TY - JOUR
T1 - COVID-19 and online teaching in higher education
T2 - A discrete choice experiment
AU - Nyarko, Eric
AU - Agyemang, Edmund Fosu
AU - Arku, Dennis
N1 - Publisher Copyright:
© 2023-IOS Press. All rights reserved.
PY - 2023/6/15
Y1 - 2023/6/15
N2 - The Sars-Cov-2 coronavirus outbreak significantly impacted Ghana's educational system, driving schools to close campuses and swiftly deploy online instruction. This study evaluated e-teaching in higher education amidst the Sars-Cov-2 coronavirus by using the University of Ghana as a case study. Specifically, the study investigated university instructors' preferences for online instructional strategies to enable higher educational institutions to transit smoothly into online teaching and learning. With the help of a face-to-face questionnaire administration, this cross-sectional study used a discrete choice experiment design to capture the responses of 230-course instructors. The analysis of the survey data obtained was possible using the multinomial logit model. Our results revealed that a recorded lecture video had the highest preference among the course instructors, breakdown of teaching content for approximately 30 to 45 minutes, providing online tutorials, and online support/video tutoring from teaching assistants were the important instructional attributes to help higher educational institutions transition into online teaching and learning.
AB - The Sars-Cov-2 coronavirus outbreak significantly impacted Ghana's educational system, driving schools to close campuses and swiftly deploy online instruction. This study evaluated e-teaching in higher education amidst the Sars-Cov-2 coronavirus by using the University of Ghana as a case study. Specifically, the study investigated university instructors' preferences for online instructional strategies to enable higher educational institutions to transit smoothly into online teaching and learning. With the help of a face-to-face questionnaire administration, this cross-sectional study used a discrete choice experiment design to capture the responses of 230-course instructors. The analysis of the survey data obtained was possible using the multinomial logit model. Our results revealed that a recorded lecture video had the highest preference among the course instructors, breakdown of teaching content for approximately 30 to 45 minutes, providing online tutorials, and online support/video tutoring from teaching assistants were the important instructional attributes to help higher educational institutions transition into online teaching and learning.
KW - COVID-19
KW - Discrete choice experiments
KW - high-impact teaching practices
KW - instructional strategies
KW - multinomial logit model
KW - online education
UR - http://www.scopus.com/inward/record.url?scp=85165897683&partnerID=8YFLogxK
U2 - 10.3233/MAS-221403
DO - 10.3233/MAS-221403
M3 - Article
AN - SCOPUS:85165897683
SN - 1574-1699
VL - 18
SP - 115
EP - 123
JO - Model Assisted Statistics and Applications
JF - Model Assisted Statistics and Applications
IS - 2
ER -