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*Corresponding author: E-mail: tindiseje@yahoo.com;
Journal of Education, Society and Behavioural Science
34(2): 80-89, 2021; Article no.JESBS.67810
ISSN: 2456-981X
(Past name:
British Journal of Education, Society & Behavioural Science,
Past
ISSN: 2278-0998)
Resourcing as an Antecedent of Effective Online
Learning Adaptation in the Face of COVID-19: The
Case of Papua New Guinea University of Technology
(PNGUoT)
S. Tindi Nuru
1*
, Ssemugenyi Fred
1
, Peter Oyekola
1
and C. Tochukwu Ngene
1
1
The Papua New Guinea University of Technology, Papua New Guinea.
Authors’ contributions
This work was carried out in collaboration among all authors. Author STD designed the study and
wrote the first draft of the manuscript. Author SF performed the statistical analysis. Author PO wrote
the protocol, while Author CTN managed the literature searches. All authors read and approved the
final manuscript.
Article Information
DOI: 10.9734/JESBS/2021/v34i230307
Editor(s):
(1) Dr. Gustavo Henrique Silva de Souza, Federal Institute of The North of Minas Gerais, Brazil.
(2)
Dr. Shao-I. Chiu, Da-Yeh University, Taiwan.
(3)
Chih-Wei Pai, Taipei Medical University, Taiwan.
Reviewers:
(1) Kamo P. Chilingaryan, Rudn University, Russia.
(2) Senem Seda Sahenk, Marmara University, Turkey.
(3)
Wan Nur Tasnim Wan Hussin, University Teknologi Malaysia, Malaysia.
Complete Peer review History:
http://www.sdiarticle4.com/review-history/67810
Received 20 February 2021
Accepted 23 April 2021
Published 03 May 2021
ABSTRACT
This pandemic has utterly disrupted traditional education systems around the world. Even as a
global search for sure-fire innovative solutions to the pandemic rages on, it is increasingly becoming
clear that online teaching is no more of an option but, a necessity; changes that were occasioned by
COVID-19 might be here to stay! While some are nervous that the abrupt unprecedented pivot to
online delivery mode might result in a poor user experience that could stifle sustained growth, others
are optimistic that a new normal of learning has emerged with significant takeaways. This study
sought to examine how universities are adapting to the new normal of teaching online using a case
study of PNGUoT. While acknowledging that the transition to online, asynchronous learning poses
just as many challenges for students as it does academics, the study delves into the potential
confluence of forces that are antecedents to effective online learning such as institutional policies,
Original Research Article
Nuru et al.; JESBS, 34(2): 80-89, 2021; Article no.JESBS.67810
81
media, instructors and learners, and seeks to establish whether they can meaningfully predict
effective online learning. A systematic search from literature coupled with the study findings
suggests a moderately strong positive effect of resourcing on effective online learning thereby
rejecting a null hypothesis and accepting its alternate. The study concludes that the adoption of
online learning will continue to persist in the post-pandemic era and as such, therefore, stakeholders
in the education space must bolster their capabilities to provide quality online learning as a panacea.
Keywords: Resourcing; online learning; PNGUoT; adaptation; COVID-19.
1. INTRODUCTION
The COVID 19 pandemic has created the largest
disruption of the education system in history,
affecting nearly 1.6 billion learners in more than
190 countries and all continents. Closures of
schools and other learning spaces have
impacted 94% of the world’s students’
population, up to 99 percent in low and lower-
middle-income countries [1] further, with the
outbreak of COVID-19, many universities closed
campus and/or shifted to online learning. It was
arguably the most unprecedented and sudden
shift in the modus operandi of teaching delivery
in modern history. One of the problems of this
sudden pivot to online learning is that, apart from
much more serious infrastructure issues such as
health, employment, and social care, it exposes
the lack of investment in technology adoption by
most institutions, an indication that it had not
previously been taken seriously [2]. Many
institutions were not well equipped to deliver
classes virtually, and students no longer residing
on campus faced challenges accessing learning
materials due to inaccessible or unreliable
internet connections [3]. It is thus undeniable that
this crisis has stimulated innovation within the
education sector since we have witnessed
innovative approaches in support of education
and training continuity, especially those that
support remote learning using the internet [1].
