From Emergency Remote Teaching To Innovative Online Pedagogy: Post-COVID Insights From A Ghanaian University

Abstract

The COVID-19 pandemic triggered a swift transition to online learn ing, reshaping tertiary education in Ghana. This study explores how students at a Ghanaian technical university perceive online teach ing effectiveness in the post-COVID era. Using a qualitative design and semi-structured interviews, it investigates students’ experi ences, attitudes, and challenges before, during, and after the pan demic. Findings reveal that while online learning enhanced flexibility, digital literacy, and resource access, unstable internet, limited interaction, and unsuitability for practical courses impeded effectiveness. Guided by Social Learning and Expectation Confirmation Theories, results show that students value online education but hesitate to fully embrace it due to technological and pedagogical gaps. The study advocates for blended learning models, stronger digital infrastructure, and faculty training, empha sising equitable access, engagement strategies, and institutional support to sustain online education in Ghana’s tertiary sector.