ICT officials' opinion on deploying Open Source Learning Management System for teaching and learning in universities in a developing society

Abstract

Information and Communication Technology specialists, working within universities play important roles in the deployment of educational technologies for teaching and learning. Given the centrality of these specialists and the woeful dearth of empirics on this subject-matter in Sub-Saharan Africa, this paper interrogates the perspectives of ICT specialists working within universities in Ghana, on the deployment of Moodle®/Sakai® Learning Management System (LMS) by universities in the country for teaching and learning and the challenges involved. Data collection entailed semi-structured interviews with twenty informants. Thematic analysis was used for data analysis. It emerged that there has been impressive formulation of e-learning policy, construction of computer laboratories, Staff Resource Centre, Electronic Support Unit in the Balm Library, installation of Internet facility, Learning Management System, Enterprise Solution Software, Library Solution Software to promote ICT-mediated teaching and learning in the face of barriers. The paper adds knowledge to the extant literature in the field, impacts practice and policy along the pathway for ensuring sustainable deployment of LMS in universities in Sub-Saharan Africa.

Keywords

Teaching and learning learning management system open source technology-based teaching and learning information and communication technology officials

Introduction

The current study explores the opinions of ICT specialists on how some selected universities in Ghana have initiated the deployment of ICT tools to support teaching and learning. The study is timely because the advent of the Internet, Globalization, Information and Communication Technology (ICT), growth in the population of millennials, the current Covid 19 global pandemic and associated social distancing regulations, and other developments have necessitated an increasing demand for technologically-based teaching and learning in the 21st century. This has put a mounting pressure on universities around the globe to embrace and take advantage of such developments by engaging in policy reforms that align with ICT in educational delivery as a philosophy and pedagogy (Asunka, 2008; Reyes, 2015; Wang; 2008).

An important genre of ICT-driven education tools is Learning Management System (LMS). There are numerous journal articles on the deployment of LMS in sub-Saharan Africa addressing different methodologies, theories, benefits, challenges, milestones, learner support, adoption and use, and recommendations for improving e-learning (Asamoah, 2019a, 2017a, 2019b, Asunka, 2008; Bervell and Umar, 2017; Mtebe, 2015; Mtebe and Kondoro, 2016; Mtebe and Raisamo, 2014; Wright et al., 2017).Bervell and Umar (2017) revealed that LMS is a server-based software programme containing details of users, course and content which provides a place to learn and teach without depending on the time and space constraints. It has the capacity to centralize and automate administration, provide room for self-directed services; gather and provide learning content rapidly, personalize content, reinforce training initiatives on a scalable web-based platform, support portability, standards, enable knowledge re-use, conduct quizzes and foster the generation of students’ reports and transcripts and notifications on activities to students. Asunka (2008) and Mtebe (2015) also observed that LMS have been developed to provide a single platform for the integration of components and features for content delivery, communication and evaluation; providing interaction with their students both synchronously and asynchronously. Mtebe and Raisamo (2014) commented that LMS systems provide the lecturer with a variety of tools to deliver course content and include audio, video and texts as well as communication tools (chat, discussions forums, email, and whiteboards) and assessment tools.

The justification and objectives of the study

The government of Ghana has given much prominence to e-Learning in higher education institutions by allowing the private sector to import computers without any tax implications (Wright et al., 2017). In addition, with the support of the World Bank’s INFODEV project, the government built the Wide Area Network (WAN) and the Research and Educational Network (REN) by which Ghanaian Universities and local research institutions have been knitted to serve as an essential base for the broad network (Nketiah et al., 2017).

The study is relevant because of the success of using Learning Management Systems (LMS) across the globe. A huge number of colleges and universities utilize LMS (Dahlstrom et al., 2014). The present study can complement other studies in Africa struggling with Moodle/Sakai deployment issues such as degrading connectivity and recommendations to increase adoption (Mtebe, 2015; Ngom et al., 2012). The author contextualized a novel approach of surveying information and communication technologies (ICT) specialists rather than following a more conventional norm of surveying students, faculty or administrators which dominate prior studies (Asamoah, 2019b; Asunka, 2008; Bervell and Umar, 2017; Boateng et al., 2016; Budu and Ackah, 2016; Mtebe, 2015; Mtebe and Kondoro, 2016; Mtebe and Raisamo, 2014; Tagoe, 2012; Wright et al., 2017). The justification for surveying ICT officials is that they are “expert prescribers” and have an understanding of the problem from a purely technical standpoint in relation to the complexity of deploying and managing technical infrastructure such as LMS. They also conceptualize and install technological infrastructural network, e-library and Skype; provide technical support services and manage Internet for students and lecturers for blended and fully online learning. The objectives of the study are to better understand ICT officials' views and challenges faced by universities in deploying LMS to facilitate teaching and learning.

