E-Learning resulting from Covid-19 pandemic: A conceptual study from a developing country perspective

Abstract

The outbreak of corona virus (covid-19) pandemic has brought changes in the way a lot of things are done. All campus-based (traditional) learning in almost all affected countries came to a halt. Most schools have switched to online modes of teaching and learning. Even though infrastructure that propels e-learning is lacking in most developing countries like Ghana, schools are forced to adopt various forms of e-learning such as the use of social media platforms in order to conclude syllabi and complete semesters as well as school terms already begun. The purpose of the study was to examine the perception of students regarding the new modes of learning introduced by their schools, bearing in mind issues of digital divide which exist in Ghana. Partially, the study sought to explore gender differences in accessing and using e-learning platforms. Also, Internet availability and accessibility to students as well as reliability were considered. Finally, the relevance of social media usage in deploying e-learning solutions was explored. In this study, first, the authors employed a qualitative inquiry with a specific focus on document analysis as well as experts’ opinions in order to ascertain the antecedents and consequences of e-learning in a developing country. Lastly, we conceptualised a research model for a future quantitative research design that could take into consideration a survey from at least three different tertiary institutions in Ghana and analyse using a multivariate analysis or the partial least square and structural equation modelling (PLS-SEM). This initiative could help validate the proposed conceptual model of the study. The literature review revealed that developing countries were ill-prepared regarding the adoption of e-learning solutions as one major alternative to traditional teaching and learning. The emergence of covid-19 pandemic has exposed to a large extent, the lack of adequate facilities and technology for the implementation of e-learning solutions, especially in institutions of higher learning in Ghana. Again, the literature revealed a contrary finding to the notion that there is a vast gap in accessing e-learning solutions regarding gender. Finally, the literature showed that social media platforms could be the future of e-learning, especially in developing countries. Research implications have been discussed in relation to e-learning in developing countries. © European Conference on Social Media, ECSM 2020.