The advent of technology has opened the frontiers of education, especially with the introduction of electronic learning (e-learning) in the field of pedagogy. However, many institutions are still emerging in e-learning deployment and are faced with complex challenges despite the existing potential for the effective development of e-learning. This current study seeks to explore the strengths, weaknesses, opportunities, and threats (SWOT) to integrating e-learning for teaching purposes from the perspective of the academic staff of the University of Cape Coast (UCC), Ghana. The study adopted a cross-sectional survey in which 102 teaching staff from UCC participated. Among the major perceived threats and weaknesses reported were; lack of capacities in terms of institutional facilities, academic staff competencies, fluctuation of internet connectivity, and inadequacy of computers. The strengths and opportunities of integrating e-learning in this context were reported in the participants understanding of the potential of e-learning in teaching and their willingness to undergo training for this purpose. The findings of the study reveal that transforming teaching and learning through e-learning innovations beyond rhetoric requires systematic efforts at the teacher and institutional levels as well as other stakeholders.
Agyei, D. D. (2021). Integrating ICT into schools in Sub-Saharan Africa: From teachers’ capacity building to classroom implementation. Education and Information Technologies, 26 ,125-144. doi: 0.1007/s10639-020-10253-w.
Agyei, D. D. (2019). From needs analysis to large-scale implementation: Using collaborative design to support ICT integration. In: J. Pieters, J. Voogt, & N. P. Roblin (Eds.), Collaborative curriculum design for sustainable innovation and teacher learning. (pp. 305-328). Switzerland: Springer, Nature Switzerland AG.
Agyei, D. D., & Kafyulilo A. (2019). Continuation of collaborative curriculum design outcomes: Teachers’ transfer of teaching with technology. In: J. Pieters, J. Voogt, & N. P. Roblin (Eds.), Collaborative curriculum design for sustainable innovation and teacher learning. (pp. 365-384). Switzerland: Springer, Nature Switzerland AG.
Amandu, G. M., Muliira, J. K., & Fronda, D. C. (2013). Using moodle e-learning platform to foster student self-directed learning: Experiences with utilization of the software in undergraduate nursing courses in a Middle Eastern university. Procedia-Social and Behavioral Sciences, 93, 677-683.
Antwi, S., Bansah, A. K., & Franklin, T. (2018). The information technology challenge in teaching senior high school geography in Ghana. Issues and Trends in Educational Technology, 6(1), 16–38. https://doi.org/10.2458/azu_itet_v6i1_ antwi
Anouk, J., Bart, C., & Nyaga, M. (2005). Integrating ICT in teacher training: Reflections on practice and policy implications: Case of KTTC. Retrieved from http: www.idrc.ca/en/ev- 93060.html
Awidi, I. T. (2008). Developing an E-Learning Strategy for Public Universities in Ghana. Educause Quarterly, 31, 66-69.
Bhuasiri, W., Xaymoungkhoun, O., Zo, H., Jeung, J. R., & Ciganek, A. P. (2011). Critical success factors for e-learning in developing countries: A comparative analysis between
Chigona, A., & Dagada, R. (2011). Adoption and use of e-learning at tertiary level in South Countries, 29(5), 1–15. Downloaded by [CHR Hogeschool Windesheim] at 05:49 03 December 2015 Development, 16, 244–259. Educational Studies, 39, 239–243. Egypt. Turkish Online Journal of Distance Education, 9, 157–168.
Edumadze, J. K. E., Ossei-Anto, T. A., Edumadze, G., Tamakloe, W. K., Asamoah, E., & Boadi, E. (2014). Evaluating the awareness and perceptions of lecturers in using e-learning tools for teaching in University of Cape Coast.
Edumadze, J. K., Tenkorang, E. Y., Armah, F. A., Luginaah, I., & Edumadze, G. E. (2013). Electronic waste is a mess: Awareness and PR environmental behavior among university students in Ghana. Applied Environmental Education & Communication, 12(4), 224-234.
Eke, H. N. (2011). Modeling LIS Students' Intention to Adopt E-learning: A Case from University of Nigeria, Nsukka. Library Philosophy and Practice, 113.
European Commission [EC], (2008). The use of ICT to support innovation and lifelong learning for all - A report on progress. Retrieved from http://www.europarl.europa.eu/registre/docs_ autres_institutions/commissioneuropeenne/sec/2008/2629/COM_SEC (2008) 2629_EN.pdf
Gilb, T. & Finzi, S. (1988). Principles of software engineering management (Vol. 11). Reading, MA: Addison-wesley.
