Supplementary Virtual – Class System as a Possible Frontier for Bridging the Grades Gap between Top Tier and Low Tier High Schools in Ghana

Ampadu Seth^1, , Bernice Okpatah², Amoako Richard¹, Azamela John Coffie³ and Antwi Owusu Justice³

¹Hefei University of Technology

²University of Cape Coast

³University of Electronic Science and Technology of China

Cite this paper:
Ampadu Seth, Bernice Okpatah, Amoako Richard, Azamela John Coffie and Antwi Owusu Justice. Supplementary Virtual – Class System as a Possible Frontier for Bridging the Grades Gap between Top Tier and Low Tier High Schools in Ghana. American Journal of Educational Research. 2019; 7(1):6-11. doi: 10.12691/education-7-1-2

Abstract

This paper tries to create the awareness of VLE as a new supplementary teaching technology frontier which could be utilize to bridge the grading gap between rural and urban students. The benefits associate with VLE technology is enormous, not only can it enhance academic performance of rural schools and students in Ghana but also could enrich students and teachers learning this experience if it is properly and effectively adopted and monitored. This could automatically result in students achieving good grades. Various Observations have been carried out to estimate it viability and it shows students and schools that adopt this technology benefited immensely from this approach, although it come with some challenges. VLE demand users and operators to have ICT knowledge and skills which may not be readily available. With proper planning, infrastructure, skills, resources and effective monitoring system, VLC could be a major technology to bridge the gap between TTS and LTS in Ghana Education System.

