GHANA INSTITUTE OF JOURNALISM
EFFECTS OF THE GLOBALDEVGIJ20.BLOGSPOT.COM ON LEVEL 400 STUDENTS
OF THE GHANA INSTITUTE OF JOURNALISM
BY
ABRAHAM OFORI-HENAKU BACS20585
ASARE REGINA BACS20591
DEBORAH ASUMA BACS20596
ANGELINA MANUELLA KWABI BACS20600
PRISCILLA YANNEY BACS20606
A LONG ESSAY SUBMITTED TO THE GHANA INSTITUTE OF JOURNALISM IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF
BACHELOR OF ARTS IN COMMUNICATION STUDIES
JULY 2020
DECLARATION
Members of this group thereby declare that this term paper was developed by members of this
group as a requirement for the award of Bachelor of Arts Degree in Communication. This also
affirm that the work was developed by extensive research and consultations with our Supervisor
and has therefore not been presented by any other group or person for academic purposes or credit.
ABRAHAM OFORI-HENAKU Date……………………… ................................
ASARE REGINA Date……………………… ................................
DEBORAH ASUMA Date……………………… ................................
ANGELINA MANUELLA KWABI Date……………………… ................................
PRISCILLA YANNEY Date……………………… ................................
CERTIFICATION
I hereby certify that the preparation and presentation of this term paper is in accordance with the
guide laid down by the Ghana Institute of Journalism
………………………………………. …………………………………..
MR. ANGEL EDWARD KONGO DATE
(SUPERVISOR)
ACKNOWLEDGEMENT
We are very thankful to God for seeing us through successfully especially during these difficult
times. Also, we thank our supervisor Mr. Angel Edward Kongo for his utmost patience, guidance
and helpful suggestions. Finally, we are sincerely grateful to all our friends and families who
offered help in diverse ways.
DEDICATION
This paper is dedicated to all future researchers who plan on working in this field in the near future.
We also dedicate this paper to our ourselves and our Supervisor who guided us through the
processes.
Table of Contents
DECLARATION ..........................................................................................................................................2
CERTIFICATION ........................................................................................................................................3
ACKNOWLEDGEMENT ............................................................................................................................4
DEDICATION..............................................................................................................................................
ABSTRACT..................................................................................................................................................
1.1 INTRODUCTION.................................................................................................................................8
1.2 Operational Definition of Terms ...................................................................................................10
1.3 Significance of Study.......................................................................................................................10
1.4 Research Goal (General)................................................................................................................11
2.0 THE BODY ..........................................................................................................................................12
2.1 EXISTING LITERATURE (LITERATURE REVIEW)............................................................12
2.1.1 Review on Concepts and Definitions of Electronic Learning (E-Learning) .......................12
2.1.2 Review on Types of E-Learning..............................................................................................12
2.1.3 Review on Significance of E-Learning ...................................................................................13
2.1.4 Review on Theoretical Framework ........................................................................................20
2.2 Statement of the Problem...............................................................................................................24
2.3 Effects of the "Globaldev" Blog On Students ..............................................................................24
2.3.1 E-Learning Activities...............................................................................................................25
2.3.2 E-Learning Resources..............................................................................................................26
2.3.3 The Advantages of the E-Learning "Globaldev" platform..................................................27
2.3.4 The Disadvantages of the E-Learning "Globaldev" platform.............................................28
2.4 Potential Solutions/ Recommendations.....................................................................................28
3.0 CONCLUSION.....................................................................................................................................30
4.0 REFERENCES .....................................................................................................................................31
PARTCIPATION/ PERSONAL REFLECTIONS OF GROUP MEMBERS. ...........................................36
ABSTRACT
The concept of e-learning is subject to constant change, just like society. E-learning comprises of
the new dynamic that involves educational systems at the beginning of the 21st century. In carrying
out our research activities, we considered the following research activities. First, an extensive
review of the literature on the concept of e-learning was carried out. These concepts have been
drawn from peer-reviewed journals, books and specialized web pages. This term paper presents
the advantages and disadvantages of the E-learning "Globaldev" platform and its role in enhancing
independent learning. An already established and running virtual learning environment, namely
the E-learning "Globaldev" blog is being used successfully in the Ghana Institute of Journalism.
The different resources and activities that are provided by the E-learning platform have been
described with an analysis of how they can be used to develop students' language proficiency and
independent learning.
Keywords: E-learning Globaldev; Independent learning; student's language proficiency
1.1 INTRODUCTION
In these modern times, it is almost obvious that the growth of digitalization has taken over the
world thereby rendering books almost obsolete. The World Wide Web (W.W.W.) has presently
become the most effective way of communication. Undoubtedly, the recent advancements in
Information Technology (I.T.) has generated new possibilities for training and education obtained
through Electronic Learning (E-Learning). E-learning is defined as the use of modern I.C.T. and
new media such as the internet, satellite broadcast, interactive T.V. and so on to deliver instruction,
information and learning content (Freire, 1994; Selim, 2007). It presents new channels and
approaches for the traditional method of teaching and learning. It is also one of the innovative
approaches for learning, which challenges the conventional style of teaching and changes the
instructors' work patterns (Freire, 1994; Singh et al., 2005).
