Determinants associated with an effective online learning system of a teachers' training college in Awi Zone, Ethiopia during the COVID-19 pandemic

Higher educational institutions were forced to stop face-to-face classes and shift to online learning during the COVID-19 pandemic. The government of Ethiopia closed schools in all educational institutions on 16 March 2020, and then directed educational institutions to teach students online. This study was conducted to discover the determinants of online teaching practices at teachers training colleges. A cross-sectional study design was conducted using randomly selected 343 students from Injibara College of Teacher's Education, Ethiopia. Results of the statistical analyses revealed that socio-demographic characteristics of students do not affect the effectiveness of the online learning system; but determinates that are directly related to the online learning system, such as infrastructure, access to the internet, parent support, and technological resources have a significant effect. Online learning at the study area was only 77% effective, which indicates that there is a need for intervention to make it more effective. Therefore, we recommend to governmental and non-governmental institutions to establish ICT centers and provide online learning trainings.

Automated summary

Higher educational institutions in Ethiopia shifted to online learning due to the COVID-19 pandemic. A study conducted at a teachers training college found that socio-demographic characteristics of students did not affect the effectiveness of online learning, but factors directly related to the online learning system, such as infrastructure, internet access, parent support, and technological resources, had a significant impact. The study revealed that online learning in the area was only 77% effective, highlighting the need for interventions such as establishing ICT centers and providing online learning trainings.