This suffices even when it is obvious that the
internet has become one of the vital ways to
make available resources for research and
learning for both teachers and students to share
and acquire information [4] The US Department
of Education argues that online learning has
roots in the tradition of distance education which
dates back to over 100 years back in the era of
correspondence courses. With the coming of the
internet, there is a huge possibility of offering rich
educational resources in multiple media and the
capability to support both real-time and
asynchronous quality teaching and learning.
According to Srecko et al. [5], online education is
a form of distance education where technology
mediates the learning process, teaching is
delivered completely using the internet, and
students and instructors are not required to be
available at the same time and place.
The impressive efforts made in a short time to
respond to the shocks in the education systems
remind us that change is possible and all actors
must thus seize the opportunity to find new ways
of addressing the learning crisis and bringing
about a set of solutions previously thought of as
impossible to implement [1]. According to [6], the
adoption of e-learning in education, especially for
higher educational institutions has several
benefits, and given this reality, e-learning is
considered among the best methods of
education. Several studies have provided
benefits and advantages derived from the
adoption of online learning technologies into
schools [7,8,9]. It should be noted that most
Higher Education Institutions have the
technology they need, but they lack the
experience and practice George et al. [10]. That
could have been addressed long ago, though it is
never too late to put things right. It will be tough
for lots of academics to teach online if they have
little or no experience of it. Without the necessary
support or development required in such a small
time frame, it is likely to be frustrating and full of
potential errors, which makes educators and
students feel vulnerable.
Martin [2] opines that one of the functions of
face-to-face education is that it does a lot of
organizing for a student: here is a timetable, here
are locations to be in, here is where the
resources can be found, etc. The physical
structure of campus is also a time and planning
structure and when you move online (depending
on how it is realized) a lot of that structure is
removed. From ethnographic observation, it is
obvious that questioning, debating, and bouncing
ideas between teacher and students, as well as
exploring concepts in a group setting, is the
general modus operandi of the study of teaching
adults, otherwise called andragogy. It is a
relatively new concept to do this in an online
setting, where learning communities lack the
Nuru et al.; JESBS, 34(2): 80-89, 2021; Article no.JESBS.67810
82
privilege and luxury of face-to-face interaction
and communication [2]. The policy-makers
reason that if online instruction is no worse than
traditional instruction in terms of student
outcomes, then online education initiatives could
be justified based on cost efficiency or the need
to provide access to learners in settings where
face-to-face instruction is not feasible. The
question of the relative efficacy of online and
face-to-face instruction needs to be revisited,
especially, in light of today’s online learning
applications, which can take advantage of a wide
range of Web resources, including not only
multimedia but also Web-based applications and
new collaboration technologies [11]
In Papua New Guinea (PNG), the education of
nearly 2.4 million students was disrupted by
school closures following the government’s
COVID-19 mitigation measures [12]. According
to an article by DWU Teaching staff [13], the
Higher Education (HE) sector in PNG is one of
the many required to develop innovative
strategies that limit face to face contact and
adhere to social distancing restrictions. Whereas
Academics new to online teaching, are trained to
use the online learning paraphernalia, this is not
always the case for students. Mohamed and
Simon [12] confirm this when they remain silent
on student's plight while asserting that in the
context of PNG, teachers are vital to the
implementation of education response to COVID-
19 and need to be equipped with the knowledge,
skills, and resources to support remote learning.
According to Czuba [14], PNG Higher education
is urgently driven to increase access, quality, and
online delivery of educational services.