It is important explaining the difference between adoption and deployment. Adoption can only be studied using potential users of a technology, or continuous usage can be studied when the technology is already in use but there is an evidence of decline of usage. ICT specialists are not suitable for this because they are not the users of the technology for teaching and learning and therefore cannot speak for the users authoritatively. However, ICT specialists can be used for deployment, and this is purely a technical use involving the deployment and management of technological infrastructure and architecture. Such specialists no doubt have some views about the university’s efforts of embracing digital technologies such as LMS for teaching and learning and the challenges involved.

Related literature review

At the regional level, ICT deployment for educational purpose in developing countries has been mooted by several countries including Namibia, Chile, South Africa, Ghana, Nepal, (Adomi and Kpangban, 2010; Boateng, 2007; Hinostroza et al., 2009; Howie, 2010; Ngololo et al., 2012; Tilya, 2008).

Universities’ initiative for e-learning

E-learning policy has been adopted by a number of universities in Ghana in order to widen the provision of higher education to applicants who have qualified for higher education but are not admitted for a campus-based option due to high costs, infrastructure deficiency and poor lecturer-students’ ratios that characterise campus-based teaching and learning (Kwofie and Henten, 2011). University of Ghana’s ICT policy framework promotes e-learning education (University of Ghana, 2009; Asamoah, 2017a). The policy ensures that the ICT infrastructure is available and students and lecturers are offered training to acquire skills in the use of educational technology tools (e.g. LMS) in order to use them effectively. The University of Ghana (2012, 2014) Policies and Procedures on Technology-Mediated Courses and Programmes on e-learning also ensure that students and lecturers of the university are abreast of technological skills needed to meet the demand of the higher education market, promote the quality of teaching and learning and to solve the problem of infrastructural deficiency on campus.

The learner support for hybrid learning enshrined in the policy includes funding, students’ services and academic advisory, adaptive service for the physically challenged, open computer laboratory, physical library and e-library services for electronic periodicals, databases, electronic reserved materials, e-books and e-articles etc. Unfortunately, a number of the provisions in the above e-learning policy have not been implemented.

Similarly, the University of Education, Winneba (UEW) Strategic Plan 2014–2018 includes ICT infrastructural development, manpower capacity building, students’ services, introducing new e-learning programmes and e-learning enhancement strategies. However, not all of these provisions have been implemented.

Owing to the increased competition necessitated by the potential global market, and the need for structural changes within institutions delivering e‐content, e‐learning education is becoming increasingly significant (de Freitas and Oliver, 2005). Czerniewicz and Brown (2009) examined the relationship between organisational policy, culture and e-learning use, and found a positive relationship between them. However, Welle-Strand and Thune (2003) pilot study on the deployment of educational technology to facilitate learning in institutional settings in Norway, found that there is inadequate follow-up on e-learning policies, a general lack of strategic direction, poor leadership and improper balance between pedagogy and technology. This is consistent with other studies in universities that found that there is no institutional policy, vision or strategy or senior management’s support to advance ICT-embedded education (CRE, 1996, 1998) in the universities.

Relevance of ICT-driven education

Educational systems around the world are under increasing pressure to deploy ICT to facilitate collaborative, interactive, self-directed and lifelong learning, and to enhance competences in learners needed for the future knowledge society (Jimoyiannis and Komis, 2007; Tondeur et al., 2009). Chandra and Briskey (2012) in their study observed ICT use in schools correlates positively to improvements in teaching; LMS usage positively relates to students’ performance, and a positive relationship between LMS usage (such as forums, glossary assignment, questionnaire) and student satisfaction with courses (Mtebe, 2015). Satisfaction has also been found to positively commensurate with quality of learning outcomes (Palmer and Holt, 2009). ICT-based education has significantly impacted on students’ understanding and learning output, and has also enhanced the quality, accessibility and cost-effectiveness of higher education (Asamoah, 2017a, 2017b; Chandra and Briskey, 2012; Moltó Egea, 2014; Selim, 2007; West, 1998; Yang, 2012). A number of universities combine LMS with traditional face-to-face delivery in order to reach more learners across various geographical boundaries (Mtebe, 2015). ICT mediated teaching and learning prepares students to better compete in the global knowledge economy, and it is pivotal for educational enhancement (Ball, 2008; Moltó Egea, 2014; Shield, 2011; Yang, 2012). ICT-driven education is also found convenient, flexible and comfortable, offering a greater access to learning resources; enhancing learner participation, increasing student motivation and self-esteem, and enhancing the quality of learning (Asamoah and Mackin, 2016; Asunka, 2008).