With e-learning, instructors schedules are redefined, as well as their duties and relationships
toward students (Young, 2002). Instructors are provided with excellent teaching tools and
methods, allowing them to test students in real business situations (Singh et al., 2005). In addition,
they are given the opportunity to distribute up-to-date course content in relatively no time and
apply knowledge in contemporary situations (Teare, 2000). Moreover, using such innovative
learning tools, an instructor can eliminate the students' technical frustrations, enhance their social
interaction and encourage their involvement in an online community (Singh et al., 2005). Although
e-learning may increase access flexibility, eliminate geographical barriers and improve
convenience and effectiveness of learning, there are still many questions raised by the researchers
about the effectiveness of e-learning and to what extent it can be a satisfactory method for teaching.
Studies have been conducted on issues relating to e-learning in many parts of the world. Some
studies have focused on the impacts of e-learning on students' academic performance, skills
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development and self-direction and management skills (Mohammad, 2012, Rodgers, 2008, Singh,
et al., 2005). With e-learning, students can plan their learning program according to their strengths
and weakness. Students are also able to access the online learning platforms 24 hours per day.
"Retention rates of face-to-face training are much lower: 8% to 10%. With e-learning, students
have more control over the learning process. What's more, if they happen to forget something, they
can revisit the material whenever they need to. And – they can retake that online quiz if they failed
it the first time around. This takes a lot of the pressure off and allows them to focus on actually
learning" (Sh!ft, 2020)
For lecturers, e-learning programs represent a change in teaching style. The precise nature of the
change is difficult to quantify. However, an allocation of sufficient time and resources, combined
with managerial support, will help staff through the period of transition (Singh, 2005). Even though
instructors are expected to offer extended student support outside of class, they're not available
24/7. At least not in person. In fact, many students now prefer to contact their instructors via email
instead of during office hours. And this flurry of emails has a massive effect on the total number
of emails sent per day (Statista, 2019).
E-learning systems have therefore become the core component of the teaching and learning
processes in many institutions across the world of which the Ghana Institute of Journalism (G.I.J.)
is inclusive.
This study mainly focuses on the effects of globaldevgij20.blogspot.com on the e-learning habits
of G.I.J. students. The gloabaldevgij20.blogspot.com is a platform designed specifically for level
400 GIJ students. The platform is designed to promote the expansion and application of knowledge
in the Globalization and Development course, helps to get students prepped for the subsequent
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"Globaldev" classes, provides insight on how to prepare slides for presentations and also helps in
easy sharing of reading materials and lecture slides.
1.2 Operational Definition of Terms
Effects: Something that inevitably follows an antecedent (Merriam Webster Dictionary).
Students: A student is a person who goes to school and is learning something. Students can be
children, teenagers, or adults who are going to school, but it may also be other people who are
learning, such as in college or university. A younger student is often called a pupil.
Globaldevgij20.blogspot.com: this is an online academic platform for students studying the
Globalization and Development course. This blogging site allows students to access lecture notes
and reading materials prior to every lecture and also increases academic engagement between
students and instructors.
1.3 Significance of Study
This study could outline some of the academic and technological pros and cons of course blogs in
G.I.J. It could also add to the existing literature on e-learning habits in the academic field, as well
as provide future researchers reference or literature in the pursuit of similar researches.
The result of this study could again, help to appraise the existing online blogs created for various
courses in G.I.J. Students may find the results of this study beneficial as they will get to learn the
relevance of course blogs and may also develop an interest in e-learning. More so, the results of
this study may inspire lecturers to encourage more e-learning practices.
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1.4 Research Goal (General)
The aim of this research is to determine the effects of the globaldevgij20.blogspot.com on the elearning habits students.
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2.0 THE BODY
This section discusses the history of argument concerning e-learning (existing literature), review
of related literature, the problem being explored, theoretical framework, the effects (positive and
negative effects) of e-learning on G.I.J. students, as well as some potential solutions to the problem.
2.1 EXISTING LITERATURE (LITERATURE REVIEW)
2.1.1 Review on Concepts and Definitions of Electronic Learning (E-Learning)
Though there are a lot of complex definitions of e-learning, e-learning can simply be defined as
the use of electronic technologies to create learning experiences (Horton, 2011).
Waterhouse (2003) also believes that e-learning is a medium of computer technology that could
be used to develop the application of teaching and learning.
According to Abbad et al. (2009), E-learning can also be defined as any form of learning that is
electronically enabled. However, they narrowed down this Definition to mean learning that is
empowered by the usage of digital technologies.
From the given definitions, it is very important to note that they all agree to the fact that e-learning
involves the use of computer technology to enhance and facilitate learning. E-Learning in this
paper refers to the "Globaldev" online platform that is used by students of the Ghana Institute of
Journalism to enhance learning and teaching and to motivate students' independent learning.