2. PROBLEM STATEMENT
Even in the pre-pandemic era, the world was
already digitalizing and HE was not immune to
this transition. The trend was well underway and
seemed to be accelerating as universities
created departments and senior positions to
explore online instruction processes within the
academy [10]. As a strategic opportunity in the
face of the COVID-19 crisis, DHERST
encouraged the HE players in PNG to accelerate
their options for increasing enrolment via online
learning programs [14], PNGUoT responded to
this call by activating its online Education
systems and processes; paying for a site-wide
subscription for both Zoom App and Camtasia
Software for Video creation and editing. The
University also partnered with Digicell to provide
a 20 GB of data plan for every student through
their sim cards. An ICT audit was also done and
efforts were made to address the LAN issues
that would subsequently improve internet
strength for staff and the general university
community. There was also a huge investment in
skill improvement in online teaching for staff-with
several workshops being facilitated by the
Teaching Learning Methods Unit and the
Department of Distance Learning (DODL). All
these efforts were mounted with the assurance
that as observed by George et al. [10], online
learning transforms education from instructor-
centered (traditional classroom) to student-
centered, and can help to achieve the key
strategic aspiration of PNGUoT of producing
worldclass technocrats for the real world [15]
where students have more responsibility for their
learning. As reasoned by Koch [16], given that
students are now able to choose what to learn,
when to learn, and who to learn with, a certain
level of self-directedness is necessary to
succeed in an online course. In light of the
above, this study sought to establish the efficacy
of the pivot to online learning at the University of
Technology Papua New Guinea in light of the
investment that the university had instituted in
the wake of covid-19.
2.1 Null Hypothesis
There is no significant effect of resourcing on the
effectiveness of online learning at Papua
New Guinea University of
Technology.
2.2 Conceptual Framework
The Fig. 1 illustrates the most significant factors
that frame the educational experience in an
online setting. As evidenced below, a significant
requirement for seamless adoption of online
learning should be resourcing, herein construed
as the development and adoption of institutional
policies, coupled with academic support for both
students and staff. This should be done within a
framework of a clear strategic vision. Provision
for affordances of technology that support
learning should also be put in place. This should
come with a robust stable learning management
system that can support carefully designed
learner-centered teaching with interactive and
engaging content, a structured collaboration
between peers, and flexible timelines to permit
learners to pace their learning.
Nuru et al.; JESBS, 34(2): 80-89, 2021; Article no.JESBS.67810
83
Fig. 1. A conceptual framework showing the effect of resourcing on online learning experience
Adapted from Srecko et al. [5] the history and state of online learning
All these should be done with consideration to
costs. There should also be an investment in
digital literacy for both instructors and learners.
The learners are expected to be intrinsically
motivated and take responsibility for their
learning. Facilitators’ attitudes toward technology
would be just as important as their ability to
facilitate the learning process by continuously
monitoring learners’ progress and the availability
of ongoing formative feedback as appropriate
(Fig. 1). In totality, all facets of a design of this
nature can be interpreted in varied ways. For
instance, a carefully designed subject imbued
with interactive and engaging content might
potentially be susceptible to a myriad of
interpretations, and lecturers in various contexts
might have varied appreciation and
conceptualization of carefully designed and
meaningfully engaging resources.
3. LITERATURE REVIEW
3.1 Resourcing and Online Learning
Contemporary research on how resourcing
impacts adoption and success in online learning
are not in short supply. Resourcing here may
begin with policies that support
online teaching and learning. Although most
Nuru et al.; JESBS, 34(2): 80-89, 2021; Article no.JESBS.67810
84
institutions of higher learning have developed
policies on online education, they
still have to build associated policies for support,
course design, and implementation [17]. The
most detailed guideline for online learning
adoption was advanced by Singh and Hardaker’s
[18] research. Further, their study
suggests that; while deciding on the
incorporation of online learning into current
practices, the decision-making process must be
all-inclusive with a buy-in from all parties
involved; a clear strategic vision should guide the
entire effort and should be made known to all
stakeholders. There should be a cultural
configuration with all and sundry within the
organization owning its ideation, design
implementation, and support. Other studies such
as Lous et al. [19], have also found that online
teaching succeeded when institutional
management acted as role models in creating a
culture that promotes and nurtures online
learning.
