Challenges of learning environments experienced by distance‑learning higher education students in Ghana

Abstract

The study presented here investigated challenges of learning environments experienced by distance-learning (DL) and higher education (HE) students in the Greater Accra Region of Ghana. The author interviewed students (n = 24) in two DL centres, where they attended weekend face-to-face sessions. He asked them to share their personal experiences with respect to classrooms, learning facilities both inside and outside the classroom, and access to library support services. During each intense one-on-one interview, which lasted 45–60 minutes, the author made audio recordings and field notes for later analysis. The students’ views were complemented with audio-recordings and field notes from staf interviews (n = 4), each lasting 1–2 hours. The 28 participants in the study were recruited from two universities of Ghana Learning Centers: Accra and Tema. Data collection covered the period from April 2018 to December 2019. The field notes derived from all participant interviews were transcribed, coded, categorised and analysed using NVivo 10. Particular attention was paid to students’ educational and social well-being and their sense of place. Findings include students’ struggle with poor infrastructure conditions, and most reported lack of access to power sources in the classrooms, lack of a cafeteria, IT labs, library space, a student hub, and support services as the most significant barriers to experiencing a meaningful HE as DLs. Participants stressed the importance of infrastructural support and services tailored towards DLs’ needs, with an emphasis on on DL HE students’ physical, social and psychological well-being.