2.1.2 Review on Types of E-Learning
The literature acknowledges five categories of e-learning. The five types are as follows; instructorled, learner-led, facilitated, telementoring and embedded (Horton & Horton, 2003; Illie & Pavel,
2006; Kokkosis, Charitopoulos, Prekas, & Athanaspoulou, 2006, Gulbahar, 2009).
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Instructor-led e-learning consist of the presentations of the instructor via real-time technology
known as a webcast, which could involve video and audio conferences, speaking, whiteboard and
screen sharing applications. The direct participation of students here is via instant messages, video
or audio (Mintzer M.J.; Ruiz J.G.; Leipzig 2006 as cited in Esgi, 2013).
While facilitated e-learning allows students to take part in discussions via Chats and Forums
relating to an assignment (Ilie & Pavel, 2006), Learner-led on the other hand, only provides
students with course materials (Horton, 2006 as cited in Esgi, 2013).
Speaking of telementoring e-learning, it includes a combination of the use of technology and
distance learning. For instance, students are provided with printed materials, and then instructors
give them extra information and guidance about the given material via instant messages, video
conferences and internet phones (Gulbahar, 2009).
Lastly, embedded e-learning simply refers to when teachers embed web pages and videos to
enhance the learning process of students.
E-Learning in this paper refers to the "Globaldev" online platform. Globaldev simply refers to
Globalization and Development, which is a course offered by both level 400 Public Relations and
Journalism students of G.I.J. It includes a mixture of instructor-led, learner-led, facilitated and
embedded forms of e-learning. All these will be explained below in the components of the elearning "Globaldev" platform.
2.1.3 Review on Significance of E-Learning
Regardless of the enormous growth of e-learning in education and its perceived benefits, the
efficiency of such tools will not be fully utilized if the users inclined do not accept and use the
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system. Therefore, the successful implementation of e-learning tools depends on whether or not
the students are willing to adopt and accept the technology. Thus, it has become imperative for
practitioners and policymakers to understand the factors affecting the user acceptance of webbased learning systems in order to enhance the students' learning experience (Tarhini et al., 2014a).
However, recent studies have shown that e-learning implementation is not simply a technological
solution, but also a process of many different factors such as social factors (Schepers and Wetzels,
2007; Tarhini et al., 2014b; 2015), and individual factors (Liaw and Huang, 2011), organizational
such as facilitating conditions (Sun and Zhang, 2006) in addition to behavioural and cultural
factors (Masoumi, 2010). Such major factors play an important role in how information technology
is developed and used (Kim and Moore, 2005). Fischer et al. (2015) studied how proceedings of
scientific conferences can be used for trend studies in the field of e-learning. They examined the
abstracts of 427 scientific articles of leading German-speaking e-learning conferences
GesellschaftfürMedien in der Wissenschaft andE-Learning-Fachtagungen der
GesellschaftfürInformatik e. V. (G.M.W. and Delfi) – published from 2007 to 2013. The study
was conducted at German-speaking conferences and, thus, reflects the situation in Germany,
Switzerland and Austria. Fischer et al. (2015) made an important contribution to the diffusion of
digital media in higher education. The researchers found that the detailed analysis of the frequency
distribution over the seven years reflects the intensity of scientific discussion towards e-learning
trends, and conclusions about the didactical or technical potentials of innovations can be
introduced. Specifically, they found the development potential of learning management, mobile
learning, virtual worlds, e-portfolio, social media and Massive Open Online Courses are crucial
for e-learning in German higher education.
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Moravec et al. (2015) showed how e-learning tools impact students' achievement. The study was
attended by nearly 2000 students. According to Moravec et al. (2015), the study compares the
results of questions from the area of law where the tool was provided in a pilot version with the
results of questions, where the e-learning tool was not provided. The researchers found that elearning tools have affected the students' results. Nevertheless, the belief of the e-learning tool may
possibly have a negative effect on students who will depend on given materials was disproved. By
using the Cohen's model and based on data collected from 15 documents from relevant research
studies conducted on the effect of I.C.T. based e-learning on academic achievement during2010-
2012, Mothibi (2015) examined the relationship between e-learning and students' academic
achievement in higher education. The researcher found that I.C.T. had a statistically significant
positive influence on e-learning based students' academic achievements. The results also indicated
that I.C.T. had a significant positive influence on students' educational overall academic
achievements. Scholtz and Kapeso (2014) and Almajali et al. (2016), Shannak (2013) explored
the factors of mobile learning (m-learning) approaches which can be used for enterprise resource
planning (ERP) system. The technology acceptance model (T.A.M.) was applied to assess the
acceptance, usefulness and perceived ease of use of them-learning. The researchers found that
them-learning system was correlated positively for perceived ease of use and perceived usefulness
as such findings confirmed other studies which stressed the importance of the quality of course
content in e-learning and m-learning projects. Pieri and Diamantini (2014) conducted their
research based on the experience of e-learning web 2.0 at the University of Milano-Bicocca in the
academic year of 2011-2012.
