This document summarizes a study on using a virtual learning environment (VLE) to support lifelong learning, capacity building, and poverty reduction in rural Ghanaian communities. It describes the methodology used, which was a participatory action case study approach involving multiple cycles of planning, implementation, observation, reflection, and evaluation. Over three cycles, the study transitioned from using synchronous web conferencing, which encountered issues with unreliable internet connectivity, to using the Moodle VLE platform alone. Participants reported that the asynchronous, self-paced e-learning using Moodle was a more positive learning experience than traditional classroom methods. Issues around access, technology skills, and infrastructure like stable power supply were also identified.

1. 13rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya
Najim Ussiph
Department of Computer Science
Kwame Nkrumah University of Science
and Technology, Kumasi. Ghana.
nussiph.cos@knust.edu.gh
The Case For VLE in Life-long Learning, Capacity
Building and Poverty Reduction

2. 2
Abstract
The study seeks to find
 more efficient and sustainable ways to
support life-long learning with ICT in the
Ghanaian rural setting,
 to explore the possible impact of using
Virtual Learning Environment (VLE) to
support teaching and learning in rural
community to promote consistent
capacity building of residents,
 the impact of improved access to ICT on
information literacy, usage and
employability in the rural communities.
The Case For VLE in Life-long Learning, Capacity
Building and Poverty Reduction
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

3. 3
Methodology
Action Case Study method – a hybrid extension to
Action Case method developed in the course of this
research – was adopted as the appropriate research
method for this study. Cycles were carefully planned,
implementation and observations were made and data
collected using participant observations, interviews, and
focus group
The Case For VLE in Life-long Learning, Capacity
Building and Poverty Reduction
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

4. 4
The Case For VLE in Life-long Learning, Capacity
Building and Poverty Reduction
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya
IS Research Framework showing traditional and hybrid research methods
(adapted after Braa and Vidgen, 1999)

5. 5
Pedagogy
A multi-system pedagogy consisting of
 Constructivist strategies
 Cognitive strategies
 Behavioural strategies
was adapted for the introduced technology-mediated
learning.
The Case For VLE in Life-long Learning, Capacity
Building and Poverty Reduction
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

6. 6
The Case For VLE in Life-long Learning, Capacity
Building and Poverty Reduction
Constructivist strategies
Cognitive strategies
Behavioural strategies
Level of Learners’
knowledge
Level of Cognitive processing required by task
Low
High
HighLow
A multi-system
pedagogy
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

7. 7
The impact of the project was assessed within an academic
year period with respect to
(i) participants’ motivation / interest,
(ii) whether or not there has been academic progress /
achievement made,
(iii) motivation of the facilitator,
(iv) work output or productivity of facilitator / learners,
(v) ICT awareness of the community
The Case For VLE in Life-long Learning, Capacity
Building and Poverty Reduction
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

8. 8
The impact of the project was assessed within an academic
year period with respect to
(i) participants’ motivation / interest,
(ii) whether or not there has been academic progress /
achievement made,
(iii) motivation of the facilitator,
(iv) work output or productivity of facilitator / learners,
(v) ICT awareness of the community
The Case For VLE in Life-long Learning, Capacity
Building and Poverty Reduction
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

9. 9
VLE, LMS, or MLE?
“The components in which learners and tutors participate in
on-line interaction of various kinds including on-line
learning.” (JISC, 2000)
LMS is a software application or web-based technology used
to plan, implement and assess a specific learning process.
(Whatis.com)
MLE is ‘the whole range of information systems and
processes of an institution (including VLE, if appropriate)
that contribute directly or indirectly to learning and the
management of that learning.’ (JISC,2000)
.
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

10. 10
VLE, LMS, or MLE?
VLE (or LMS) is ‘a set of software systems that combine a
number of different tools that are used to systematically
deliver content online and facilitate learning experience
around that content’ (Weller ,2007)
Summarily, VLE is an environment in which e-
learning can be conducted or simpler, a superset
of ICT tools to facilitate (e-)learning.
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