Siemens, Gašević and Dawson [20] state that
“instructors’ attitude towards technology use and
their levels of digital literacy play an important
role in shaping overall learning experience”. This
is also true of the learners, especially those
involved in online education. The OECD's report
Skills for a Digital World [7] states that the
"pervasiveness of digital technologies in daily life
is fundamentally changing the way individuals
access and elaborate knowledge” (p. 4) and to
“ensure that individuals can engage in digital
activities and adapt rapidly to new and
unexpected occupations and skills needs, a
stronger emphasis has to be placed in promoting
strong levels of foundation skills, digital literacies,
higher-order thinking competencies as well as
social and emotional skills” (p. 4). It is therefore
unquestionable that building digital capability in
both staff and students has been found to have
many different dividends.
When it comes to facilitating online learning, an
important aspect of teaching in a digital
environment is building presence or an online
teaching persona. Richardson, Besser, Koehler,
Lim, and Strait [21] found that presence is
important to student success in online courses
and that there are different aspects to building
presence including setting the tone; considering
the online environment; using sharing as a
communication strategy and using feedback as a
communication strategy. Garrison and
Cleveland-Innes [22] found that there are other
important requirements of the online facilitator,
such as: giving clear guidelines to students about
the expectations for participation; sustaining
participation (via questioning, focussing and
modeling); and shaping the direction of learning
and progressing meaning-making and
understanding.
The Academe tends to agree with Ross and
Morrison [23] that the “synergy” of media and
pedagogy is what matters. As Schmid et al. [24]
noticed that the original argument dates back to
the era when technology was barely used for
presentation purposes, thus not contributing
much to the learning process. When
technological affordances are used to support
meaningful interaction and engage students in
collaboration with their peers and instructors,
technology plays an important role in the learning
process and even in improving pedagogy [24].
Therefore, pedagogy defines collaborative
activities but media enables such activities to
occur [21,24].
According to Bonwell and Eison [9], Active
learning online, is a learner-centered approach
and involves students reading, writing,
discussing, or engaging in problems that involve
higher-order thinking tasks, such as analysis,
synthesis, and evaluation [9]. Teaching in higher
education is changing [25]. We are becoming
more aware that if we treat our students like
passive receptacles of information, we are
missing opportunities for effective learning and
engagement. The challenge for teachers is to
find ways to engage learners to align their
current knowledge with the learning goals of a
particular course and promote critical thinking
and intellectual openness [26]. Employing active
learning strategies requires a careful balance
between providing appropriate levels of support
and challenge [27]; it is a balancing act that is
crucial for student engagement and success. An
important consideration with any learning, but
most importantly with online learning is
engagement. How are you going to engage the
learners to take this learning journey with you?
Factors that are worth considering in this regard
include: choosing the most appropriate design
and collaborative tools so that students are not
passive in the learning experience; scaffolding
interactions between learners online, including
support for access and motivation, socialization,
information exchange, knowledge construction,
and development; integrating the digital and
physical environments, e.g. online activities
helping to continue the discussion/learning in
class; integrating digital tools, e.g., the Learning
Nuru et al.; JESBS, 34(2): 80-89, 2021; Article no.JESBS.67810
85
Management System and other online
applications; and using technology in
assessment design to enable more authentic
assessment.
3.2 The Perspective of Instructors and
Students on Online Education
Current research on the perception of instructors
and students on online education so much
abounds. For example, Carol et al. [28] and
Tallent-Runnels et al. [17] studied determinants
of students and instructors’ satisfaction with the
courses offered online and the essence of self-
directedness in online students. These studies
found that learners tend to appreciate well-
designed and frequently updated subjects. A
high degree of support from instructors and their
involvement in the provision of timely summative
feedback also emerged as a determinant [29].