The objective of the research was to make the implicit and tacit knowledge that the users have,
explicit, and therefore more accessible. Since the I.C.T.s have become an essential part of the
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learning experience for people all ages, so it's become a concept that needs to be explored, the
researchers started elaborating the transition from Web 2.0 to e-learning and the aggregation of the
power of Web 2.0 with social networks in the learning process. They used Think-tag Smart, a new
Web 2.0 platform; that mixes the learning opportunities offered by the web 2.0 with the learning
opportunities of social networks for sharing knowledge, to train 137 students in two subjects
(Tourism, and Sociology of innovation), after this experience they gave them a questionnaire to
evaluate the learning experience, and the platform.
Think-tag Smart had some features that were most used in the platform: (resources, shelves, and
groups); where the least used were: (Wiki, collections and chat), the strengths of the platform
which made it generally appreciated, were; the resources or the ability to exchange and share
information with users of Think-tag Smart; support teaching as the portal was open to sharing
notes and materials connected to courses they need; and the interactivity feature of the platform
provided for the users. As for the weaknesses, which didn't allow for the complete satisfaction,
they were; the slowness in loading the pages, the unclearness/complexity, the lack of immediacy,
and intuitiveness. In sum, the platform was a tool of great potential, but to be competitive; realities
need further improvements. Salter et al. (2014) aimed to demonstrate the features and benefits of
the practice of e-education in general and in particular in the pharmacy, where re-education helps
to clarify the vehicles pharmaceutical and elements of vehicles in that it would facilitate the process
of analysis and helps to count the number of elements, a more precise and faster, where there are
a number of theories that help to clarify more broadly.
It is those theories to determine the effectiveness of the system and how to explain overlaps that
occur within complex e-education system and therefore the system's capacity for analysis and helps
greatly stunning offers time and effort and cost. The researchers found that e-learning to be
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effective at increasing knowledge immediately after training for all topics and in all contexts. Elearning in pharmacy education was a highly suitable instructional format for pharmacists and
pharmacy students. It is the benefits that help their e-education system in the field of universities,
where all the students are taking the attendance and leave them through computer system due to
the student e-education, e-has to know the number of absence, as well as upon request duties is
due to send and receive the solution through e-education persist this system its ability to sweep all
organizations work accuracy and speed.
Teo (2014) aimed to clarify the extent of teacher satisfaction of the application of e-learning
program among persevere teachers. Teo (2014) investigated the key drivers of teachers' e-learning
satisfaction. Three hundred eighty-seven participants in a postgraduate diploma in education
completed a survey questionnaire to measure six constructs (tutor quality, perceived usefulness,
perceived ease of use, course delivery, facilitating conditions, and course satisfaction). By using
structural equation modelling, data analysis showed that, apart from facilitating conditions, all
other constructs were significant predictors of e-learning satisfaction. Nevertheless, the facilitating
conditions construct was found to be a significant mediator of perceived ease of use and
satisfaction. The trend of using e-learning as learning and teaching tools is now rapidly expanding
into education. Suri and Sharma (2014) examined the relationship between the disciplines of
students and their responses and attitudes towards e-learning.
The researchers used computer and e-learning attitude scale by employing survey questionnaires
to 477 students enrolled in various courses across six major disciplines in Panjab University
Chandigarh, India. The researchers found a significant relationship between the discipline of
student and the factors of scale on computer and e-learning attitude, which set emphasis on the
role of the department in learning and satisfaction level of students. Arasteh et al. (2014) proposed
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a dynamic resource management model to develop the availability and dependability of the elearning services in the grid system. A dynamic replication technique was employed to tolerate
resource failure/unavailability during the execution of an e-learning service in the economic grid
system. The researchers found that the availability of the e-learning services in the proposed model
was higher than those of the basic resource management services. This model maintains a tradeoff between cost and the degree of quality of e-learning services. Ceobanu and Boncu (2014)
investigated in a theoretical manner the challenges associated with the use of mobile technology
in adult education.
They argued that mobile learning (m-Learning) could be placed at the connection of eLearning
and mobile computing, which is differentiated by the capability to access learning resources
anywhere, anytime, through high capabilities of search, high interaction, high support for effective
learning and ongoing assessment based on performance. Also, m-Learning considered to be as an
extension of e-Learning but characterized by its independence from a location in space and time.
Furthermore, m-Learning comprises the use of mobile technology in the service of the processes
related to teaching and learning. The m-Learning can be considered as the point where mobile
computing and eLearning meet to create a learning experience that can be commenced anytime
and anywhere.
Beurs et al. (2015) argued that randomized researches investigating the impact of training of
mental health professionals in suicide prevention guidelines are limited. The researchers evaluated
whether professional benefited from an e-learning supported train-the-trainer program aimed at
the application of the Dutch multidisciplinary suicide prevention guideline. Forty-five psychiatric
departments from all over the Netherlands were clustered in pairs and selected randomized. All of
the staff of psychiatric departments was trained by peers with an e-learning supported train-the-
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trainer program. Multi-level analyses were employed to find if the variation between conditions
was due to differences between individual professionals or departments.