11. 11
E-Learning Tools / E-Learning
E-learning is the use of technologies in learning
opportunities, encompassing flexible learning as well as
distance learning; and the use of information and
communication technology as a communications and
delivery tool, between individuals and groups, to support
students and improve the management of learning.
(Higher Education Funding Council for England (HEFCE);
2005),
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

12. 12
E-Learning
Distinctive features Examples
Synchronous e-
learning
 Real-time
 Live
 Usually scheduled and time-specific
 Collective and collaborative
 Simultaneous virtual presence of
teacher and learners
 Concurrent
 Instant messaging
 Online chart
 Live Webcasting
 Audio conferencing
 Video conferencing
 Web conferencing
Asynchronous
e-learning
 Intermittent access or interaction
 Self-paced
 Individual or intermittently
collaborative
 Independent learning
 Usually available any time
 Recorded or pre-produced
 Email
 Threaded discussion
 BlackBoard
 Web-based training
 Podcasting
 VCD or DVD
 Computer-based training
Synchronous vrs Asynchronous e-learning (Murray, 2007 p. 2)
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

13. 13
E-Learning: Technology or Learning?
Learning and technology
“In choosing to use the term “e-Learning” we have turned away from
other names that might equally have been useful, such as computer-
assisted learning, technology enhanced learning, instructional
technologies or online learning. To us, these terms fall into the trap that
many previous studies of the relationship between technology and
learning/education have fallen into, of assuming that learning exists
independently of technologies and that in various ways technologies
enhanced it. (Andrews & Haythornthwaite 2007 :2)
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

14. 14
E-Learning: Theory and Practice
Theory (Learning)
Practice (Technology)
Dictate
Inform
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

15. 15
Access, Technology and Skill
Access to computers and the Internet alone have been
proved insufficient to make meaningful impact if individuals
do not possess the basic skills and other resources to take
advantage of technology (Mossburger, K., Tolber, C. J., &
Stansbury, M., 2003; Warschauer, 2004; Kvasny, 2005).
Public access and computer training though justified, is not
enough to address other “social forces” that may limit those
endeavours. (Kvasny, 2005)
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

16. 16
Access, Technology and Skill
The issue is therefore not only about access but also
about use or ability to take advantage of technology –
needs that cannot be dissociated from other social and
economic factors such as poverty and literacy level.
Literacy acquisition requires variety of resources and the
development of skills, knowledge with the right attitude,
physical access to devices and motivation to make
meaningful use of technology. All these are matters of not
only education but also of power and privilege (Warschauer,
2004; Kvasny, 2005).
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

17. 17
Access, Technology and Skill
Warschauer (2004) proposes range of resources that will
need to be mobilized for ICT access for the social inclusion
of disadvantaged communities. These include:
 Physical Resources: access to computers, accessories
and the internet
 Digital Resources: needed application software and
relevant online or digital materials
 Human Resources: trainers or instructors on education
and literacy to provide basic skills needed for computer
use and online communication
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

18. 18
Access, Technology and Skill
 Social Resources: societal structures such as community
or institution that provides support for ICT infrastructure
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

19. 19
What Methodology?
Participatory Action Case Study –
 form of Participatory Action Research that combines with Case
Study to execute the cyclic phases of the research
implementation and data collection.
 applies interpretive case study method to gain deep and
contextualized insight into using virtual learning environment to
support teaching and learning and
 applies Participatory Action Research method in making an
intervention to effect a positive change.
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

20. 20
Methodology
Participatory Action Research –
“a comparative research on the conditions and effects of various forms
of social action and research leading to social action” that uses “a spiral
of steps, each of which is composed of a circle of planning, action, and
fact-finding about the result of the action”(Lewin, 1946 p.34-36).
Involves utilizing a systematic cyclical method of planning, taking action,
observing, evaluating (including self-evaluation) and critical reflecting
prior to planning the next cycle
(O'Brien, 2001; McNiff, 2002; Dick,2002) .
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

21. 21
Methodology
Common characteristics that are explicit in all shades of Action Research
include
 Concentration on practical issues
 Iterative cycle of plan-act-reflect
 Emphasis on Change
 Collaboration with practitioners
 Multiple data generation methods
 Action outcomes plus research outcomes (Oates, 2005)
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

