Use of Vclass in Mathematics Education Delivery: The UEW Experience

Part 2: National Policies and Plans for Digital Competence International audience The onset of Covid-19 pandemic has compelled institutions of higher learning to experiment with various online learning management modes, in lieu of the traditional face-to-face mode of instruction. However, conclusions about the effectiveness and sustainability of these new learning modes are not well-established. This study explored experiences of mathematics education lecturers and students who were first time users of an online learning management system referred to as UEW vclass. The sample comprised 10 students pursuing the degree of Bachelor of Mathematics Education and four lecturers who taught them five different courses at the University of Education Winneba (UEW), Ghana. Data were collected via interviews, and a survey item created on Google forms and administered through WhatsApp pages of respondents. The results of SWOT analysis show that lecturers found the UEW vclass useful and amenable to their teaching and assessment practices. As first-time users, the lecturers found the course creation, online delivery and e-assessment practices exciting, though challenging in terms of their digital and pedagogical skillset. Internet connectivity and system errors affected lecturers’ real-time lesson delivery sessions while the trustworthiness of e-assessment scores was a serious concern. Students found the UEW vclass suitable, convenient, interesting, and user friendly. However, students’ challenges were login, network, timing, real-time feedback and typing mathematical symbols. The paper therefore recommends an upgrade of network bandwidth to improve access, a built-in math symbols app, training and orientation of lecturers and students. The hybrid mode of learning is also recommended to enhance learning outcomes.