The study found that the intervention resulted in an improvement of individual professionals. At
the three months follow up, professionals who received the intervention demonstrated greater
guideline adherence, enhanced self-perceived knowledge and superior confidence as providers of
care than professionals who were only exposed to traditional guideline dissemination. Also, the
analyses showed that enhanced guideline adherence was found among nurses but not among
psychiatrists and psychologists, and there was no significant effect of the intervention on team
performance. According to Judrups (2015), the development of knowledge management and elearning unsurprisingly are developed for years as both disciplines deal with knowledge capture,
sharing, application and generation; have vital technological components to enhance learning; and
contribute to building a continuous learning culture. Judrups (2015) found that knowledge
management and e-learning naturally bring both disciplines closer and supports integration. The
model analysis confirmed several integration approaches.
The more general approach is to base integration on common ground, which is identified as
learning. Nevertheless, these approaches are not implemented in a production environment and
require necessary technical specification and application support. Jakobsone and Cakula (2015)
aimed to get a new perspective on knowledge sharing process, and better understand the future of
automated learning support system involving the use of new technological opportunities. The
major study question was how the automated learning support system could develop the efficiency
and quality of further knowledge flow and offer sustainable cooperation between educational
institutions and entrepreneurs.
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The researchers found that the analysis of the information system as an online learning support
platform, improved quality of knowledge flow, and recommendations for advancing work-based
learning besides the encouragement of efficient knowledge management technologies.
Furthermore, innovations in the learning process need to be real and simple to help adults find how
to solve their problems; preparation of training is needed following a specific employer demand,
and knowledge sharing has to be equally vigorous on both interested sides, and needs have to be
obtained, and accurate content and quality must be presented according to merchant's prospects.
2.1.4 Review on Theoretical Framework
Uses and Gratification Theory (U.G.T.)
Uses and gratification theory seeks to understand why people seek out the media that they do and
what they use it for. U.G.T. differs from other media effect theories in that it assumes that
individuals have power over their media usage, rather than positioning individuals as passive
consumers of media. U.G.T. explores how individuals deliberately seek out media to fulfil certain
needs or goals such as entertainment, relaxation, or socializing (Katz, Blumler, J.G., and
Gurevitch, 1973).
U.G.T. History
According to Katz, Blumler, J.G., and Gurevitch, (1973), Uses and Gratification Theory builds off
of a history of communication theories and research. It began with researchers' studies of radio
listeners in the 1940s. Other research at that time looked into children's comics and the absence of
newspapers during a newspaper strike. U.S.G. history can be described as falling within a series
of stages:
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Stage 1
In 1944 Herta Hertzog interviewed people who listened to soap operas and determined that they
sought three different types of gratification from this form of entertainment. These three types of
gratification were emotional, wishful thinking, and learning.
In 1954 Wilbur Schramm developed a formula for determining which media an individual might
select all contribute to the foundation for modern developments of this theory. This formula took
into account the amount of gratification an individual expected to get out of a certain form of media
and the amount of effort the individual would have to exert to get it.
In 1970 Abraham Maslow posited that U.S.G. was an extension of the needs he had himself
organized into his Hierarchy of Needs.
Stage 2
In 1969 Jay Blumler and Denis McQuail studied the United Kingdom 1964 election and
categorized people's motives for watching certain political programs on television. These audience
motivations formed the foundation for their research in 1972 and led to U.S.G. later on.
In 1972 Jay Blumler, Joseph Brown, and Denis McQuail proposed four uses of media: diversion,
personal relationships, personal identity, and surveillance.
In 1973-74 Blumler, Brown, and McQuail were joined by colleagues Michael Gurevitch, Hadassah
Haas, and Elihu Katz. The six conducted collaborative research on how people viewed mass media.
Stage 3
U.G.T. researchers today are exploring predictive and explanatory possibilities of the theory by
connecting media usage with individual factors. There is particular interest in the link between
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why media is used, and the gratification received. Overall, U.G.T. has been crucial to a shift that
focuses on the media user and their agency in the field of mass media studies.
There are several needs and gratification for people. They are categorized into five needs.
Cognitive needs:
People use media for acquiring knowledge, information, facts, etc. Among the audience, some
have a thirst for acquiring intellectual and academic knowledge. This is not a very common
phenomenon. Different people have different needs. For example, quiz programs on television
give on factual knowledge; to know about current affairs people need to watch the news regularly;
search engines on the internet are also very popular since people can browse for any topic easily
under the run with no time restriction.
Affective needs:
It includes all kinds of emotions, pleasure and moods of the people. People use media; say
television, to satisfy their emotional needs. The best example would be when people get emotional
or sometimes even, and they cry for a sad scene while watching the movie/soap opera.
Personal Integrative needs:
This is the self-esteem need. People use media to reassure their status, gain credibility and stabilize.
So, people watch television and assure themselves that they have a respectable status in society.
For example, people watch advertisements in the media like jewellery ads, furniture ads, apparel
ads, etc. and buy these products so that they can change their lifestyle. Hence the media helps them
to do so.
