to work with education consultants from the UK.

Birara Asnakew Moges

Birara Asnakew is currently serving as an instructor at the University of Gondar. He has served in the Ethiopia higher education system including teacher training colleges in the Department of Educational Planning and Management for more than 15 years. He has been involved in various group ventures like the provision of community services such as the delivery of training to primary and secondary school teachers, district education officers, and supervisors.