Impact of digitised ‘teaching-learning’ virtual platforms on tertiary students’ learning objectives and teaching outcomes

Abstract

This study explores and understands the impact of remote teaching using digitised teaching-learning virtual platforms on students’ learning objectives and outcomes in Ghanaian Universities. Using a self-administered questionnaire, quantitative data from four hundred and four graduate students whose courses were delivered online due to the COVID-19 pandemic were gathered. Data were analysed using a systemic analytical approach. Confirmatory factor analysis was conducted first, followed by an analysis of moment structures for multiple levels of variables using structural equation modelling. It was found that students’ trust in the quality of information they received online, their interactions with instructors, and their interactions with virtual platforms positively affected their trust in the usability of digitised ‘teaching-learning’ virtual platforms; this had a positive impact on their attainment of learning objectives. In conclusion, students’ perceptions of the usability of virtual platforms as classrooms for teaching and learning are influenced by a psychological dynamic between the quality of information they receive from their instructors and the quality of their interactions with instructors and the virtual platforms. The findings offer a good pedagogic understanding of the dynamics of virtual teaching-learning design practices, which may be applied to effectively design virtual classrooms and assignments to improve student learning.

Keywords:

• Online teaching-learning
• virtual platforms
• learning objectives
• teaching outcomes
• tertiary students

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Mohammed-Aminu Sanda

Mohammed-Aminu Sanda is a Senior Lecturer at the Department of Organization and Human Resource Management and was Guest Professor of Human Work Sciences at the Division of Human Work Science, School of Business Administration Technology and Social Sciences, Luleå University of Technology in Sweden. He received his PhD degree in Human Work Sciences (Organizational Design and Management) in the year 2006 from Luleå University of Technology in Luleå, Sweden, and was a Postdoctoral Research Fellow at the same University from January 2010 to December, 2011. As a member of the American Psychological Association and the International Society for Cultural and Activity Research, his research is focused on using Macroergonomics and the Systemic Structural Activity Theoretical approaches in creating knowledge in the development of not only efficient and good, but also sustainable organizational practices and work environment through the integration of organizational and human systems in digitized work environments.