Social Integrative needs:
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It encompasses the need to socialize with family, friends and relations in society. For social
interaction nowadays, people do not seem to gather socially during weekends. Instead, they have
turned to social networking sites on the internet such as Facebook, Twitter, and Tumblr etc. to
satisfy their needs.
Tension-free needs:
People sometimes use the media as a means to escapism from the real world and to relieve from
tension and stress. For example, people tend to relax while watching television, listening to the
radio, surfing the internet, etc. In fact, media has the power to grab the audience mind since it
makes them feel connected with the situation and characters emotionally.
Note: The needs are specific in nature to the individual and how the media satisfies the need is
subjective. For example, some people may watch the news to relax while others may get tensed or
agitated by the same. The media is the same, but people use it for different needs.
Modern-Day Applications
Today, U.G.T. has more relevance than ever as a tool for understanding how we as individuals
connect with the technologies around us. U.G.T. research into mobile phone usage has found that
people seek a number of gratifications from their phones, including affection/sociability,
entertainment, and mobility, among others. As another example of contemporary technology,
when using social media, users can be motivated by factors like a need to vent negative feelings,
recognition, and cognitive needs.
Theory Criticism
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Common criticisms of this theory include the fact that gratifications are more dependent on
researchers' input than on the subjects', that audiences of different ages will have different
motivations for watching the same media, and that much of the information collected in studies is
self-reported, and as such, difficult to measure. Despite the criticism, U.G.T. may be more relevant
and useful today as media users now have hundreds of T.V. channels, the internet, and a whole
array of other media entertainment options that help solidify the argument that the individual has
agency over their media consumption (Katz, Blumler, J.G., and Gurevitch, 1973).
2.2 Statement of the Problem
While students of G.I.J. are making an effort to become technologically inclined, it is fair to note
that not everyone makes a habit of learning online academically. The usage of the internet may
vary with each individual as it affects each individual differently. However, for students (especially
in Ghana) the adoption of e-learning habits like using or substituting classroom learning activities
for online academic platforms and building on academic strength is something that requires some
getting-used-to as it comes with its own challenges. Thus, this study attempts to look at what
motivates level 400 students of G.I.J. to use or not to use the globaldevgij20.blogspot.com.
2.3 Effects of the "Globaldev" Blog On Students
This section discusses the components of the "globaldev" blog, its effects on language proficiency
and independent learning of level 400 GIJ students as well as its advantages and disadvantages.
The E-learning "Globaldev" has two main components, namely resources and activities. The
resources include class presentations, group assignments, lecture notes, reading materials, videos
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and URL. The activities include Chats and Comments, Search tool, External Tool, and Lesson.
The following is a brief explanation of each activity and resource component according to the
"Globaldev" online learning platform:
2.3.1 E-Learning Activities
The following E-learning activities could be used to enhance the language proficiency and
independent learning of students with explanations.
Chat and comments: The chat and comments activity module enable students to have text-based,
debates as well as real-time synchronous discussions. These discussions and debates develop
students' fluency which serves as the basis for exchanging ideas and experiences. Therefore,
students' independent learning develops as they engage in acquiring information from others
without the help or intrusion of any instructor. Moreover, e-learning chats and forums develop the
personal identity of students (Bing Wu, 2012) as they get familiar with their own identity and
others' personality.
Search Tool: The search tool activity module enables students to search a collection of entries (i.e.
records). The search tool could be accessed at any time according to the students' preferences
which encourages independent learning.
External Tool: The external tool enables students to interact with activities and learning resources
on other web sites. For instance, an external tool could provide access to a new type of activity or
learning materials from a particular publisher. This interaction has a positive effect on students'
language skills since it independently makes them read the available resources.
Lesson: The lesson activity enables an instructor to deliver content or practice activities in
interesting and flexible ways, such as, practical questions that require students to watch
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documentaries or read lecture notes in order to answer questions. This promotes independent
learning.
2.3.2 E-Learning Resources
The following E-learning resources could be used independently by students to enhance their
learning capacity and language proficiency at their own pace as they access information in different
forms which encourages different learning styles.
Class Presentations: This is a collection of all documents and videos by various students from
various classes regarding a particular topic or area of the Globalization and Development course.
Group assignments: This is a collection of documents, PowerPoints and documentaries of various
groups of students from different classes. This helps students get access to more knowledge from
different perspectives so they can update themselves academically.
Lecture notes: this is a collection of all the PowerPoints, PDFs, documents and links that are made
available by the lecturer to the students. It includes the course outline, introductory lecture and all
the presentations that are outlined in the course outlined and will be taught for a number of weeks
in a particular semester. This improves the learning and language proficiency of the students as
they are able to read and learn ahead of time before a lecture.
Reading materials: this is a collection of all the documents and links from external sources. This
helps broaden the scope of topics regarding the course.
Video: This is a collection of all audio-visual documentaries and features concerning all the topics
outlined in the course outline. This enables students to watch ahead of time before the main lecture
and prepare their questions if they are confused with anything.
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URL: this enables a lecturer to provide a web link as a resource for the course. Anything that is
freely available online, such as images or documents, can be linked to the students.
