Experiences of adult learners on using the Sakai Learning Management System for learning in Ghana

The use of technology in DE

This study’s theoretical framework was derived from the use of technology in DE. The Sakai LMS platform was the ICT investigated in the study – as discussed by Atwell and Hughes (2010) and Carlsen et al. (2016). In fact, according to Hylen (2015), there is an increased use of ICTs in adult learning. This, to Hylen, is mainly due to three reasons: ICT has the capacity to enhance learning; it can widen access to learning opportunities; and while using ICT in adult education, the learner also acquires digital skills which are pivotal for living and working in today’s society. This significant observation is further corroborated by Keillor and Littlefield (2012) and King (2017) that adults are self-directed learners, and one of the most empowering ways in which we can assist adult learners is to put the learning tools into their hands, and in this case, technology helps us to do that. Daniel (2010) reveals that:

Using the technology of distance education you achieve wider access, higher quality and lower cost all at the same time. This is a revolution – it has never happened before. This is what educational technology can achieve if used properly. (p. 2)

Increasingly, most jobs today require ICT-specific skills, and indeed, a significant numbers require high level skills. Technologies are being used by learners of all ages, and are rapidly becoming faster, cheaper, mobile, integrated and more powerful. In fact, a growing majority of people are online today, and also active. The reality today, however, is that the 21st century education integrates technologies (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA), 2005). Education, to the researcher, not only integrates technologies as observed by MCEETYA (2005), but also engages students in ways not previously possible. It does this by not only creating new learning and teaching possibilities, but also enhancing achievement and extending interactions to both community members and global communities as well. No wonder, there are also a number of LMSs being used by a number of universities globally, to promote the DE mode of delivery of teaching and learning. These include Moodle, ILIAS, Open Elms and SkyPrep. Indeed, one of such software with a number of interactive tools, making teaching and learning much more flexible to adult learners, in particular, is the Sakai LMS platform. But the question to ask is: what exactly is Sakai LMS?

Benefits adult learners derive from using Sakai LMS

To Atwell and Hughes (2010) an LMS (such as Sakai) is a software tool, typically web-based which helps to plan and deliver learning events, and to ‘manage’ learners by keeping track of their progress and their performance across a range of learning activities. Indeed, the Sakai LMS platform does exactly what Atwell and Hughes (2010) indicated. In fact, the Sakai LMS provides a flexible and features a rich environment for teaching, learning, researching and other collaboration. This is because the adult learners undertake assignments, IA and a number of exercises, including sending of mails through the email tool, have a chat among themselves and respond or participate in scenarios uploaded on the forum tool by course examiners. Scoring or marking, grading and statistics tools which are part of tools of Sakai LMS are used in scoring and grading students’ exercises and IAs.

Through these interactive tools, either the examiners or lecturers can ascertain how learners understand the contents of the learning materials or resources uploaded by lecturers or examiners based probably on the results or outcomes of learners’ participation in the exercise or IA. On the other hand, the adult learners can appreciate how far they are faring or performing in the courses they are reading. In fact, the Sakai LMS platform is able to inform both adult learners and lecturers or examiners regarding their input provided so far, and whether they should undertake the necessary adjustment where necessary, to successfully promote meaningful learning amongst adult learners. All these are made possible because of the interaction lecturers and adult learners are able to make amongst themselves on the Sakai (LM) platform. This Sakai LMS platform, with its numerous interactive tools, including course syllabus, assignments, resources, exercises, forum, chatroom, email, wikis, podcast, statistics, poll, grading, SMS, MMS and many other communication tools incorporated onto the platform, has been extremely helpful in teaching and learning in HEIs. This elaborate and simplified approach to making teaching and learning more accessible and interactive is not only a good approach to teaching and learning in HEIs, but provides adult learners the opportunity to combine work to learning and earning. Thus, adult learners are now able to learn, work and earn at the same time. Video-conferencing and smart classrooms equally make teaching and learning much active, real and interactive as well.