Keywords:
VLE VLC Rural and Urban grades Education LTS TTS

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	M. Alavi, “Computer-mediated collaborative learning: An empirical evaluation.,” MIS Q., vol. 18, no. 2, 1994.
[2]	R. H. Maki, W. Maki, M. Patterson, and P. Whittaker, “Learning and Satisfaction in OnLine Versus Lecture Courses. Behavior Research Methods, Instruments and Computers.,” vol. 32(2), pp. 230-23, 2000.
[3]	J. G. Schutte, Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam?, California State University, Northridge, CA. 1997.
[4]	T. Enhanced, L. Ijtel, and A. Number, “Communi Ties : Success Factors and Challenges. In : International Journal of Virtual learning communi Ties: success factors and challenges René Wegener * and Jan Marco Leimeister,” Int. J. Technol. Enhanc. Learn., vol. 4, no. 2012, pp. 383-397, 2012.
[5]	A. Dorleku, “Teaching and learning in border towns: A study of four junior high schools along the Ghana-Togo Border , Kwame Nkrumah University of Science and Technol,” 2013.
[6]	O. R. Aremu and B. O. Sokan, “A multi-causal evaluation of academic performance of Nigeria learners: Issues and impli- cations for national development,” Department of Guidance and Counselling, University of Ibadan, Nigeria., 2003.
[7]	N. Khattri, K. W. Riley, and M. B. Kane, “Students At Risk in Poor , Rural Areas : A Review of the Research,” J. ofResearch Rural Educ., vol. 13, no. 2, pp. 79-100, 1997.
[8]	Docebo, “E-Learning Market Trends & Forecast 2014 - 2016 Report,” 2016.
[9]	T. Can, “The Use Of 3d Virtual Learning Environments In Training Foreign Language Pre-Service Teachers,” Turkish Online J. Distance Educ., vol. 16, no. 4(9), pp. 114-124, 2015.
[10]	A. Vassiliou, “Key Data on Learning and Innovation through ICT at School in Europe 2011,” 2011.
[11]	M. Hampson, A. Patton, and S. Leonie, “10 ideas for 21st century education,” 2015.
[12]	S. C. White and T. S. Glickman, “Implications for the Future,” wiley Inter Sci., no. 137, pp. 97-106, 2007.
[13]	L.-Z. Jane, E. Matthew, H. Amir, P. Nino, and U. Jafar, “Demand for Education Innovation Adolescent and youth perspectives on education quality in the CEECIS Region.”
[14]	B. Kneale and I. Box, “A Virtual Learning Environment for Real-World Networking Problems with Providing a Physical Network Lack of Funds,” J. Inf. Sci., no. June, 2003.
[15]	R. Cosgrave, A. Rísquez, T. Logan-phelan, T. Farrelly, E. Costello, and M. Palmer, “Usage And Uptake Of Virtual Learning Environments In Ireland : Findings From A Multi Institutional Study,” All Irel. J. Teach. Learn. High. Educ., vol. 3, no. 1, pp. 1-14, 2011.
[16]	N. A. A. Opoku-asare and A. O. Siaw, “Rural – Urban Disparity in Students’ Academic Performance in Visual Arts Education : Evidence From Six Senior High Schools in Kumasi, Ghana,” SAGE Open, 2015.
[17]	ILO, “Rural teachers in Africa : A report for ILO Rural teachers in Africa : A report for ILO,” 2016.
[18]	V. L. Environments and C. Design, “Effective Use of VLEs : Introduction to VLEs Introduction to VLEs,” JISC, pp. 1-44, 2015.
[19]	P. W. Stonebraker and J. E. Hazeltine, “Virtual learning effectiveness An examination of the process,” Emerald Res., vol. 11, no. 3, pp. 209-225, 2004.
[20]	S. Cassidy, “Virtual Learning Environments as Mediating Factors in Student Satisfaction with Teaching and Learning in Higher Education,” J. Curric. Teach., vol. 5, no. 1, pp. 113-123, 2016.
[21]	American Association of University Adminstrators, “The Journal of Higher Education Management,” J. High. Educ. Manag., vol. 27, no. 1, 2012.
[22]	S. Penjor, “Predicting Virtual Learning Environment Adoption: A Case Study,” Turkish Online J. Educ. Technol., vol. 15, no. 1, pp. 69-81, 2016.
[23]	G. Hampel and K. Dancsházy, “Creating a Virtual Learning Environment,” J. Agric. Informatics ., vol. 5, no. 1, pp. 46-55, 2014.
[24]	O. K. Kelvin, W. Gregory, and M. M. Samuel, “Integrating Virtual Worlds and Virtual Learning Environments in Schools in Developing Economies,” nternational J. Inf. Commun. Technol. Res., vol. 2, no. 1, pp. 17-21, 2012.
[25]	J. Bush and F. Florida, “The Blended & Virtual Learning FronTierr Special Report,” 2012.
[26]	S. Chowdhry, S. Karolin, and A. Lourdes, “A Study of the Impact of Technology-Enhanced Learning on Student Academic Performance,” J. Perspect. Appl. Pract., vol. 2, no. 3, pp. 3-15, 2014.
[27]	J. Biggs, Approaches to learning: Nature and measurement. The International Encyclopedia of Education, 1994.
[28]	S. W. Y. Lee, “Investigating students’ learning approaches, perceptions of online discussions, and students’ online and academic performance.,” pp. 67-70 & 344-353, 2013.
[29]	“Romero, C., López, M. I., Luna, J. M., & Ventura, S. (2013). Predicting students’ final performance from participation in on-line discussion forums.,” pp. 64-71, 455-476.
[30]	C. K. Cheng, D. E. Paré, L. M. Collimore, and S. Joordens, “Assessing the effectiveness of a voluntary online discussion forum on improving students’ course performance. Computers & Education,.” pp. 55-57 & 252-263, 2011.
[31]	L. Wang, “Abstra act Introd uction,” World Libr. Inf. Congr., vol. 78th IFLA, pp. 1–15, 2012.
[32]	L. A. Caudle, Using a Sociocultural Perspective to Establish Teaching and Social Presences Within a Hybrid Community of Mentor Teachers. Adult Learning,. 2013.
[33]	M. Chakraborty and M. N. Fredrick, “Strategies for Virtual Learning Environments : Focusing on Teaching Presence and Teaching Immediacy,” J. internet Learn., vol. 4, no. 1, 2015.
[34]	E. Kim, D. Nam, and J. L. Stimpert, “The Applicability of Porter?s Generic Strategies in the Digital Age: Assumptions, Conjectures, and Suggestions,” J. Manage., vol. 30, no. 5, pp. 569-589, Oct. 2004.
[35]	L. Nagel and T. G. Kotzé, “Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class.,” Internet High. Educ., vol. 13(1), 2010.
[36]	J. H. Wu, R. D. Tennyson, and T. L. Hsia, A study of student satisfaction in a blended e-learning system environment. 2010.
[37]	Kember, D., McNaught, C., Chong, F. C. Y., Lam, P., & Cheng, K. F. (2010). Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments. Computers & Education, 55, 1183-1192.
[38]	P. Ginns and R. Ellis, “Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning,” Internet High. Educ., vol. 10, no. 1, pp. 53-64, 2007.
[39]	M. A. Ocak, “Why are faculty members not teaching blended courses? Insights from faculty members.” no. 56, pp. 689-699.