Exploring the Impact, Challenges, and Satisfaction of Online Learning among Nursing Trainees in Northern Ghana
Issah Mohammed
Health Science Education Department, Faculty of Education, University for Development Studies, Tamale, Northern Region P.O. Box TL1350, Ghana.
Mohammed Abdulai Kojo *
Ministry of Health, Nurses and Midwifery Training College, Nalerigu, P.O. Box 10, Nalerigu, North-East Region, Ghana.
Faustina Maayir Bezagrebere
Community Health Nurses Training College, P O Box -233, Tamale, Northern Region, Ghana.
Sharifa Iddrisu
Nursing and Midwifery Training College, Gushegu, P. O. Box GU 13, Gushegu, Northern Region, Ghana.
Asabia Abel
Community Health Nurses Training College, P O Box -233, Tamale, Northern Region, Ghana.
Sophia Bayong-Dumah
Ministry of Health, Nursing and Midwifery Training College, Box 392 Wa, Upper West Region, Ghana.
Ibrahim Balanjima
Community Health Nurses Training College, P O Box -233, Tamale, Northern Region, Ghana.
Patience Amopoka Ayeltige
Community Health Nursing Training College, Box 185, Navrongo, Upper East Region, Ghana.
Patience Atampoka Anaba
Midwifery Training College, P.O. Box 60 Tumu, Upper West Region, Ghana.
Diana Akubori
Community Health Nurses Training College, P O Box -233, Tamale, Northern Region, Ghana.
*Author to whom correspondence should be addressed.
Abstract
Background: The use of technology in many fields, including teaching, learning, and computerized assessment within higher education institutions, has increased due to the rapid development of many fields in our current era, mainly information and communication technology, characterized by high speed.
Aim: This research aims to assess the impact of online learning and examination among Nurses’ and Midwives’ Training College, Tamale students.
Methods: The study used a descriptive institutional cross-sectional survey with 293 respondents selected using a stratified sampling technique. A semi-structured questionnaire was transformed into a Google form and used as the main tool for data collection. Data was analyzed using SPSS version 25, and results were presented in tables and figures.
Results: About 81.0% would accept online examinations, and 75.2% of the respondents indicated that writing exams online allows fulfilling courses. The study showed that 82.4% of the respondents agreed that online learning helps them be more productive, 77.9% were satisfied with the learning experience compared to others, and 67.9% indicated that face-to-face learning impacts their learning more. The study showed that 118(40.7%) indicated that they are inability to ask questions and express themselves, 40(13.8%) indicated that they lack instructor or tutor support, financial factors affect the use of online learning and examination, and 84(29.0%) indicated that lack of knowledge on Information Technology (IT). Also, (37.9%) indicated that the availability of required technology and adequate access to the Internet could facilitate online learning and examination (36.6%), and the provision of data (26.6%) could facilitate online learning and examination.
Conclusion: The study found that respondents accept online learning as a method they will indulge in. However, it was revealed that online learning does not impact their academic performance. Also, challenges like the unavailability of the required technology, incompatibility of some phones and laptops, lack of adequate internet access, heavy workload of online courses, and lack of enough skills to learn online exist.
Keywords: Online learning, financial factors, social interaction, education gap