These technologies have opened up opportunities for excellent presentations of subject matter, for easy access to dictionaries and encyclopaedia, including opportunities to implement pedagogical theories with high relevance for quality DE (Carlsen et al., 2016). These technologies can also sufficiently create proximity through interaction and dialogue. In fact, the Sakai LMS teaching and learning tools can be found at the ALC state-of-the-art computer laboratories. To Carlsen et al. (2016), these technological tools for teaching and learning can support contact between students and faculty, exchange and cooperation among them, and the feedback systems. They also provide learning techniques, individualization and different ways of learning. These benefits notwithstanding, these significant opportunities can only become possible when the ICT teaching and learning tools, including the Sakai LMS tools are available, affordable and handled by competent digital users.

Challenges related to ICT teaching and learning tools

There are a number of challenges adult learners encounter in using ICT teaching and learning tools, such as that of the Sakai LMS platform, in their studies. After all, adult learners, mostly aged 25 and above are distinct population, and who often bring rich personal and employment experiences to the classroom, may struggle to support multiple roles and responsibilities above and beyond those of traditional learners, and can require significant adjustment in terms of their learning styles, needs and abilities (Baptista, 2013; Ross-Gordon, 2011). The Sakai LMS platform is not built to capture individual differences and learning styles and needs, as well as abilities of adult learners. What matters here is that the adult learners endeavour to acquire the requisite hands-on experiences, and improve upon the usage of the Sakai LMS tools so as to excel not only in academic work, but become relevant also in the world of work.

Added to this is the issue of inadequate training and orientation of both students and lecturers on the use of new technologies. This difficulty constitutes another challenge to effective learning on the Sakai LMS platform. This, perhaps, is in line with Fernando’s (2018) observation that to bridge the gap of distance, there is a need for new forms of technology-supported learning and an effective distance learning programme. However, new technology alone is not sufficient. He added that one of the main disadvantages of distance learning is the absence of social interaction among students who are enrolled in study programmes. This, perhaps, made University of Ghana to adopt the dual mode approach to DE in Ghana, whereby, adult learners meet their tutors over the weekends for tutorials then spend some time on the Sakai LMS platform, undertake assignments, respond to forum scenarios, visit the chatroom and take part in discussions.

That notwithstanding, the Internet connection reliability and speed is a challenge to many HEIs, and that equally affect access to resources by adult learners in the learning centres in Ghana. Living in cities (in a developing country like Ghana) guarantees access to DE, learning, as well as good computer knowledge and access (Carlsen et al., 2016). A study by Carlsen et al. (2016) further revealed that there are difficulties with computers and network connections as far as engaging adult learners in DE are concerned. Inadequacy of computers and their accessories as well as lack of retooling and refurbishment of the computer laboratories are major challenges confronting adult learners and learning centres. This observation had earlier been corroborated by Archer and Garrison (2010). They are of the view that the unavailability of computers and infrastructure in underdeveloped countries is hampering adult learning online. They indicated that online DE, which they described as ‘Generation 3’ type, requires access to technology and infrastructure. They cited Daniel, Kanwar, and Uvalic-Tumbic’s (2006) report that the proportion of people online was only 4% in India, 1% in Africa and 0.1% in Bangladesh. They indicated that, at present, DE in these countries, although serving many millions of learners, is necessarily dominated by Generation 1 provision. How can this problem be addressed in Ghana? They suggested that this situation may change rapidly if those countries (including Ghana) are able to ‘leapfrog’ generations of technological infrastructure and move straight into wireless digital infrastructure. There are, however, some measures or strategies to be put in place to help improve adult learners’ use of the Sakai LMS platform.

