A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2

"Although the COVID-19 has had a devastating effect on the education sector, it is a stimulus for educators across the globe to rethink how to improve teaching and learning..., especially in the context of developing countries..."

In the wake of disruptions caused by the COVID-19 pandemic, a challenge in most developing countries, especially in Sub-Saharan Africa, has been ensuring effective online learning across all levels of education. With the realisation that COVID-19 may not disappear soon and with the prospect of a vaccine's arrival, Ghana, like many countries, resumed at least partial onsite instruction in early 2021. This study employed a phenomenological approach through personal interviews to explore the experiences of 20 students who were the first batch of students to be part of the temporal resumption of tertiary education in Ghana. The study discusses school preparedness plan of universities for resumption and draws from the literature to outline ten strategic ways to safely reopen schools.

As reported here, the emergent transition to online learning in Ghana has not been smooth. The e-learning approach demands a quality internet connection and mobile/computer gadgets, which are inadequate in Ghana. In fact, the education system of Ghana was stagnant in terms of online learning until it was prompted by the COVID-19 pandemic. Hence, the National Union of Ghana Students (NUGS) has spoken of "challenge-ridden online learning", citing the absence of a properly laid out framework for implementation of online learning, inadequate bundle incentives, and insufficient resources as some of the contributing factors making the online instruction difficult. Also, needy students who lack information and communication technology (ICT) gadgets and money to buy internet bundles are often left out of online learning. The unique challenges of Ghana and other peer countries motivated the government of Ghana to resume onsite learning.

The paper discusses the nature of onsite/face to face (F2F) learning in Ghana, noting that this type of instruction provides room for relationship-building, self-awareness, reflection, in-person activities, and in-class-role plays. Several studies cited here stress the importance of maintaining physical connection to campus, peer-to-peer connection, and student-instructor connection.

Data for the study were collected via randomly selected tertiary students (twelve males and eight females) across three universities in Ghana who temporarily resumed onsite studies after the school closures. Thematic analysis using yielded the following themes:

• School safety protocols: Almost all the students interviewed revealed that their universities have put in place concrete plans to ensure their health security is assured. However, they also expressed concern on some issues (such as the provision of personal protective equipment, or PPE) that need to be addressed to ensure their maximum safety if onsite learning were to persist for a long time.
• Digital technologies: Universities have used a blend of the online learning and onsite instruction when necessary. Because there are problems accessing internet at a high bandwidth in most areas of the country, some of the students lamented on their inability to access the online platform on time. Also, students had to acquire their own ICT tools/mobile gadgets to engage in the digital learning process.
• Psychological support: Students indicated there were mentally sound to pursue their academic goals because of the good interaction and bond with their peers and lecturers. Also, some of the universities provided psychological health services to students.
• Parent–teacher collaboration: A number of students said they did not experience a collaboration or discussion between their parents and teachers prior to and on resumption regarding their health safety and academic outcomes.
• Class size: The multi-track approach (double-track system) adopted by the universities seems to have aided in preventing overcrowding at the lecture halls. Also, the combination of online and onsite learning has helped in reducing class size.
• Course completion: Students had differing views. Those at the level 100 felt they would be able to complete their course content as compared to their seniors.

Generally, there are mixed experiences of students in terms of their assessment of the schools' preparedness for onsite learning. Some of the students applauded their schools' response to the COVID-19 since school was temporarily resumed for the first batch of students while some also weighed in on unique challenges they perceived can be a threat to a successful completion of the semester. Based on the emerged themes and sub-themes from analysing the data collected, ten strategic approaches to onsite learning advocated by experts and researchers in education were suggested:

1. School readiness: Create a resumption plan that involves education of staff and students, revision of plan, and communication with relevant government agencies, stakeholders in education, and health experts.
2. Safety/PPE: Provide masks, respirators, face shields, and gloves to staff and students via local production and/or liaison with donor bodies.
3. Mobile technologies: Adopt cost-effective handheld mobile devices for "m-learning" during and after class hours for effective communication and gamification.
4. Blended learning: Set up a system whereby geographically distant students can access e-learning platforms from home to reduce class size and maintain social-distancing norms.
5. Psychological counselling: Provide mental health hotlines and a psychological handbook for students, as well as a guidance and counselling unit to render psychological support to students.
6. Strong relationships: Redesign the school climate and culture in a manner that is conducive for learning and collaboration among peers and tutors.
7. Parent–teacher collaboration: Ensure teachers work closely with parents of students engaged in home education and give academic progress reports to parents of students engaged in the onsite instruction.
8. Adequate funding: Partner with non-governmental organisations (NGOs) and donor bodies to fund school operations, such as the provisions of PPE.
9. Reduced class size: Split classes to prevent overcrowding through blended learning, adoption of a multi-year track system (double-track system), and employment of more qualified teachers.
10. Curricula: Orient students on classroom curriculum and assessments, give varied assignments that are tailored to students' interest, and direct students to open access educational sites.

In conclusion: "Although Ghana is used as a case study, the strategies suggested is applicable to all countries across the globe who hopes to resume F2F instruction....Future researchers should explore various ways how onsite learning can be used to mitigate the loss in education as a result of the COVID-19 pandemic."