Browsing by Author "Afful, D."
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Item Electronic learning among students at public universities in Ghana(Cogent Education, 2023) Afful, D.; Boateng, J.K.This study was planned to establish the extent of the usage and benefits of mobile technologies to learn by distance learners at the University of Ghana and the University of Education, Winneba. The study adopted an explanatory sequential mixed-method design. Structured questionnaires were administered to 400 dis tance learners selected by multi-stage sampling technique and phone interviews involving 20 participants selected by random sampling technique to collect data. Using the Relative Important Index and Thematic analysis, the findings show that respondents not only agreed to all the mobile learning academic activities and benefits raised in this study as relevant but fundamental to their studies. The five most important mobile learning activities by students are communicating with colleagues for information, participating in online courses, doing coursework assignments, holding meetings among colleagues and instructors, and forming networks with peers on a social media platform. The highest of the first five highest ranked benefits is finding relevant material for coursework with ease, studying at own pace in different environments, learning anywhere and anytime, receiving real-time information, and having quick access to coursework content. The findings of this study can encourage institutions offering distance education to build strategic electronic learning implementation plans and design guidelines by taking into consideration the highest-ranked important benefits and uses of mobile learning identified in this study.Item Mobile learning behaviour of university students in Ghana(Cogent OA, 2023) Afful, D.; Boateng, J. K.Abstract: This study was planned to investigate the effect of distance education students’ attitudinal, social, and control beliefs on their mobile learning usage at the University of Ghana and the University of Education, Winneba. The Decomposed Theory of Planned Behaviour (DTPB) was modified to explain how students’ attitude, subjective norms, and behavioural control of mobile learning influenced their current mobile learning usage. The study used an explanatory sequential mixed-method approach. Congruent to that, structured questionnaires were administered to 400 distance learners selected by multi-stage sampling technique, and 20 distance learners selected by random sampling technique were interviewed via phone to collect data. Using correlation and multiple linear regression analysis, as well as hypothesis testing, the findings showed that, the university students’ attitudes towards mobile learning, subjective norms, and behavioral control insignificantly influenced their ongoing mobile usage thus providing meek support for the research model. However, it was found that university students’ mobile learning innovativeness, peer influence, and self-efficacy significantly affect their attitudes, subjective norms, and behavioral control respectively of their mobile learning usage. This supports the research model and can be inferred that university students’ mobile learning innovativeness, peer influence, and self-efficacy indirectly influence their mobile learning usage. The results of this study will enable educational institutions to engage in better strategic planning and implementation of mobile learning on a wider scale focusing on students’ behavioral, social, and control factors.