Strategies to improve the use of Sakai LMS platform

The Sakai LMS platform has been experimented for the past five years by the Department of Distance Education in its DE programme, coordinated by UGLCs. ALC is the biggest in terms of adult learners’ population. These units are under the supervision of School of Continuing and Distance Education (SCDE). As observed by Archer and Garrison (2010), computers and their accessories are to be provided in sufficient quantities to be accessible to adult learners to use them in learning. This is significant to the extent that the student body at ALC keeps increasing from over 4000 students at the Centre in 2017/2018 academic year to over 6000 adult learners in 2018/2019 academic year. The two laboratories, seating 75 and 50 students, respectively, at a point in time are inadequate. Some of the computers installed are also malfunctioning, with no facility to maintain them. Procuring new computers, retooling and refurbishing the computer laboratories is one sure way of enticing the adult learners to continue to use, benefit and acquire digital skills in employing the Sakai LMS platform for learning.

Regular orientation and training of adult learners on the use of the Sakai LMS platform should also be placed high on the calendar of DE. Flores (2017) observes that an increased level of preparation the learner has invested will directly affect the students’ comfort level with distance learning technology such as online learning systems employed by HEIs. It is true that some form of orientation is organised for adult learners on the application of the Sakai LMS in their studies, but to be impactful on learning, the orientation exercise should start early, and the duration should be extended. This is one approach of building the confidence level of adult learners in accessing and using the Sakai LMS platform. This is important because it helps learners to acquire experience with the use of the Sakai LMS platform. In any case, Archer and Garrison (2010) assert that adult education experience is a purposeful learning experience, and Brookfield (1987) opines that the nature of this experience is associated with critical thinking, a hallmark of adult and higher education. This is probably because learning in DE is grounded in collaborative constructivist principles.

Encouragement, motivation and infusion of flexibility in learning should be made an integral part of facilitating DE and learning online. Hylen (2015) opines that one of the most commonly reported effects of the introduction of computers or tablet PCs in schools is that it increases students' motivation and engagement. Adult learners have huge responsibility not only at home, but also at workplace and with the community, and until they are encouraged when difficulties arise, they would be tempted to withdraw from utilising the Sakai LMS platform for learning. It means that regular motivation should be fostered in adult learners through regular orientation for them. This is significant because motivation is the foundation of learning. The engine to motivation, however, is the interest and desire of learners. Every effort has to be made to get learners become interested in using the Sakai LMS in learning. It also means that learners are not necessarily compelled to learn, but allowed to learn at their own pace. This is important because, flexibility is the watchword of adult education.

Benefits adult learners derived from using Sakai LMS for learning

On whether the Sakai LMS platform is beneficial to participants’ studies, the majority (80%) responded in the affirmative. When participants were asked to list the benefits derived from the learning platform, they listed some of the beneficial areas, including easy access to results and information, learning materials/resources, taking IA online at their own convenience, increased and effective online interactions/conversations, and clarifications of difficult areas of the course with their lecturers/examiners, and tutors. Sharing of information, engagement in group discussions, research and learning on wheels using tools such as forum, chatroom and others were some of the benefits mentioned. This is what I describe as ‘smart learning’; because an attempt is made to bring learning to the doorsteps of potential adult learners, saving time, and helping in building learners’ digital literacy skills.

Eight participants, four males and four females, participated in the focus group discussions. Interaction I had with the participants revealed that they have used the Sakai LMS platforms variously, some four, three, two and less than a year depending on the number of years spent on the programmes they are pursuing. The participants admitted finding the platform useful and beneficial in their studies, including accessing learning/course materials easily and saving time as well. When participants were asked whether they will continue to use the Sakai LMS platform in their studies, the majority (80%) of the participants responded ‘yes’. The reasons given by the participants for the continuous use of the Sakai LMS are presented in Table 1.

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Table 1.

Reasons for the continuous use of Sakai LMS for learning.

Reasons	Percentage
Promotes self-learning among adult learners	90
Makes accessing learning materials easier	88
Promotes learning and group discussions	78
Builds digital skills of adult learners	78
Accessing and writing IAs and assignments online	80
Accessing learning tools such as forum and chat to learn	70
Means of posing pertinent questions to lecturers/tutors	70

Note: Multiple responses were made.

