Virtualization of University Education: The Impact of ICT-Mediated Learning Environment on Students' Performance

Virtualization of University Education: The Impact of ICT-Mediated Learning Environment on Students' Performance

Samuel Adu Gyamfi (University of Education, Winneba, Ghana) and Patrick Ohemeng Gyaase (Catholic University College of Ghana, Fiapre, Ghana)
Copyright: © 2017 |Pages: 17
DOI: 10.4018/IJESMA.2017100102
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Abstract

The increasing intake of students in tertiary institutions has resulted in large classes sizes in the universities in Ghana with the attendant reduction in quality in teaching and learning. This study was carried out to assess the impact of integrating ICT to teaching and learning in Universities on students' performance. This study adopted formative experimental approach using Moodle, an online learning platform to supplement the traditional face-face lecturing. This was carried out using seventy-five first year students on a communication skills course over two semesters. The Students' score in four learning outcomes were collected before and after the experiment. The data were quantitatively analyzed and compared to identify the impact of the ICT-mediated learning environment on students' performance. The results showed marked improvement in the students' performance in all aspects of communication skills. The lecturers of the course also confirmed improvements in students' performance, engagement and participation in the course compared to previous years.
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Ict-Mediated Learning Environment

An ICT-mediated learning or e-learning can be described as all forms of electronic supported learning and teaching, which are procedural in character and aim to affect the construction of knowledge with reference to individual experience, practice and knowledge of the learner. Information and communication systems, whether networked or not, serve as specific media to implement the learning process (Tavangarian, Leypold, Nölting, Röser, & Voigt, 2004; O’Donnell, Wade, Sharp, & O’Donnell, 2014)

There are various dimensions of ICT-mediated learning. This includes blending of the delivery mode, the blend of distance and face-to-face modes using technologies to enable flexible scheduling (Sharpe, Benfield, Roberts, & Francis, 2006) and a learning environment which remains institution and teacher-centred whilst the virtual learning environment is used as a repository for and a means of transmitting content to the students (Graham, 2006; Sharpe, et al, 2006). Masie (2002) posits that due to the complexities of human beings learning do not occur in a uniform manner. Consequently, ICT-mediated learning environments recognises the importance of giving the students equal access to learning resources to shape their own learning processes. Indeed, Fulantelli (2009) emphasizes that, ICT-mediated learning environment enables the sharing and shaping of ideas, and creating a community of learners among the students.

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