Learner access to resources for eLearning and preference for eLearning delivery mode in distance education programs in Ghana


  • Emmanuel Arthur-Nyarko College of Distance Education, University of Cape Coast – Cape Coast, Ghana
  • Moses Githua Kariuki Department of Educational Communication and Technology, Kenyatta University – Nairobi, Kenya


eLearning is a learning process which aims at creating an interactive learning environment through the use of computers and the Internet. This paper sought to investigate distance learner's access to resource for eLearning and its influence on preferred eLearning delivery mode. The study employed an analytical survey to collect and analyze data from 517 participants made up of 284 undergraduate and 233 graduate students from two distance education institutions in Ghana. However, 468 questionnaires were received and analyzed. The Chi-square Test of Independence was used in the data analysis. It was found that access to ICTs and access to electricity had a significant influence on learner's eLearning delivery mode preferences. However, Internet access did not significantly influence preference for eLearning delivery mode. The study recommended that the government should establish a scheme to supply affordable ICT devices to distance educations. In addition, Internet service providers in Ghana should provide reliable, affordable and accessible Internet to distance education students.






Original Article