Abstract
The primary objective of this study was to gather evidence about students’ digital experiences in Ghana and to benchmark data gathered against those of students from two developed countries (the United Kingdom and Australia). Being the first large-scale survey conducted on students’ digital experiences in the higher education institution in Ghana, it provided ample insights into best practices relevant to accentuating the extent to which graduates in Ghana are equipped with requisite skills for a digitalized workplace and to successfully compete in the global digital arena. The study was guided by four research questions. Using a descriptive survey research design, 1,937 students were selected from three public universities in Ghana. The instrument for data collection was the well-validated and result-oriented Joint Information Systems Committee (JISC) higher education students’ insight survey. Findings revealed that when respondents’ digital experiences were compared with their international counterparts, students’ ownership and use of digital tools in an academic context in Ghana was far below their counterparts in the UK and Australia. The findings also indicated that students in Ghana turn to fellow-students for digital support compared to their counterpart in the UK and Australia who prefer to seek support from the internet. The study questioned Simonson’s theory of equivalence. The study revealed that mode of study in the institutions had no effect on students support for digital skills development. With regard to the variables use of own digital to support personal learning, institutional digital infrastructure, digital activities on course and attitudes to digital learning, students experiences differed in the dual-mode learning environment. A very weak and negative relationship was identified between the quality of digital teaching and learning and students use of their own digital devices for learning. It was also identified that students use of own devices to support learning is negatively associated with the quality of institutional digital provision. On the other had quality of digital provision and quality of digital teaching and learning in the institutions associated with support for developing digital skill for learning. The study advances the construal level of research by showing that digital skills development in higher education institutions in Ghana is effective when there is strong support from fellow students. It is therefore recommended that lecturers in dual-mode institutions in Ghana should be proactive in their approach to design principles and pedagogical approaches that support the use of digital tools and capabilities for collaborative learning. With collaborative activity and scaffolding, students are likely to develop and maintain shared repertoire of digital skills and capabilities in their chose career.
Ph.D. (ICT in Education)