Integration of ICT in distance learning education, empirical evidence from UEW

Abstract

The study investigated the integration of ICT in distance learning education at the University of Education Winneba. Over the years, the distance department has not engaged in purely online distance mode learning until the Covid-19 pandemic forced the school to adopt so. Despite the distance learning success rate, there are many challenges, technology usage obstacles, ICT tools, and adopted practices that needed to be explored for both theoretical and practical implications. The study reviewed concepts, theories, and empirical studies to provide broader insight into the objectives. Using exploratory research design with a quantitative data analysis approach, the researcher focused on students of the Institute for Distance and e-Learning (IDeL), lecturers or tutors, management, and administrative staff of the information technology (IT) support department of UEW. 120 students, tutors, or lecturers, and administrators participated in the study. The study used an online survey to collect information from the respondents. The data were analyzed with the help of Microsoft Excel and SPSS. The study revealed that the most used ICT devices in distance education (DE) are computers, laptops, and smartphones. Also, the paper provided evidence that the major roles of ICT in DE are; information search, create better learning atmosphere, easy download material, learn everywhere anytime, flexible and convenient to distance education, easily interact with classmates, save time, helps focus on learning and makes learning interesting. The study identified some challenges in ICT integration in distance education. Among some are; inadequate orientation on how to study online, network interruption, inadequate modern computers or laptops, and unfavorable geographical location. It is concluded that there is a positive correlation between effort expectancy and LMS user behavioral intention. This implies that users or learners who have the positive behavioral intention to embrace LMS need to put effort to achieve learning outcomes. Whereas the study found no correlation between “perceived cost, facilitating condition and performance expectancy, and user intention”. Keywords: ICT, distance education, LMS, integration, UTAUT theory