However, it has been counter-argued that the various positive descriptions associated with ICT-driven education is not true. For example, a study found that there is neither no positive relationship between ICT use and academic performance nor any evidence of replicated findings regarding ICT use and educational benefits (Chiraz, 2016; Shields, 2008). Other authors argue there are numerous Non- users (laggards) and underutilization of use of the features of the LMS by students and instructors who are supposed to use it for pedagogical and other administrative purposes as well as records of very high rejection rate of using the system, and lack of awareness amongst prospective users on the existence or value of LMS (Bervell and Umar, 2017; Mtebe, 2015). There are also records of students distressed with online learning, unwillingness of other students to participate in group assignments using the system; general feeling of 'disconnect' due to the lack of face-to-face interactions; low student satisfaction with their learning experiences using the system, communication breakdowns and technical difficulties, poor downloading, inappropriate course design, low bandwidth and poorly managed Internet facility; power outages and fluctuations abound, inadequate instructional technologists, inadequate computer software and hardware and the generally weak management support militate against ICT-integrated education adoption and the implementation process thus rendering the deployment LMSs a burden (Abdelfatah, 2016; Asunka, 2008; Gautreau, 2011; Mtebe, 2015; Sife et al., 2007; Wende and Beerkens, 1999; Wright et al., 2017).

In the light of this discussion, the overriding research question is:

RQ: What are the views of ICT officials concerning the deployment LMS for teaching and learning within universities in Ghana?

Methods

Research approach

This is a qualitative, context specific study that describes the real world setting of people so that social realities and experiences can be interpreted to aid understanding (Flick et al., 2004; Golafshani, 2003; Willig, 2001). Qualitative approach is applied because there are relatively little extant studies, and the phenomenon under the present study has a context that has not been properly described (Risjord et al., 2001).

Research design and data collection method

It was an explorative case study design which used semi-structured interviews to collect data from senior officials of the respective ICT directorates of University of Ghana and University of Education. The average duration of each interview was approximately thirty (30) minutes. Following ethical principles in research, the venues, dates, times and other principal logistics for each interview session were all done collaboratively by the researchers and the informants (Newton, 2009). The ages of the participants ranged between 30–50 years, and they have all worked in their respective universities for at least 5 years. Their ICT specialisms included infrastructure, IT services, and security and planning system.

Some of the main themes that guided the interviews were:

What efforts have been made by the University to enhance ICT deployment to support ICT-mediated teaching and learning?

What challenges are associated with deploying ICT tools for educational purposes?

Participants, inclusion and exclusion criteria

Only ICT officials of the statuses of managers and deputy directors at the University of Ghana and the University of Education were recruited for interview. Only males were included because there were no females occupying the statuses being looked for.

Sample size and sampling methods

Judgmental sampling procedure was employed in which twenty (20) ICT officials, all males from the respective ICT directorates of the focal universities were selected. Judgmental sampling technique, under the umbrella of purposive sampling, is used to select participants for a study to ensure that the information collected is rich and specifically addresses the issues being reviewed.

The sample size was informed by such factors as i) informants being regarded as representing information-rich cases in the sense that they are experts who have good knowledge and understanding on the subject-matter; ii) informants whose responses could address the purpose of the study; and their willingness and availability to participate in the interview. Other factors informing the size of the sampled participants are saturation concept and the use of thematic analysis. Saturation principle demand that few participants are engaged in an in-depth interview with deep probing for more data to the extent that the researcher stops the interviewing when the additional interview would not add any further insight. In this case only small sample size is needed (Smith et al., 2009) since a big sample size will be too much for in-depth analysis, thus the use of thematic analysis (Smith et al., 2009).

Data handling and analysis

Outlined below were the steps followed in analyzing interview data based on procedure postulated by Braun and Clarke (2006). A benefit of using this method is its flexibility in applying it across a range of theoretical and epistemological approaches (Braun and Clarke, 2006).

Phase 1: The researcher immersed himself in the data by listening several times the digitally recorded responses and quotations from the informants and transcribed them verbatim. (Denzin and Lincoln, 1994). The verbatim transcripts were read over several times, to ensure intimacy and familiarity with field data.

Phase 2: Specific relevant ideas, themes, views and unique opinions of the participants were generated and listed. Codes were constructed from the data to allow clear analysis.

Phase 3: Themes were labelled as either main theme or as sub-themes. Others were ignored as they were already embedded in or collapsed into cognate themes.

Phase 4: The themes were assessed and key themes with adequate data were used. Patterns that were similar were critically examined. Relevant and necessary classifications were made, and differences observed and reclassified under meaningful themes. Where necessary, some irrelevant themes were rejected from the analysis.

Fifth phase: Themes necessary for inclusion in the final analysis were defined and refined where necessary. In this process, themes were labelled based on their respective significance and utility in yielding significant in-depth data. Important themes and noteworthy quotes were identified and coded.

Phase 6: Data analysis followed, based on the themes yielded by the data.

