Impact of digitised ‘teaching-learning’ virtual platforms on tertiary students’ learning objectives and teaching outcomes

Abstract

This study explores and understands the impact of remote teaching using digitised teaching-learning virtual platforms on students’ learning objectives and outcomes in Ghanaian Universities. Using a self-administered questionnaire, quantitative data from four hundred and four graduate students whose courses were delivered online due to the COVID-19 pandemic were gathered. Data were analysed using a systemic analytical approach. Confirmatory factor analysis was con ducted first, followed by an analysis of moment structures for multiple levels of variables using structural equation modelling. It was found that students’ trust in the quality of information they received online, their interactions with instructors, and their interactions with virtual platforms positively affected their trust in the usability of digitised ‘teaching-learning’ virtual platforms; this had a positive impact on their attainment of learning objectives. In conclusion, students’ per ceptions of the usability of virtual platforms as classrooms for teaching and learning are influenced by a psychological dynamic between the quality of information they receive from their instructors and the quality of their interactions with instructors and the virtual platforms. The findings offer a good pedagogic understanding of the dynamics of virtual teaching-learning design practices, which may be applied to effectively design virtual classrooms and assignments to improve student learning.