Given the shift in focus of course design from
teacher-centered to learner-centered paradigm, it
is increasingly becoming imperative that those
involved in teaching should practice some form
of team teaching [16]. This is
because the instructor’s role in an online class
differs from that in an in-person class. There is a
need, however, for more studies to investigate
the evolution of teaching within the context of
online learning. On the other hand,
the lack of unity of time and place in online
learning leads to greater interdependence
between students and instructors and
significantly changes the instructor’s role within
this “new environment” [16].
Despite issues in access, emerging
research on technology use shows that students
want to readily embrace a technological shift in
higher education and want more
technology incorporation within the classroom
and in assessment practices. Nonetheless,
lately, there seems to be no dearth of research
into online education. Gikandi et al. [30],
came up with reliability, dishonesty and validity
as key concerns when it comes to the integrity of
online assessments. Formative and
instantaneous feedback and feedforward, critical
processes engagement, and
opportunity for equitable education emerged as
the key dividends driven by online assessments.
Online assessments have also been said to
foster students’ engagement and personal
regulation through interactive features such as
quizzes, chat-bots, and discussion boards. The
greatest pitfall associated with online learning
relates to developing personalized
and adaptive learning pathways and the
provision of timely, formative and personalized
feedback [31]. More empirical studies are
needed to inform and strengthen sustainable
practice in this area.
Novel educational software systems,
such as Learning Management Systems (LMSs)
have not only positively influenced the practices
of online education. This software
has also altered the way traditional universities
provide on-campus learning, as well as enabling
a mix between the two, which is typically known
as blended learning [32] It would be worth noting,
however, that the abrupt pivot to
online teaching reveals the existence of three
gaps: the access gap, (having or not having
access to connection and technological devices);
the use gap (time of use and its quality); and the
gap in teacher skills, (availability of resources,
and adaptation of online platforms to support
teaching) - this digital gap makes the digital
divide wider since its eventuation during a period
of covid-19 confinement and limited mobility
where people cannot bridge the skill gap with
ease [11].
4. METHODOLOGY
Using a descriptive cross-sectional survey
design, convenience sampling strategy, and a
sample size of 213 respondents; consisting of
both university staff and students, the study was
conducted using a descriptive research design
as recommended by Amin [33]. According to
Amin, the method involves observing and
describing the behavior of a subject without
influencing it in any way. This research design
was adopted for this study because of its ability
to obtain a general overview of a subject. It was
also used because of its suitability at judging the
habits of respondents. The study mainly took a
triangulation of both quantitative and quantitative
approaches. The qualitative aspects of the study
aimed at collecting, measuring, and analyzing
variables using constructs and themes,
Bakkabulindi [34], while the quantitative
approach involved the collection, collation, and
manipulation of numerical variables. Regression
analysis was used to establish the effect of the
Dependent variable on the Independent variable.
5. FINDINGS AND DISCUSSION
Coefficient analysis of the effect of Resourcing
on online education at PNGUoT aided the study
to find out whether the availability of resources
contributes to quality online delivery at the Papua
Nuru et al.; JESBS, 34(2): 80-89, 2021; Article no.JESBS.67810
86
Table 1. Regression Analysis between Resourcing and Online Learning
Variables regressed
Adjusted
r
2
F-value
Sig.
Interpretation
Decision on H
o
ResourcingVs
Online Learning
.656 18.633 .000 Significant effect Rejected
Coefficients
Beta
t-value
Sig.
(Constant) 1.731 6.851 .000 Significant effect Rejected
Media .422 6.289 .000 Significant effect Rejected
Institutional adoption .498 5.673 .001 Significant effect Rejected
Instructors .248 1.809 .005 Significant effect Rejected
Learners .159 2.253 .002 Significant effect Rejected
Source: Primary data, 2020
New Guinea University of Technology. Aspects
of resourcing such as proper institutional
adoption and consideration of the availability of
media, have been previously linked to
meaningful online learning, at the analysis stage,
other variables close to resourcing such as
factors that relate to instructors and learners too
were considered within resourcing and jointly
correlated with online learning. The results are
indicated in the Table 1.
