VPs: Assessing the Challenges of E-Learning in Ghana Twenty-fifth Americas Conference on Information Systems, Cancun, 2019 1 Virtual Platforms: Assessing the Challenges of E-Learning in Ghana Completed Research Natasha Narh University of Ghana Business School nnarh001@st.ug.edu.gh Richard Boateng University of Ghana Business School richboateng@ug.edu.gh Eric Afful-Dadzie University of Ghana Business School eafful-dadzie@ug.edu.gh Acheampong Owusu University of Ghana Business School aowusu@ug.edu.gh Abstract This paper investigates virtual platforms (VPs) and how they are used for e-learning. It assesses the challenges students face when they use VPs for e-learning from the perspectives of student capacity, institutional perspectives, and external factors, such as the environment or context. Students in Ghana who are engaged in e-learning through external universities outside Ghana were targeted as respondents for this study. It is generally established that different types of computer systems have been adopted by students engaged in e-learning. Two types of computer systems were adopted by the respondents in this study: Open edX and Latitude Learning systems. Three sets of challenges are identified: 1) institutional challenges (ineffective orientation of students by service providers, systems failures, and speaking patterns); 2) student-technological challenges (poor computer skills and self-efficacy, inadequate knowledge and skills in the use of online handles, and poor time management by students); and 3) environmental factors (poor Internet connections, lack of advanced ICT technologies to support e-learning. Keywords Virtual Platforms, E-learning, Ghana, Learning Innovations Introduction Human activities are becoming increasingly easier in the wake of global technological advancement. Likewise, the rapid development of software and computer tools has generated new teaching and learning spaces (Gamage, Tretiakov, and Crump 2011). Virtual reality (VR) technologies have been applied to many sectors, such as medicine, industry, education, video games, and tourism (Martín-Gutiérrez et al. 2017). For instance, Statista (2019) predicts that revenues from the global VR market will reach $21.5 billion USD in 2020. Research conducted at Indiana University has shown that the use of virtual platforms (VPs) for teaching and learning has created unique challenges for both Indiana University store owners and the Napier University consumers. It also provides student with a centered and problem-oriented learning environment through which students can experience e-commerce in real time. Choi, Dailey-Hebert, and Estes (2016) highlighted the effect of new tools on the learning outcomes of students in contemporary classrooms. Shen and Eder (2009) also acknowledged the relevance of virtual worlds in enhancing several activities, including teaching and learning. They found that the perceived ease of use of virtual technologies affects users’ intentions to adopt virtual technologies due to its perceived usefulness. It was also revealed