E-learning Skills’ Impact on Teachers’ Performance in Higher Technical Teachers’ Training College of the University of Buea, Cameroon
Keywords:E-learning skills, teachers’ performance, teacher training
The aim of this study was to evaluate the effect of E-learning skills on the performance of teachers in HTTTC Kumba. It was hypothesized that E-learning skills have no significant effect on teachers’ performance in HTTTC Kumba. A sample of 42 respondents was obtained by multistage sampling and administered a questionnaire to. The data were analyzed using frequencies and percentages for descriptive statistics, while the Chi-Square Test was used for testing the hypothesis. The results revealed that teachers in HTTTC Kumba are aware of E-learning and E-learning tools and are also of the opinion that the use of E-learning tools can improve performance, but they do not use E-learning platforms, nor do they believe that their students are better at E-learning platforms than in their traditional classrooms. It was recommended that education stakeholders should put all hands on deck to ensure a smooth integration of E-learning tools into the classroom.
Almada, M. I., Salas, L. M., & Lavigne, G. (2014). Application and validation of a techno-pedagogical lecturer training model using a virtual learning environment. Universities and Knowledge Society Journal, 11(1), 91–107.
Amin, M. E. (2005). Social science research: Conception, methodology and analysis. Makerere University Press.
Amuko, S., Miheso-O’Connor, M., & Ndeuthi, S. (2015). Opportunities and challenges: Integration of ICT in teaching and learning Mathematics in Secondary Schools, Nairobi. Proceedings, Nairobi, Kenya. 4th International Conference on Education. Kenyatta University.
Bates, A. W. (2005). Technology, E-learning and distance education (2nd ed). Routledge Falmer Studies in Distance Education.
Bokhari, M. U., & Ahmad, I. (2011). Open source tools: Empowered the E-learning pedagogy in distance education. International Journal of Computer Technology and Applications, 6, 3029–3034.
Chugh, R. (2010). E-learning tools and their impact on pedagogy. Emerging Paradigms in Commerce and Management Education, 58–81.
Etikan, I. (2015). Comparison of convenience sampling and purposive. American Journal of Theoretical and Applied Statistics, 5(1), 1–4.
Hanane, L., & Djilali, B. (2015). ICT and the development of techno-pedagogical skills among Algerian university teachers. Journal of Educational and Social Research, 5(1), 129. https://doi.org/10.5901/jesr.2015.v5n1p129
Karsenti, T. (2001). From blackboard to mouse pad: Training teachers for the new millennium. Education in Canada, 4(1), 32–35.
Khalil, H., & Ebner, M. (2017). Using electronic communication tools in online group activities to develop collaborative learning skills. Universal Journal of Educational Research, 5(4), 529–536. https://doi.org/10.13189/ujer.2017.050401
Kumar, P. S. (2018). A Study of Techno – Pedagogical skills of Secondary school Hindi teachers working in Kerala. International Journal of Advance Research and Innovative Ideas in Education, 4(1), 909–913.
Lebrun, M. (1999). ICTs for teaching and learning. Bruxelles: De Boeck.
Mahgoub, Y., & Elyas, S. (2014). Development of teacher performance and its impact on enhancing on the quality of educational process. Pensee Journal, 76(2), 169–180.
Makrakis, V., & Kostoulas-Makrakis, N. (2005). Techno-sciences and mathematics. Vehicles for sustainable future and global understanding. Proceedings of the 2nd International Conference on Hands on science. Heeraklion. University of Crete.
Şimşek, S., & Arat, T. (2015). Communication tools used in teaching and their effects: An empirical study on the T.C. Procedia: Social and Behavioral Sciences. Selcuk University samples, 174(1), 2639–2646.
Onwusuru, I. M., & Ogwo, B. A. (2019). Cloud-based portal for professional development of technology educators in Nigeria and the emerging virtual workplace. International Journal of Arts and Technology Education, 11(1), 1–17.
Valcárcel, A. G., Basilotta, V., & Camino, L. (2014). ICT in collaborative learning in the classroom of elementary and secondary education. Communicator Media Education Research Journal, 42(1), 1–15.
How to Cite
Copyright (c) 2022 Ngemunang Agnes Ngale Lyonga
This work is licensed under a Creative Commons Attribution 4.0 International License.