N = 40.

In fact, it is not surprising to learn that the majority of the participants stressed on self-learning (90%) as the key benefit derived from learning with the Sakai LMS platform by the DE mode of learning. Self-learning is today massively promoted by the ICT teaching and learning tools and software, including the Sakai LMS platform. UNESCO (2015) opines that relevant competencies are developed through self-learning. Hence, today’s adult learners’ competencies, be it in classroom, workplace or community could be developed through relentless and regular learning with the Sakai LMS platform.

Participants further emphasised on the other benefits they derived from the use of the Sakai LMS platform, including easy accessing of learning materials (88%) and writing of IAs and assignments online (80%). Many other benefits gained from the use of Sakai LMS platform are vividly captured in Table 1.

Some of the participants also expressed the benefits derived from the Sakai LMS platform in these apt ways: ‘I will continue to use this learning platform because I have become used to it, though it was difficult using it from the start due to inexperience in usage’ (p. 1).

Yes, I will continue to use the Sakai LMS platform because it gives me the opportunity to chat with colleagues students. I download my notes and course materials from the Sakai LMS platform, and above all, writes my interim assessments (IAs) online the learning platform. (p. 2)

Challenges adult learners faced using Sakai LMS for learning

On whether participants encountered problems using the Sakai LMS in their studies, they responded in the affirmative. Network issues or failures and late uploading of course materials came up frequently. They indicated that it is sometimes difficult to access course materials online, either because the network freezes, weak link or poor connectivity or interface, slow or power fluctuations. They admitted, however, that some of the problems emanated from their end because, they get too busy at workplace, hardly finding time to actively engage with their course examiners and tutors online.

Participants were asked to categorise the seriousness of challenges faced, from lower level of 1 to higher level of 4, in using the Sakai LMS platform. Table 2 presents the results provided by the participants.

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Table 2.

Categorising the challenges faced by adult learners while using Sakai LMS.

Challenges	Never(1)	Seldom(2)	Occasionally(3)	Frequently(4)	Total(%)
Network failures	0%	10%	30%	60%	100%
Poor network interface	0%	14%	36%	50%	100%
Difficulty accessing course materials	4%	24%	40%	32%	100%
Late uploading of learning materials	10%	16%	24%	50%	100%

Note: Multiple responses were made.

N = 50.

Interaction the researcher had with the focus group discussants brought to light that network failures/problems/challenges (60%) as a result of weak link of Internet facility revealed by participants in the interview were frequent. This finding is supported by Carlsen et al. (2016) that lack of connection to the Internet still seems to exclude adult learners from DE. Indeed, difficulties with network connections, as observed by Carlsen et al. (2016) is one of the major perceived barriers to access higher education as an adult learner. This problem is an obvious one as stated by the participants, especially, at ALC. To the participants, sometimes, it becomes difficult to send or access/receive learning materials in the face of network failures.

Poor network interface (50%) and late uploading of learning materials (50%) were also found as other challenges frequently faced by adult learners learning with the Sakai LMS platform. The participants engaged in the focus group discussions revealed that sometimes, some of the questions uploaded online to contend with were incomplete, not properly organised and also not well thought out. Some of the participants expressed as follows: ‘Some of the learning materials are uploaded late, and that in itself is not helping us in our independent studies’. ‘Sometimes the lecturers will come online to have discussions with us, and when you log in, the system will tell you not available. This is very disturbing problem which confronts us often’. ‘Network issues which confront us are too legion and common, especially when we are taking test and quizzes online’.

The late upload of learning materials was equally revealed by the participants interviewed (50%). The focus group discussants added that some of the learning/course materials are not reviewed regularly to meet the changing times and indicated that the interface was not smooth, in the sense that there is no opportunity for self-correction. Thus, as soon as one presses the send key, it is sent and there is no room for correction. This problem, I think, is one of the challenges technologies sometimes pose to the users. However, Parkay (2013) observes that, as experiential learners, today’s young adults who learn by discovery would have to sufficiently read through their work well before sending it. Learners are informed beforehand that messages once sent cannot be retrieved (Floyd, 2014).