Rigour and ethical considerations

To ensure transparency, rigour and reliability of the paper, the researchers adopted a co-creative approach by subjecting the data to the member-check principle, that is, the key informants were given opportunity to verify and approve to the authenticity of their quotes before capturing them in the research report. The paper draft was also shared with some peers in the academy for review and critique. It is expedient to state that their perspectives were captured in the final draft of the paper. This process allowed for cross-validation of ideas (Smith et al., 2009; Steink, 2004), and epoche, a posture that serves to disengage the researcher from personal biases and ego-involvement (Lincoln and Guba, 1985).

Regarding research ethics, it is worth mentioning that prior to commencing the research, ethical clearance was obtained from the ethical clearance committee under the college of Humanities of the University of Ghana. The investigator went to each informant’s office on appointment, to request for their participation in this study. The study was undertaken, based on such ethical consideration as informed consent, full disclosure, voluntary participation, and due care for human subjects in social investigations.

Informants were informed to be transparent and truthful in their responses. Reflexivity was managed to avoid potential biases. There was no compensation to participants. Quotes from interviewees were anonymously stated. Care was taken to properly cite all sources of materials used for the present study.

Findings

Based on the first objective of the study

Informants were asked to share information pertaining to efforts made by the universities to embrace ICT-mediated teaching and learning. Four (4) main themes emerged as follows: ICT policy; acquisition and building ICT infrastructural facilities and delivering ICT services.

ICT policy

Regarding this theme, one informant recalled:

“ICT-mediated education was conceived; policy discussions and objectives were also developed. However, the policy to guide the implementation of ICT is still in a draft form, yet to be approved by senior management. Although the plagiarism and Turnitin policies have been approved by the University Council, not all the faculty members are aware of this.” (Interviewee 2).

Another informant expressed some views on ICT policy:

“We have the policy which is embedded in our strategic plan.,” (Informant 6)

These insights are reminiscent of the importance that the universities attach to their bold initiatives to deepen the embrace of ICT- mediated teaching and learning.

ICT directorate and acquisition of ICT software and hardware

Regarding this theme an interviewee narrated:

“The University of Ghana has a well-resourced ICT directorate, comprising three main departments, viz., Infrastructural, IT Services, and Securities & Planning System.,” (Interviewee 3)

The author observed that in consultation with senior management, these departments ensure that the necessary hardware and software infrastructure are available for use, the Internet is working, and the technical officials are available to help users. They ensure that the video conferencing facility is primed and ready for use always.

On the same theme, an interviewee also stated:

“Enterprise Solution Software and Library Solution Software have been acquired by the University. (Interviewee 1)

From the narrative above, the former software is required to help manage students’ lifecycle from entry to exist, and the latter, to ensure availability and access to academic journal databases and other search engines.

Technical training facility

An interviewee stated:

There is a regular training of faculty and students to equip them to use the Sakai® LMS. (Interviewee 5).

While the training goes on, the University ought to be assessing the effectiveness and consider the suitability of introducing mandatory technology adoption and use policy.

Another interviewee illustrated:

The Staff Resource Centre has been built to get all faculty members signed on to the use of Sakai® LMS for teaching and Students’ learning. The University has hired a qualified and experienced instructional designer to help build the courseware and upload them online. (Interviewee 6).

The staff resource centre and instructional designers’ resources are prerequisite resources for e-learning education.

Online education facilities

An interviewee also narrated thus:

For three years now, my University has mounted an online programme – a Master of Education in English, sponsored by the Carnegie Foundation. With the support from the foundation, ICT use for academic administration has also been intensified (Interviewee 9)

The same interviewee also narrated:

Several ICT equipment and tools have been bought for use by the University, including switches and computer tablets. All the main blocks have fibre optic connectivity, WiFi, and there is Internet connectivity to all the buildings on campus. A well-resourced computer laboratory has been installed at selected training centres to service students at our satellite campuses at Accra Training College, Kumasi High School and Pope Jones in Koforidua.” (Interviewee 9)

Online learning at master's level is running smoothly and is commendable. Well-equipped computer laboratories for satellite campuses of the university are great achievement.

Another interviewee also elaborated on ICT-infrastructural Network Development:

From 1995–1996, through donor support, the University of Ghana improved its technology usage specifically from the acquisition of email facilities to the current installation of a Learning Management System (Sakai LMS). (Interviewer 14)

Interviewee also remarked on the same theme:

The 1995 DANIDA¹ project and the US government grant helped the University in the expansion of the network. We also benefitted from some Chinese government support in the Phase 2 project, designed to improve the distance education programme by connecting ICT facility to the regional centres of the University. ICT infrastructural facilities were built on the main campus at Legon campus, Accra City Campus and Korle-Bu campus.” – (Interviewee 2).

Another respondent added:

“Other initiatives are the Chinese Phase 1 project which was meant to build ICT infrastructure to support the educational technology enhancement, specifically for a reliable internal network system on campus.” – (Interviewee 3).