2.3.3 The Advantages of the E-Learning "Globaldev" platform
First of all, it is an interactive and appealing mode of instruction and learning.
Secondly, Also, it improves the language skills of students as they practice listening, reading,
writing, and speaking via the different E-learning resources and tasks.
Also, it motivates students and increases their global awareness
It also gives introvert students the chance to interact virtually through Forums and Chats which
improves their communicative competency.
Moreover, it encourages learners to work and learn independently as each learner can work on a
variety of tasks with the "integrated learning environment" (Wu et al., 2012). In other words, it
encourages differentiation and allows students to work at their own pace. Thus, advanced learners
could be able to work faster and finish more activities as compared to novice learners (Nedeva &
Dimova, 2010). This helps students to keep their personal schedules whilst they work according
to their preferences and at their own place.
It also increases the sustainability of students as they acquire skills, attributes and attitudes and
that benefits others and themselves and lasts in the long-term future (Irwin, D., 2012).
Additionally, it appeals to the different learning styles of students as they can choose from a variety
of resources and activities.
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To add to, it increases the student's study time of English over the week (Fryer et al., 2014), and
this improves their overall proficiency of the language.
2.3.4 The Disadvantages of the E-Learning "Globaldev" platform
First and Foremost, lack of internet access as well as technical issues on the platform might prevent
some students from accessing the "Globaldev" platform.
Secondly, the absence of face-to-face teaching and body language could render the whole session
a "solitary activity". This is because the social interactions of E-learning are mainly virtual and
different from a classroom interaction that is face-to-face.
Also, some students might not be comfortable and might have difficulties with virtual feedback
due to the lack of an actual lecturer's face-to-face and one-to-one feedback.
Moreover, novice learners may not be able to participate if they lack human support (Nielson,
2011).
Additionally, it decreases social relations between students (Mohammedi et al., 2010).
2.4 Potential Solutions/ Recommendations
Despite some of the setbacks mentioned above, it is recommended that E-learning is used together
with face-to-face learning at all times. This is because the former is supported by the latter.
Therefore, instructors are recommended to the 'blend' format. 'Blend' as defined by Heinze and
Proctoer (2004) as a facilitated learning that effectively combines different models of teaching,
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modes of delivery, as well as different styles of learning that is founded on transparent
communication between all parties involved with a course.
Thus, the combination of e-learning and b-learning (blended learning) would enhance and develop
teaching and learning between lecturers and level 400 GIJ students in Globalization and
Development class. This would enable students to work in and outside the class, thereby making
modules more interactive, more participated and student-centred (Garrison and Vaughan, 2008).
By working outside the class, students are encouraged to study independently using the interactive
activities of the E-learning "Globaldev" platform and therefore, would spend more time immersed
and engaged in the Globalization and Development course as well as the English language. This
will broaden their scope of knowledge in the course and improve their language proficiency.
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3.0 CONCLUSION
The "Globaldev" e-learning platform is an essential tool that should be used to supplement the
Globalization and Development, face-to-face class. It involves various activities and resources that
when used by the students and monitored by the lecturers, could enhance the students' knowledge
scope of the course, independent learning and language proficiency. It is advisable to use
technology and to synchronize ourselves as the world progresses. The various resources and
activities on the "Globaldev" platform need to be activated in the English Language modules to
increase the time that students interact with the language and to motivate them to work
independently. This would eventually transform them into life-long learners even after they finish
the course and graduate.
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PARTCIPATION/ PERSONAL REFLECTIONS OF GROUP MEMBERS.
Personal Reflection by Abraham Ofori-Henaku (Bacs20585) - Leader
For my participation as a member and leader on this term paper, I oversaw majority of this term
paper’s input and also partially supervised my colleague members’ sacrifice, energy and research
contributions to the team.
I shared the responsibility of providing existing literature which gave credence to our study. The
existing literature, being the primary aspect of this study, captured the concepts and definition of
e-learning, the types of e-learning as well as the significance of e-learning. I gathered existing
notes from early researchers such as Judrup, Beurs, Jakobsone, Cakula, Suri, Teo, Sharma,
Moravec, et al. who identified a lot of the significance and types of e-learning. Horton,
Waterhouse, et al, also came up with some simple yet insightful definitions of e-learning.
Given the nature of this study, the literatures were gathered from the year 2010-2020. The concept
of e-learning actually grounds the design of the research topic; as such, a more recent literature is
suited for tackling a study of this nature.
From the literature, I derived the theoretical framework which was threaded in the identified
research (existing literature) coupled with this study. The uses and gratification theory was more
suited for this study owing to the e-learning tool and practical setting of the topic.
While working on this, I encountered difficulty with getting enough recent literature for the study.
A lot of the early researches were from 2005 down to the late 1990s. However, I managed to gather
just enough from e-learning researches made lately.