22. 22
Goals of Action Research
 The improvement of practice through continual learning and
progressive problem solving;
 A deep understanding of practice and the development of a well
specified theory of action;
 An improvement in the community in which your practice is
embedded through participatory research.
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

23. 23
Research Process
The iterative cycle of action research is often expressed as five-stage
cycle as detailed by Susman and Evered (1978):
Diagnosis: The diagnosis phase of the cycle involves identification of the
problem situation with all related factors, the development of a working
theory (F) about the situation and how it might change.
Planning: The planning phase of the cycle involves the specification of
the interventionary action to alleviate problem identified in the
situation (M)
Intervention: The intervention phase in the cycle is the point at which
the actual action is implemented in problem situation (A)
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

24. 24
Research Process
Evaluation: The evaluation phase is concerned with the establishment
of whether the theoretical effects of the action were realized and
whether the problem has been alleviated
Reflection: The reflection phase is for reflection on what has been
achieved and/or not achieved in terms of practical outcomes and
lessons learnt, that is new knowledge acquired. Researcher also
contemplate on whether new cycle is required.
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

25. 25
Research process
Source: http://cadres.pepperdine.edu/ccar/define.html
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

26. 26
Implementation – Cycle 1
Planning  Acquisition and installation of wireless modems for internet connectivity and webcams
 Installation of Moodle and setting up of WizIQ accounts on PCs
 Training of Support Staff
 Orientation of participants
Action  Delivery of first session via web conferencing from KNUST to AKGSSS
 Delivery of second session via web conferencing from KNUST to AKGSSS
 Delivery of third session via web conferencing from KNUST to AKGSSS
Observation
and Data
Collection
 Session somehow chaotic – despite orientation given, students/participants still struggled with operational
basics
 Lot of time wasted
 Problems with internet connection speed – very slow for video transmission
 Students however, took advantage of electronic materials on lessons in Moodle
Reflection &
Evaluation
 In later discussion with students and support staff:
 it was agreed that another session of orientation be organised
 Find a more suitable time when internet connection traffic might be less for improved connection speed
 Student felt more comfortable with Moodle courseware
 Students share knowledge and experience with each via email
Emerging
Issues
 It will take a while before students are able to participate in session without support staff in attendance
 For success of web conferencing, remedy will have to be found for low connection speed
 Meeting times may have to be rescheduled
 Extra meetings may have to be arranged
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

27. 27
Implementation – Cycle 2
Planning  A second orientation was planned
 Meeting time was re-scheduled for early morning when internet connection was thought to be faster
 There was to be a repeat of the first session
Action  Second or repeat orientation was given
 A repeat of the first session was delivered early morning (7.00AM) – Summary of the materials of the earlier
sessions
 New session – 1st of the 2nd cycle – was delivered; performance was better
 Second session of the 2nd cycle disrupted mid-way as a result of power outage
Observation and
Data Collection
 There was general consensus that the repeat session was very useful
 Students were more comfortable with basics and follow delivery better
 Internet connection speed though improved slightly but still less to be desired or below standard
 Greater concentration of students was on Moodle than web conference delivery
Reflection &
Evaluation
 Confirmation of inconsistent power supply problem
 It was agreed that Moodle lessons be enriched and used rather than WizIQ
 There has been sharp increase in email correspondence among students. However just about half or less was on
course discussion.
 Assignments and topics for focus groups be given out to increase attention of students to main purpose of
research / project
Emerging
Issues
 Web conferencing has been less successful due to inadequacies of internet connection
 Moodle courses are winning students hearts more than WizIQ
 Students feel less enburdened by having electronic learning materials to fall on for learning
 Few students – more IT savvy ones – take extra time to browse for more learning materials on topics covered
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

