The Use of Information and Communication Technology and Social  Media to  Improve  Change Planning and  Effectiveness in  Teaching and  Learning  Among Ghanaian  Graduate  Students

John Kwame Boateng; Raymond Asare Tutu; Joyce Boateng

Authors

John Kwame Boateng University Of Ghana
Raymond Asare Tutu Department of Sociology and Criminal Justice, Delaware State University, Dover, Delaware, USA
Joyce Boateng University of Ghana (PhD student)

Keywords:

Content interactions, Pedagogy, Learning Management Systems, Sakai, SDG 4, Inclusive Education, Collaborative Learning

Abstract

This study examined constituents of students’ perceptions on student-instructor, student-student and student-content interactions in a graduate course at University of Ghana. A survey (n=77) and focus group discussion (n=6), were employed in a Research Methods class at the University. Main constituents of students’ perceptions of and preference to student-student, student-instructor and student-content interactions were (1) perceived utility of course management systems and their ease of use; (2) perceived importance of social media and convenient access to instructors; and (3) perceived efficacy of the role of course multi-media and timely receipt of course information. The study concluded that, Sakai is a useful intermediary facilitating feedback provision, effective planning and promoting change in the design, development and delivery of graduate education.

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