It is inferred that the regional centres were upgraded for e-learning education and video conference facilities were also installed; ICT infrastructural maintenance policy was instituted, and Electronic Support Unit in the Balm Library of the University of Ghana was provided. These are bold efforts mooted by the university for the e-learning venture.

Another respondent narrated:

The University has made significant investments into ICT infrastructure from its internally generated sources of funds, but more significantly, from the Chinese Phase 1 Project. This has enabled the University of Ghana to extend its educational outreach to the districts and the regions in Ghana.” – (Interviewer 11).

Technology information installations run on a relevant IT- infrastructure platform. Investment in this area is worthwhile.

On this same sub-theme, Informant #12 also revealed that:

“There have been some bold investments in upgrading our regional centres for E-learning Education. A cornerstone of this investment has been the Chinese Phase 2 Project that followed hard on the heels of Phase One. This sequel project saw the extension of fibre optic connectivity to all our geographically strewn campuses across Ghana. These fibre optic installations were cost-effectively mated to the existing Vodafone Ghana exchanges.”

Informant #13 narrated:

“The fibre optic network was fully funded by the Chinese government, under the Chinese Phase One Project. This has successfully ensured that all major networks and installations on our main campus, and every relevant research centre is linked to our system’’.

This has greatly improved teaching and learning for both the blended and online education

Regarding Video Conferencing Centres and ICT developments, various informants reported:

“The University of Ghana has installed video conference facilities to boost teaching and learning. The institution’s research centres located in Nungua (a suburb of Accra), and Kade and Kpong, both in the Eastern Region of Ghana have all been linked up via fibre optic connections to the core campus.” (Interviewee 6).

“The University has created internally generated funds for ICT maintenance and improve the University’s technology facility. (Interviewee 17).

The availability of the above ICT devices and infrastructure has positively impacted on the quality of teaching, learning and research.

“The Balm Library has been renovated and upgraded. We have a brand new Electronic Support Unit that plays a pivotal role in content management of e-resources for lecturers and students. Library resources have been enhanced through the acquisition of modern facilities and e-library suites and capabilities,” (Interviewee 19).

The above narrative implies students are now able to connect to journal databases that the university subscribes to. Additionally, they can now access links to a gamut of many other essential academic resources.

On the whole, these revelations from the respondents’ narratives and remarks highlight some of the impressive technological investments and developments undertaken at the University of Ghana and the University of Education, Winneba, jointly funded through foreign partnership and some support by the Government of Ghana. Implementing systems upgrades is one thing; but putting in place a program of maintenance to ensure that such systems deliver every time is quite another thing. It is important that the management of the Universities understudy institute a plan to ensure the sustainability of these installations over their useful lifespan. While applauding the efforts of officials of the selected universities in Ghana to keep IT infrastructure in good repair, one cannot but wonder the impact of technology usage levies on students. The effect of this burden on students is made worse when seen within the context of other elements of educational cost, including commercialized school fees and residential facility user and rental fees. It would be interesting to study the impact of these costs and levies on access to higher education.

Regarding objective two of the study: To ascertain ICT officials’ perceived challenges to the deployment of the e-learning agenda in universities in Ghana, informants made some observations concerning perceived bottlenecks associated with e-learning implementation. The major points are classified under five (5) headings, viz.: Human resource and coordination limitations; funding constraint; weak management attention; sustainability and office design blockades.

Human resource and coordination limitations

Relating to the theme above Informant #1 said:

“Many lecturers were not able to quickly adjust to the technological changes and innovations as we had expected. Although these challenges are being contained, there is more to be done for improvement.”

As illustrated by Informant #3, there are human resource challenges, especially in the areas of coordination, teamwork, and management attitude towards embracing educational technologies and innovations:

“Bringing people on board to manage these new technologies was worrisome. Coordination was also a problem because the policy content that must be observed for smooth implementation of the technological process has not been followed.

The remark above means although the University has the various systems, structures, ICT policies and human resources in place to ensure effective e-learning function, the reality on the ground is a far cry from the plan.

Management’s weak attention

It became clear that senior management at the focal universities have not prioritized or given ICT adoption a required level of attention necessary to help achieve stated goals. It appeared that this was an issue because most management members of universities are digital migrants who have below par affinity with digital technologies. An interviewee stated:

“Several of them were born and schooled before the digital age, so their interest and willingness to adopt it is still lacking.” (Interviewee 16)

Funding constraints

As observed by Interviewee #2, ICT is a high-stakes venture:

“While it needs huge financial investment in acquiring technological infrastructure and ensuring regular maintenance, the rate of obsolescence of such systems is also rather high, and the cost for funding replacement will be a challenge. There is additional cost for capacity building and training of faculty and administrative staff to use the new systems.

It is glare from the above comments that universities have financial battles to fight regarding acquiring and maintaining ICT infrastructure and training its faculty members, administrators and students to acquire the skills for technological usage such as LMS.

