Lecturers’ attitudes towards online teaching during Covid- 19 pandemic at the Kings University College (KUC), Ghana.

Abstract

The COVID-19 pandemic prompted an abrupt shift to online teaching at The King's University College (KUC), Ghana, leading to substantial changes in the educational landscape. This study investigates the attitudes of 85 lecturers from diverse departments towards online teaching during the pandemic. While existing research has predominantly focused on students' perceptions of Learning Management Systems (LMS), there is a gap in understanding lecturers' knowledge and attitudes regarding digital technology adoption for teaching. Utilizing the Technology Acceptance Model and a cross-sectional survey design with simple random sampling, standardized questionnaires assess lecturers' knowledge and attitudes. Preliminary findings reveal diverse attitudes, with varying levels of acceptance, enthusiasm, hesitancy, or resistance. Gender-based differences indicate that male lecturers possess more comprehensive knowledge of online teaching tools, but age does not significantly impact knowledge. The study concludes that some KUC lecturers exhibit limited knowledge and mixed attitudes towards online teaching, emphasizing the need for targeted interventions and support to enhance competence in utilizing digital technologies. Recommendations include investing in faculty development programs and fostering a positive attitude towards digital tools and e-learning platforms for a successful online learning environment during and beyond the pandemic.