Regression analysis results in Table 1 indicate
that the Null hypothesis set at the beginning of
the study was rejected and it is alternate
accepted implying that there is a moderately
positive significant effect of resourcing on online
learning. It is evident that resourcing accounted
for 65.6% of the Online Learning in PNGUoT and
this was indicated by an adjusted r squared of
0.656 leading to an implication that proper
resourcing significantly affects the quality of
Online Learning that would go on in an academic
context. For the coefficients table, results further
indicated that of all the aspects of Resourcing,
Media accounted for the biggest influence and
has a positive effect on online learning in
PNGUoT (β=0.498, Sig=0.001), while instructors
had the least influence on online learning
(β=0.248, Sig=0.005)
However, the study also found that while
institutional adoption ranks below Media with
(β=0.422 /sig.000), it is closely followed by
learners as provided in the matrix above. From
the interview responses, it was evident that the
majority of the respondents felt that Resourcing
strongly impacts online learning and further that
the availability of media should be the starting
point in ensuring effective online instruction. For
example, one respondent noted that “I think that
many factors positively influence online learning
but resourcing is chief among them. In the
absence of the technology and the relevant
technical know-how, it would be impossible to
even think of studying online.” The respondent
further goes ahead to add that “…..the policy
framework, solid support from the management
team and effective communication would help
realize the effective implementation of online
learning as a strategic goal of an
institution.”
The findings on the effect of resourcing on online
learning as seen in this study conform with
Talent-runnel et al. [17], who equally found a
significant positive correlation in their studies and
further went ahead to suggest that while deciding
on incorporating or adopting online teaching into
current practices, such decision-making
processes must include all critical stakeholders
and of course, it should be undergirded by a
strong institutional vision and mission. This
position is further supported by [35] and Schmid
et al. [24], who posit that when technology is
used to support meaningful interaction and
engage students in collaboration between peers
and instructors, technology begins to play an
important role in the learning process and even
improves pedagogy.
The findings further corroborate Siemens,
Gašević and Dawson [10] who argued that
instructors' factors, such as their attitude towards
technology use and levels of digital literacy play
critical roles in shaping the overall learning
experience, and can only be preceded by the
learner factor. It is also evident that the findings
are not any different from that of Styer [29], who
further opines that learners tend to appreciate
well-designed and frequently updated subjects.
As such, therefore, a high degree of support and
their involvement in providing feedback in the
online learning context is also emerging as a
determinant of quality online
teaching.
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87
6. CONCLUSIONS AND RECOMMENDA-
TIONS
The pandemic has brought many challenges to
higher education. While educators,
administrators, and college leaders are focusing
on student needs and solving other pressing
problems, they are also looking to the future and
reimagining what higher education will be in the
years ahead. What will the post-pandemic world
look like for teaching and learning? What trends
spurred by Covid-19 will last and which will fade
away? The fact that different educational
administrations have had to carry out a transfer
of the educational system from face-to-face
teaching to online teaching at a speed of real
urgency is causing the use of ICT to have gone
from being one methodical resource to a
necessary solution for sustainable teaching and
learning [25].
As a result of this, the stakeholders in the
Education industry must prepare for and
embrace the paradigm shift. Those who influence
policy, must now channel adequate resources to
support ICT intentions in HE. Both hardware and
software that support online learning have to be
made available to bridge the digital gap and
widen participation in a digital ecology. There is
an urgent need for a rethink of institutional
strategic plans to incorporate investment in
online teaching. This however needs a holistic
inclusive approach so that there is a buy-in from
down up. In the view of [36], instructors need to
be reorientated on how to optimize online
teaching. This will help them adapt their work
methodology to assimilate the context presented
by the pandemic. Teacher training must also
emphasize ICT in their curriculum to equip the
teachers with required competencies as well as
requisite pedagogical, ethical, social, and
technical aspects that will support their wellness
in a digital environment.
COMPETING INTERESTS
Authors have declared that no competing
interests exist.
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