Grönlund, Å. & Islam, Y. M. (2010). A mobile e-learning environment for developing countries: The Bangladesh virtual interactive classroom. Information Technology for Development, 16(4), 244-259.
Guttman, C. (2003). Education in and for the information society. Paris: UNESCO Publications for the World Summit on the Information Society. Retrieved from http://unesdoc.un
Henderson, R. B. (2005). The role of computer and internet access in business students’ acceptance of e-learning technology (Unpublished doctoral dissertation). Retrieved from http://www.scholar.lib.vt.edu/theses/available/etd.../dissertationRonda Henderson.pdf
ICT4AD, G. (2003). Ghana ICT for Accelerated Development (ICT4AD) Policy. Assessed October, 1, 2010.
Kahiigi Kigozi, E., Ekenberg, L., Hansson, H., Danielson, M., & Tusubira, F. F. (2008). Explorative study of e-learning in developing countries: A case of the Uganda education system. In IADIS International Conference e-Learning 2008, Amsterdam, Netherlands (pp. 195-199).
Keller, C., Lindh, J., & Hrastinski, S. (2007). E-learning use in higher education: the impact of organisational factors. In 6th European Conference on e-Learning (ECEL 2007) Location: Copenhagen Business Sch, Copenhagen, DENMARK Date: OCT 04-05, 2007 (pp. 359-367). Academic Conferences Limited.
Kurt, L., & Larchin, V. (2005). The impact of tertiary education: Advances and promises. Retrieved from http://advancingknowledge.com/drafts/larsen
Marfo, J.S., & Okine, R.K. (2011). Implementation of e-Learning in Ghanaian Tertiary Institutions (A Case Study of KNUST). Behavioural Sciences, 93, 677–683.
Mikre, F. (2011). The roles of information communication technologies in education: Review article with emphasis to the computer and internet. Ethiopian Journal of Education and Sciences, 6(2), 109–126. https://www.ajol.info/index.php/ ejesc/article/view/73521.
Morawaczynsnki, O., & Ngwenyama, O. (2007). Unraveling the impact of investment in ICT in education and health of development: An analysis of archival data of five West African countries using regression spines. Electronic Journal of Information Systems in Developing Countries, 29(5), 1–15.
Ministry of Education [MOE], (2012), Teaching syllabus for Core Mathematics: Senior high school 1-3, Curriculum Research and Development Division, Accra.
Nihuka, K. A. (2011). Collaborative course design to support implementation of e-learning by instructors (Unpublished doctoral dissertation). University of Twente, Enschede.
Nyerere, J. A., Gravenir, F. Q., & Mse, G. S. (2012). Delivery of open, distance, and e-learning in Kenya. The International Review of Research in Open and Distributed Learning, 13(3), 185. https://doi.org/10.19173/irrodl.v13i3.1120
Obuobi, D., Adrion, W. R., & Watts, K. (2006). Applying information technology to improve teaching and learning in an African University. In Proceedings. Frontiers in Education. 36th Annual Conference (pp. 22-26). IEEE.
Othman, M. S., & Musa, M. A. (2012). Critical success factors in e-learning: An examination of technology and student factors. International Journal of Advances in Engineering & Technology, 3, 140–148
Rosenberg, M. J. (2000) The E-learning readiness Survey. [Online] Available: http://books.Mcgraw-hill.com/training/elearning/elearning_survey.pdf
Rosset, A., & Sheldon, K. (2001) Beyond the podium: Delivering Training and Performance to a Digital World. San Francisco: Jossey-Bass/ Pfeiffer, 2001. Technology, 3, 140–148.
Tondeur, J., Roblin, N. P., van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: in search of a new curriculum. Educational Studies, 39(2), 239–243. https://doi.org/10.1080/03055698.2012.713548
Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: 1 systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/sl1423-016-9481-2
UNESCO. (2009). ICT in education. Retrieved from http://www.unesco.org/new/en/unesco/ themes/icts/
Zhu, C., & Justice Mugenyi, K. (2015). A SWOT analysis of the integration of e-learning at a university in Uganda and a university in Tanzania. Technology, Pedagogy and Education, 24(5), 1-19.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.