I find this study to be very revealing. Working on this term paper did not only expose me to new
knowledge but equally made me realize the importance of e-learning in our digital era. With an e-
37
learning tool such as the Globalization and development blog, students were able to familiarize
themselves with blogging, online interaction, manipulating blogging sites and more so, following
academic exercise. In fact, the course blog proved to be more relevant and essential during this
pandemic. I believe, despite the cons associated with e-learning, the practice of using such online
learning tools should be adopted and incorporated in our various fields at all levels, to better
prepare us for the future.
Deborah Asumah (Bacs20596) – Organizer 1
As one of the members of this group, I was in charge of making sure everyone submitted their
work on time for compilation. I also coordinated meetings and ensured everyone was active and
present for our meetings.
Personally, under the guidance of the supervisor I worked on finding out the effects of the blog on
students and how it enhances E-learning activities and its resources. From researching I found out
how the blog helps students in terms of its content by making it easier to access lecture notes,
group and class assignments.
I also assisted Abraham in working on the literature review to find existing work on e-learning to
put our topic in perspective.
The challenges I faced in working on this paper was finding materials that would help in the paper
and also adjusting my time during this period.
Being able to get through these challenges had a very good effect on me as it taught me how to
work in tough situations.
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My overall impression of this study was very resourceful to me as it shed more light on the
importance of E-learning to students. Especially during this period of Corona where students have
to result to e-learning. It also helped me in terms of equipping me in the academic fields on how
to work on Projects and term papers.
In a nutshell, though we had to work on this term paper under unforeseen circumstances being able
to complete it was an achievement to my group members and I.
Personal Reflection by Regina Asare (Bacs20591) – Organizer 2
As an assistant organizer, I worked along-side Deborah to coordinate meetings amongst ourselves
and/ or with our supervisor. I worked on the introduction of the work. This was done by doing
thorough research about the topic. Together with Priscilla we worked on the advantages and
disadvantages recommendations and solutions and also the operational term and conditions.
Challenges: personally, the challenge I faced is that due to the pandemic group meetings and also
having face to face discussions became difficult but dealt with it by having our meeting via
WhatsApp or zoom.
In conclusion, what I gathered from this research is that even though the
globaldevgij20blogspot.com has its advantages especially providing us with lecture notes before
getting class, lecturers should blend that with having interactive discussions with students. This is
to help especially students who can’t access to the portal, those who don’t understand the reading
materials and also teach students how to participate on the e- learning portal.
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Personal Reflection by Angelina Manuella Kwabi (Bacs20600) - Secretary
As the group secretary, I was responsible for keeping records of ideas shared and all contributions
made at our meetings.
Abraham Henaku and I were in charge of the Frameworks, research goals and significance. When
the other members needed help with their research task, I made sure to help. To be honest working
with these members was a great harmonious experience and the only challenge I faced was getting
the right research books and document for reference. This challenge was solved when I discovered
google scholar. With google scholar I was able to find the needed research documents to
complement our work. For my general thoughts I must say that I’m impressed at how things turned
out. I believe that we’ve met all our research goals and I’m very proud of our group.
Personal Reflection by Priscilla Yanney (Bacs20606) - Treasurer
I played the part of a treasurer and a member as well. I handled the task of collecting funds for
printing of our research works.
As part of the group project work on the topic the effects of globaldevgij20.blogspot.com on the
e-learning habits of G.I.J. students. I participated by researching for the advantages and
disadvantages, finding solutions, recommendations and also, I worked on operational terms and
definitions.
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In dealing with this, it was quite tedious because hardly would you find students online or on the
portal, logging in to learn and so forth. So, I had to elaborate or explain into details the advantages
and disadvantages of the blog to enable students who would review this project find it essential.
The challenges faced by the group during the writing we're allot because mainly, we encountered
challenges by changing the topic several times making us waste time, then obviously the pandemic
in going out but it was converted into a term paper and online meetings was also hard. Sometimes
communicating online, one would be present and another cannot make it. I was also on and off at
times. Poor Network to continue the research due to their personal issues or reasons.
My personal challenge was actually digesting the topic because it wasn't really our all planned
topic neither was it our second but the third. I had to understand all that would be dealt with, the
background, literature review and the others before I could contribute with the advantages,
disadvantages and recommendations.
Secondly, meeting online was quite interesting ironically, because the network started jamming
and mainly also buying of airtime here and there as being a basic necessity.
Thirdly, finding recommendations and solutions was had since hardly has there been a review on
such a topic. The operational definitions of terms were really easy since we were mostly dealing
with students, the blog and other stuff relating to students.
In all, overcoming these challenges was a burden lifted achievement. And would not have been
possible without the help of my abled project team members and supervisor.
My general thoughts on this final project work is that it's really essential because in times of terrible
situations like this, the blog can be used and it can enhance or advance students from just lecture
41
room conversations to online teaching and lastly it can add to the existing literature review on elearning habits in the academic field.
OVERALL CHALLENGES
Meetings: We as a group faced the difficulty in getting everyone on board for a group meeting as
we all had different schedules. This became worse during the Covid-19 period.
Another challenge we faced was getting reading materials that would help put the study in a logical
perspective. Another major challenge was the occurrence of the Corona Season. It made affected
academic work. However, through it all we managed to overcome and complete this term paper.
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