This study is part of a larger project on digital and OER differentiation in three regions around the world: Sub-Saharan Africa, South America, and Southeast Asia. This paper is second in a series of the three Sub-Saharan African countries, and deals with Ghana (the other two being Kenya and South Africa). We report on a large-scale quantitative survey study at 2 public and 2 private Ghanaian universities, where students and lecturers have been randomly sampled. The empirical data have been collected from 818 students with a 26-item questionnaire and from 38 lecturers with a 30-item questionnaire. Several differentiations have become manifest, the major ones being: (i) there are digital inequalities between lecturers and students where the lecturers rate themselves more digitally proficient than their students, while you cannot conclude in this respect that either the public or the private universities are doing better; (ii) in the spectrum of processing of educational resources (ER) we see attempts of both lecturers and students to indeed create and share educational resources, no matter whether this is at public or at private universities; and (iii) completely in line with our previous Kenya study, also in Ghana lecturers and students are not really aware of the concept of open educational resources (OER) and the associated global open licensing approach, even though they create and share educational resources (ER).