Sustainability

It was interesting to learn of some of the sustainability-related challenges brought about by the implementation of e-learning initiatives. On this issue of sustainability, Informant #18 had this to say:

“Most of the ICT equipment were provided by donors. These items have about four years of their useful lives. With about one year left to complete this project, there is no clear sustainability programme in place yet.”

The interviewee above expresses concerns regarding sustainability of e-learning in the University since it relies on donor support from the onset.

On sustainability, an informant lamented the non-availability of ICT policy:

“Issues about ICT deployment and sustainability is based on policy. However, the policy which is comprehensive, encompassing funding and maintenance of ICT acquisition and ICT capacity building is currently not clear.” (Interviewee, 6).

Informant # 4 maintained thus:

“The technology user fees charged every year to the 40,000 students is actually adequate to sustain the current ICT infrastructure, and to support upgrades.” (Interviewee, 9).

The immediate above interviewee believes that technology user fees are adequate for repairs and maintenance, and for replacement of old version, obsolete computers and ICT infrastructural facilities. However, the tendency of increasing such fees for such purposes and the implications on the students will be another issue to address.

IT unfriendly office design

It was found that the buildings and office designs were not conceptualized to accommodate ICT facilities from the outset. Having to retrofit old buildings to align well with new technologies is a crippling logistical and architectural nightmare.

As observed by Interviewee, 20:

“Our buildings are not ICT-friendly. Some faculty members have no access to the ICT-platform due to the problem of design of the office outlay from the onset. An example is the Nuclear and Allied Sciences buildings, which are now being redesigned to be ICT-friendly.

Discussion

The study highlights ICT officials’ perspectives on the university administrators’ accomplishments regarding e-learning education and points out areas where there are issues that need to be addressed. The results from the interview data were classified under two key themes namely, University administrators’ e-learning education initiatives, and challenges of e-learning education. The university administrators’ ICT-driven education initiatives revealed by the present study include, establishment of e-learning committee and the formulation of e-learning policy, creation of ICT-directorate (eg. University of Ghana Computing System), a well-resourced computer laboratory, Staff Resource Centre and Electronic Support Unit in the Balm Library. Also, there were installation of Internet facility, Learning Management System, Enterprise Solution Software, Library Solution Software, acquisition of ICT hardware, devices and tools, switches, computer tablets, fibre optic connectivity, WiFi or wireless. These ICT infrastructural developments were made possible with the support of the government of Ghana and foreign partners. However, ICT officials were the frontline workers who deployed the ICT tools and infrastructure to help in the ICT-driven teaching and learning transaction. Finally, instructional designers were hired who supported immensely in the smooth running of the e-learning education.

The findings also reveal human resource constraints and management support. Funding for subsequent ICT infrastructure acquisition, maintenance and repairs, financing the recruitment of more qualified ICT experts and funds for organizing regular training for faculty, students and administrative staff to use the new systems and its updates were major hurdles that had to be overcome. Moreover, plans for sustainability of the e-learning education was not clear and buildings and office designs were not conceptualized to accommodate ICT facilities from the outset.

The focal universities for the current study have made some strides to deploy ICT for teaching and learning by formulating and implementing e-learning policies. They have established ICT Policy Committees to spearhead the effective formulation and implementation of ICT policies in alignment with the provision of their ICT policy (University of Ghana, 2012, 2014) and University of education Strategic Plan. Previous studies have revealed that while some universities have an ICT-based educational policy, others do not have such policies CRE (1996, 1998). It is worthy to note that those institutions that have policies in place, the working committees to operationalize such blueprints have not been functional enough. Owing to this, activities and programmes that are not provided for in the policy documents get implemented, while some of the provisions in the policy are ignored. This reduces the achievement of stated goals and objectives for implementing ICT-mediated teaching and learning. Although Czerniewicz and Brown (2009) found a direct relationship between ICT policy and e-learning education, Welle-Strand and Thune (2003) found a poor follow-up and enforcement of e-learning policy in higher education institutions. This is consistent with the case of the University of Ghana, although there is a progress. However, literature abound indicating national and institutional ICT policy for e-learning (de Freitas and Oliver, 2005; Howie, 2010 9; Ngololo et al., 2012).

Through foreign partnership and support from the Ghana government, the universities have upgraded regional centres for e-learning education; installed Learning Management System, modern video conference facilities; maintained current ICT systems and e-learning education programme, in consistent with recommendations made by previous studies (Asamoah and Mackin, 2016; Asamoah and Oheneba-Sakyi, 2017). The University’s effort to provide the facilitating conditions for e-learning education is depicted here, and it is commendable especially being in technology-low context.

