Relationship Between Faculty Role Change and Performanceat the Three Stages of Teaching During E-learning
Mateko Okantey1, Hillar Addo2
Journal of Information Technology Review, Vol. 6, No. 3, 2015.
DOI: 
Link: http://www.dline.info/jitr/fulltext/v6n3/v6n3_2.pdf
Abstract:
This paper investigates the effect of shifting roles of faculty in educational delivery in e-learning environments
at the pre-teaching stage (the preparation stage before lecturing), teaching stage (during lectures) and post-teaching stages
(after lecturing) in both private and public Universities in Ghana. Researches have shown that e-Learning has brought
about a transformation in teaching and learning. The lecturerâ€™s role is redefined from the possessor of knowledge to a
facilitator who guides students to acquire knowledge. A sample of 300 lecturers out of 1,800 was drawn from both private and
public universities in Ghana. Regression analysis was used to determine the nature of the relationship. A model was developed
to establish a relationship between the variables. The research found that there is a strong relationship between the
independent variables (overall role change) and the dependent variable (lecturer performance at the pre-teaching stage). A
strong relationship between the performance of lecturers at the teaching stage and role change was also observed. However,
there was no relationship between the performance of lecturers at the post-teaching stage and role change. The results show
that lecturersâ€™ role change influenced their performance positively at the pre-teaching and teaching stages only. Understanding
the relationship between lecturerâ€™s role change and their performance at the three stages due to adoption of e-learning, will
enable lecturers position themselves to be effective lecturers despite the change in role.