Teachers of large virtual classes in Ghana faced environmental constraints, inadequate institutional support, learner reluctance to participate, inability to monitor attentiveness, and delayed feedback due to class size¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Participants reported frequent electricity power cuts, unstable internet connectivity, students' inability to buy data, learner reluctance to contribute to discussions, lack of physical contact to monitor attention, and unavailability of teaching assistants. → Inusah Salifu · Usman Kojo Abonyi 2023 q2 i? Large class size made immediate virtual feedback impossible; one teacher reported marking assignments took about three weeks. → Inusah Salifu · Usman Kojo Abonyi 2023 (2)

Evidence¶

Inusah Salifu · Usman Kojo Abonyi 2023¶

Inusah Salifu · Usman Kojo Abonyi. (2023). Managing large classes in virtual teaching: experiences of university teachers in Ghana during COVID-19. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10151-7

q2 · i? · qualitative · r3

Interview theme on frustrations of managing large virtual classes. Case 1 participants cited power cuts, poor connectivity and data costs; other cases cited student shyness in discussions, inability to observe attention on video, and no teaching assistants assigned.

"the participants in #C1 complained of frequent electricity power cuts, unstable internet connectivity, and the inability of students to access data for recurring virtual lectures."

Inusah Salifu · Usman Kojo Abonyi 2023 (2)¶

Inusah Salifu · Usman Kojo Abonyi. (2023). Managing large classes in virtual teaching: experiences of university teachers in Ghana during COVID-19. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10151-7

q2 · i? · qualitative · r3

Participant P5 in Case 2 described using a Moodle platform to assess analytical and writing skills but reported delayed feedback due to class size; the class met via Zoom afterwards to discuss poorly explained concepts.

"However, it's impossible to give immediate virtual feedback to students because of the class size, and it takes me about three weeks to complete marking their assignments individually."

Discussion¶

Related Claims¶

• Six major challenge themes faced by K-12 teachers during early COVID-19 online teaching emerged from thematic analysis — related
• Ghanaian university teachers managing large virtual classes regulated learner behaviour through preventive measures such as setting rules and punitive measures such as muting or removing disruptive students — related
• Teachers controlled instructional content in large virtual classes by creating interactive environments through questioning, student presentations and out-of-class discussions, and by using learner-centred methods such as breakout rooms, flipped classroom and case study techniques — related
• Zimbabwean universities faced trenchant institutional needs for online teaching — untrained personnel, poor digital infrastructure and cyber security — mostly emanating from inadequate funding — related