When participants were asked as to whether the problems identified have an effect on their learning, they responded in unison. They added that, it sometimes affects their performance in IA, especially when the network freezes or slows down. One participant expressed: ‘Sometimes, I encounter difficulties sending a completed work during the IAs sessions. Sometimes, too, it becomes difficult for me to self-correct my work once I pressed on the sent key’ (p. 5).

This observation made was amply supported by the participants in the focus group discussions. The participants admitted that this challenge, in particular, largely affects their final grades in the IAs. But as social-media-savvy learners, and young adults for that matter, one would have thought that the participants would have taken the trouble to go over their completed work to effect every correction before pressing the send key, but in this situation, the reverse was witnessed.

Strategies to improve the use of Sakai LMS platform

As to the strategies for ensuring a smooth running of the Sakai LMS platform, the participants provided various strategies, including stronger signal network, and a stable and reliable Internet facility. When participants were asked to rank the strategies to improve on the usage of the Sakai LMS platform, a number of ideas and strategies were provided as presented in Table 3.

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Table 3.

Ranking strategies to improve usage of the Sakai LMS platform.

Strategies	Percentage
Provision of stronger signal network	90
Provision of smooth network interface	88
Flexibility of the system/network usage	88
Provision of stable and reliable Internet facility	88
Regular upgrading and retooling of the computer laboratories	86
Stability in the provision of power	84

Note: Multiple responses were provided.

N = 50.

As shown in Table 3, the participants were of the view that the SCDE should look for stronger signal network (90%) in powering the Sakai LMS platform. They also said that if the system could be configured to have a smooth interface (88%) in usage, it will aid them to self-correct themselves whenever they make mistakes, especially during the IA sessions. Thus, they (88%) called for flexibility of the system to ease usage. This finding confirms Carlsen et al.’s (2016) assertion that DE is to provide flexible learning opportunities. If the Sakai LMS platform usage is made flexible, it will largely aid adult learners’ learning endeavours, and this is what SCDE is to be seen doing. This is one good way some of the participants summarised the strategies to be adopted to improve the usage of the Sakai LMS platform:

The system needs to be updated again and again, because a lot of students continue to use the same network. I think there is too much pressure on the system so, therefore, the necessary arrangement has to be made to improve upon the Sakai LMS platform usage. (p. 6)

The name of the game is about stable Internet connectivity, to ensure smooth running of the DE programme at the Learning Centres. The upgrading of the system (as mentioned by 86% of the participants) every month to enable the participants undertake exercises anywhere would not be a bad strategy at all. This is one apt way a participant in the interview sessions put it: ‘The Sakai LMS platform should be developed in such a way that it allows students to write their IAs from any part of the country, Ghana’ (p. 5).

This strategy when adhered to by the School, to the participants, would make all the notifications, assignments and course materials easily accessible to them at the right time. This suggestion seems laudable because King (2017) opines that adult learning is the key to success in conquering the relentless wave of change. Moreover, the personnel, especially, the technical staff at the computer laboratories should be approachable and easily accessible to the adult learners to afford them the opportunity to use the Sakai LMS platform. This observation ties in well with Keillor and Littlefield’s (2012) assertion that adult learners’ readiness to learn also depends on organisers and technical people of a learning programme creating a culture of empathy, respect, approachability and authenticity. This, to the researcher, is critical in adult learning because adult learners are group of people from diverse backgrounds, with huge responsibilities, and must be respected so as to receive their attention in the learning settings.

During the interactions with the participants in the focus group discussions, they intimated that improved interface of the Sakai LMS platform and extension of IA time from one hour to one and half hours would help them in their IAs. This suggestion, they indicated, is borne out of the frequent freezing of the Sakai LMS platform, so as to enable them make up the lost time when they would be waiting for the system to boot or switch on.