Managing large classes in virtual teaching: experiences of university teachers in Ghana during COVID‑19
Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Education Tech Research Dev
Abstract
This research used a qualitative multiple-case study and phenomenological designs to
explore how, without training, university teachers in Ghana managed large student numbers
in the virtual environment during COVID-19. The study examined further the challenges
the teachers faced in their virtual instructional delivery. Twelve participants, drawn randomly from four large Ghanaian universities, participated in individual interviews and follow-up virtual class observations. The findings revealed that the participants employed two
management techniques in their virtual teaching—regulating the behaviour of learners and
controlling instructional content. The research further uncovered that, although the teachers’ complaints generally centred on environmental constraints and inadequate institutional
support, those whose difficulties included using virtual tools did not have virtual teaching experience before the COVID period. The study supports the clarion call for university
teachers involved in virtual teaching to personally seek a continual update of skills and
competency in virtual delivery because it is an approach hinged on evolving technology.
Description
Research Article
Keywords
Classroom management, University teachers, COVID-19