28. 28
Implementation – Cycle 3
Planning  It was decided there would be no WizIQ session in this cycle
 Students are to be given individual and group assignments
 Focus group discussion topics will also be given out
 Discussions on learning experience were also set for focus group discussion
Action  1st and 2nd sessions of the Cycle 3 was based sole on Moodle courseware
 Group assignment was given out to be submitted following week at the next session
 3rd session was conducted and student had an assessment on contents covered so far
 Focus group session was arranged and conducted
Observation and
Data Collection
 Students now have confidence using Moodle and are able to make progress with minimal support
 Before the 3rd session of the Cycle 3 interactions between students via email had been more purposeful
 Focus groups discussion mostly drifted towards preference of Moodle to WizIQ delivery. Course materials
were found to be most helpful
Reflection &
Evaluation
 10 and 2 support staff were interviewed
 Dominant theme came out to be need of more technical assistance-hardware and software support,
financial assistance towards provision of accessories – modems, web cams – is much needed
 Need for stable power supply through provision of diesel power generator
Emerging
Issues
 In spite of technical problems encountered motivations were high.
 There was an overall consensus that learning experience was far greater with this system or method of
learning than in the traditional classroom method
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

29. 29
Data Analysis & Findings
Recap: Research Questions
 How can We support teaching and learning using ICT in
the rural community?
 How can We provide access to and promote use of
information in the rural community?
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

30. 30
Data Analysis & Findings
These research questions are of the type, “how..? “
 The answer to this type of questions can only be descriptive -
an explanation of how the goals set or purpose of the
research can be achieved. This explanation can then be
tested against the outcomes of solution measures taken for
verification of viability, reliability and effectiveness.
 As this is a research project, besides the intervention action
planned and taken, it is also the aim of the project to
contribute to knowledge by theorizing on this study.
 The emergent theory so generated will be a contribution of
this research to body of knowledge in the use of virtual
learning environment to support teaching and learning; and
bridging digital divide in rural community in Ghana.
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

31. 31
Data Analysis & Findings
Participant observations, personal interviews and focus groups
were used to collect data during the implementation of the action
research process in this study.
Data collected were organized following the three stages of
organizing qualitative data proposed by Strauss and Corbin
(1998).
Qualitative Data Analysis Software, Nvivo was used in analysing
the data collected through out the phases
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

32. 32
Data Analysis: Emerging Themes
Model depicting Impact and sub-themes
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

33. 33
Data Analysis: Emerging Themes
Model depicting Digital Bridge themes coding density by Informal Learners
Group
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

34. 34
Findings
Model depicting Technical Problems and sub-themes :
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

35. 35
Findings
Chart showing Code Density at Technical Problems nodes :
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

36. 36
Findings
Model showing the Overall View and sub-themes :
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

37. 37
Findings
Chart showing Over All nodes
coding by group
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

38. 38
Final Report and Conclusion
Final report of AR includes Action outcomes plus research outcomes
(McNiff & Whitehead, 2009; Oates, 2005)
Action outcomes – the report of practical achievement in the problem
situation
Research outcomes – theory generated about the process of effecting
the change that has been made.
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

39. 39
Final Report and Conclusion
Action outcomes :
 Delivery through technology (Moodle and WizIQ) have
raised learners’ motivation
 Encouraged learners to play more active role in learning
process rather than being passive ‘receptacles’ of
knowledge thereby maximize learning experience
 Learning becomes more learner -centered and teacher’s
role shifts to being more of facilitator
 Overall increase in performance
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

40. 40
Final Report and Conclusion
Research outcomes :
 Majority of participants responded positively to the fact
that the new technology has greatly motivated them and
assisted them in their studies.
 It has enriched their learning experience generally.
 There has been considerable increase in their e-literacy
skill and e-awareness levels.
The group also indicated the new technique has really
helped them in academic work. This is backed by the
technology’s motivational impact.
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

41. 41
Final Report and Conclusion
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

42. 42
Final Report and Conclusion
 Plight of rural students and learners can only be
alleviated by :
 deserved attention and political will of policy makers to
make the maximum contribution to
 provide enabling environment and basic infrastructure
like regular power supply
to mitigate the ‘social effects’ which can be great
obstacle.
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya

43. 43
Najim Ussiph
Department of Computer Science
Kwame Nkrumah University of Science and
Technology, Kumasi.
nussiph.cos@knust.edu.gh
Thank you
The Case For VLE in Life-long Learning, Capacity
Building and Poverty Reduction
3rd AVU International Conference , 6-8 July. 2016, Nairobi, Kenya