Financial outlay was made regarding an electronic support unit for the Balm Library, the central library of the University of Ghana that serves faculty, students and staff. While commending this initiative, it is needful to equally underscore training for lecturers and students, to ensure optimal usage of these e-library resources. Again, it is also essential to optimize such investments by providing fast access via high-speed WiFi, increasing bandwidth for fast Internet access while eliminating all other challenges, barriers and costs of usage. Governments and university institutions do not command adequate funding to support the construction of modern and adequate lecture theatres, libraries and computer laboratories, in response to the growing demands placed by escalating numbers of qualified prospective students.

Besides, were these infrastructural facilities to be provided to help cater for increased enrolments in campus-based learning, this explosion in student numbers could most likely threaten the quality of education, due primarily to the lopsided lecturer-student ratio. To address this misalignment, more faculty members would have to be hired, which would further increase operating costs of institution. The system would thus be caught in the throes of a vicious circle as these rises in costs would then have to be shifted to students, leading ultimately to further increases in the cost of education to students. The increased cost will then result in decreased access.

It is believed that the use of technology for blended and pure online learning will help solve the problem relating to access, quality and cost (Asamoah, 2017a; 2017b). However, funding ICT-based education continues to be a challenge as found in some previous studies (Sife et al., 2007).

Foreign collaborations and partnerships played very pivotal roles in birthing some of the most dramatic technological transformations and advancements at both the University of Ghana and University of Education (Winneba) and confirms other studies (Adkins, 2013; Mtebe, 2015; Wright et al., 2017). It has been suggested that effective collaboration between local universities and their foreign development partners will help solve problems associated with e-learning education (Gunga and Rickett, 2007). Although, the focal universities of this study have taken the bold decision to augment their financial resources through some internal sources, information pertaining to the right balance between donor funds and internally-generated funds are crucial for decision-making on the sustainability of the ICT infrastructure. This balance is even more vital, particularly after the expiration of foreign support, and during which timeframe ICT installations face rapid depreciation and the threat of obsolescence.

The current study reveals that multiple limitations frustrate the ability of universities to boldly deploy ICT in support of teaching and learning. Recruitment policies and management support do not address the issue sufficiently; faculty adoption of the educational technology is slow, or they under-utilise the features and that is consistent with other studies (Asamoah, 2017a; Fathema et al., 2015; Jaschik and Lederman, 2014) meanwhile training faculty for technology use is costly and time-consuming too (Awidi, 2008; Boateng, 2015; Sarfo and Yidana, 2016). Additionally, training in the use of ICT for teaching equips both new and old faculty members with the skill to use it for teaching (Franklin, 2007) and lack of such technical support stifle the use and successful implementation of e-learning systems (Marfo and Okine, 2010).

The senior management support required initially to get the other rungs of the hierarchy to embrace ICT-embedded education was still deficient. Low attention to sustainability issues, and anachronistic building and office designs that are misaligned with ICT implementation are a challenge that need prompt address. Incidentally, addressing the challenges to the ICT agenda in education depends significantly on the actions of senior Management. Management’s role in creating the enabling environment for the adoption and use of e-learning is core.

Again, there is the hydra-headed challenge of inadequate funding for technological infrastructure, coupled with the difficulty of developing top-notch courseware that present formidable difficulties for universities in developing countries. Financing the maintenance and eventual replacement of the ICT infrastructure will involve huge financial outlay, which calls for early planning. Clearly, technology user facility fees collected from students are inadequate for ICT facility repair, maintenance, retooling, and eventual replacement. These factors have been cited for slowing down and challenging ICT-integrated education (Wende and Beerkens, 1999). Issues about power outages and fluctuations, and slow Internet connectivity are challenge and confirm other studies (Dadzi, 2009; Wright et al., 2017).

Despite the alluring bottleneck, the promotion of ICT shapes a new narrative of education, a key driver of the knowledge society (Moltó Egea, 2014). Thus, many university students consistently and increasingly rely on mobile technologies to help them make strides forward academically (Dahlstrom et al., 2013; Wu et al., 2012). In this regard, it has been found that employing their own digital devices enables students to connect to academic resources and related information, promotes productivity and efficiency, stimulates institutional and peer engagement and makes learning more creative and more applicable (Dobbin et al., 2011). Educational technology facilitates student’s engagement over time and space, while creating formal and informal instructional settings, and enhancing the degree of academic engagement by students (Biddix et al., 2016; Gikas and Grant, 2013).

Professional use of educational technologies by educational institutions promote increased access and quality, while reducing the cost of education, and meeting the need of digital native learners (Asamoah, 2017b; Grgurović, 2014; Kasim and Khalid, 2016; Selim, 2007; Wang, 2008; West, 1998). However, application of ICT-mediated teaching and learning on a large scale is in its teething state in Ghana. This can be said to be due to such factors as unclear institutional vision, goals and strategies to drive ICT deployment and implementation; and the absence of reward systems that have served to disincentive IT staff, poor adoption rate by lecturers and students and the cost of acquiring and maintaining ICT infrastructure, power fluctuation and outages and low Internet connectivity as cited earlier.

