Abstract:
This study explored the experiences and expectations of sandwich postgraduate students at the University of Cape Coast in their online learning environment using a concurrent mixed methods design. The study focused on 2022 and 2023 cohorts, with 426 students participating in the quantitative phase and nine course representatives providing qualitative insights. Guided by the Technology Acceptance Model and Social Constructivism Learning Theory, the study analysed quantitative data using descriptive statistics and qualitative data using thematic analysis. The findings showed that many students struggled with unreliable internet connectivity, only 4% received technical support from UCC, and over half (232 students) lacked a dedicated learning space. However, students benefited from interactive communication with lecturers and flexibility in study schedules. Key challenges included unstable internet connectivity and high data costs, which affected student participation. To address these challenges, the study proposed a Theory of Change for Online Learning Experiences to improve students' engagement and academic success. The model focuses on improving technology by enhancing internet access, providing learning devices, and strengthening IT support. It also highlights the need for better course design with more interactive and engaging content, stronger student support through timely instructor feedback and guidance, and training students in time management and digital literacy to promote independent learning. The study concluded that UCC needs to improve its support for online learning, as students want a more engaging and responsive virtual environment. It is recommended that Heads of academic departments adopt the proposed Theory of Change to create a better online learning experience for students.