Contribution of this paper to knowledge

Exploring ICT officials’ perspectives on deploying LMS for teaching and learning in sub-Saharan African country is a novelty. ICT officials have played critical role in helping users find Learning Management System easy to learn, easy to use, and user-friendly. The current paper reveals that without ICT staff, blended and fully online education will be very difficult if not impossible to run. Besides, the study makes suggestions on areas for future research and methodologies that are rigorous for validating findings in LMS studies in developing countries. Finally, it makes recommendations for policy and practice in e-learning education practice.

Limitations of the study and suggestions for future direction

The sample size of twenty respondents is not an epistemological issue in a qualitative enquiry, although it limits generalizability of findings. The data collection technique used in this study was interview. In doing this, we focused on only two judgmentally-selected universities. While this study may be viewed as exploratory, future studies can aim at scoping the issues through large surveys that employ multiple data collection methods, and administered across more universities.

Conclusions and recommendations

E-learning education is indispensable for universities that aim to remain competitive. The ebb and flow of e-learning is being shaped by factors such as deepening Internet penetration rates and increasing digital media literacy among students. The digital environment necessitates studies on ICT officials regarding their role in deploying ICT for teaching and learning. As revealed by the current study, ICT officials have played incredible roles in the deployment of ICT for teaching and learning. Their observations regarding the barriers to e-learning must be addressed, going forward.

The study recommends that the relationship of the focal universities with both local and foreign partners must be strengthened to enhance the success rates of their grant-seeking and development campaigns. Donor relations policy must be developed going forward to bridge the policy gap in their e-learning policy. However, they have to financially plan and sustain the ICT facilities and the e-learning education. The video conference facilities should be used wisely to augment teaching and learning. The Electronic Support Unit in Balm Library must be equipped with all current e-books and relevant videos for teaching and learning. Universities should invest heavily in the improvement of e-learning infrastructure. There should be expansion and allocation of more resources to acquire computers, laptops, provide ICT networks and other relevant infrastructure. This requires universities to prioritize and budget properly. Internet service providers should be efficient, and bandwidth both adequate and affordable. To be able to use the LMS effectively, institutions are required to provide reliable, timely, and effective support services to such users, that is, enhance system quality (response time, interactivity, user interface and better design functionalities).

Since several lecturers are laggards who are slow in adopting and using the LMS, universities implementing e-learning must make it imperative for all prospective members of faculty to be proficient in certain digital technologies. If lecturers’ adoption and use of LMS is prerequisite for the success of e-learning education, then the universities need to place a greater premium on its training and training budget policy. This stance will help ensure that effective and regular training is offered to both lecturers and students for the e-learning programme. After adequate training has been given to the lecturers and students, it will be necessary for universities to adopt policies for the mandatory use of e-learning technologies, which hitherto was not in their e-learning policy.

Educational Psychologists should be hired to orient lecturers and students on attitudinal and behavioural change to appreciate the usefulness, the ease of use and facilitating conditions provided by Management in order to embrace the technology adoption, and fully participate in its implementation and sustainability.

Since most offices of lecturers are IT unfriendly, future building designs policy must be made IT friendly to fill the gap in their e-learning policy.

It is recommended that ICT policy committee members must be reconstituted when necessary and be in-charge of proactive, research-based and innovative ICT policies. Universities must take prompt steps to make their ICT policy more robust and enforceable to meet the current demand for e-learning education. This calls for the establishment of active ICT committees that are committed, strong and empowered to monitor the policy content and the implementation processes. Universities must plan to hire more instructional designers for more efficient and effective e-learning embracement. For e-learning at mainstream universities to be effective and sustainable, it is expected that Management demonstrates the will and interest in that programme.

Footnotes

Acknowledgements

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Note

Author Biography

Moses Kumi Asamoah is a Senior Lecturer of Central University, Ghana. He holds PhD in Adult Education and Human Resource Studies, Master of Philosophy (Pt.1) in Adult Education and BSc in Business Administration (Accounting), all from University of Ghana, Legon. In addition, he holds Master of Philosophy in Religious Studies from University of Cape Coast, Ghana; a holder of Professional Post- Graduate Diploma (Management) IPMA, UK; Post-Graduate Diploma in Administration and Management Consultants (Adm. & Mgt), Ghana. Moses is also an Accredited Public Relations Practitioner (IPR), Ghana; a holder of Ghana Securities Industry Professional Certificate, and License International Financial Analyst (Part III). His research interest focuses on access, cost, quality and ethics in higher education; ICT-driven Education, Learner Support system, Leadership Studies, Social Media, Educational Policy and Administration. He has over 30 publications to his credit. Before, joining Central University, he had worked as a manager with a health complex, media and marketing companies and Non-Profit making organization.

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