Online Learning in Higher Education in Sub-Saharan Africa: Ghanaian University students' experiences and perceptions
This study adopted a qualitative case-study approach to examine the attitudes, experiences, and perceptions of undergraduate students who were enrolled in an online, collaborative learning course at a Ghanaian private university. Data sources included surveys, student and instructor journal entries,...
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| Formato: | article |
| Lenguaje: | EN |
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Athabasca University Press
2008
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| Acceso en línea: | https://doaj.org/article/f6f8ed20583b42a4bc529812e31b1b6e |
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| Sumario: | This study adopted a qualitative case-study approach to examine the attitudes, experiences, and perceptions of undergraduate students who were enrolled in an online, collaborative learning course at a Ghanaian private university. Data sources included surveys, student and instructor journal entries, email records, individual interviews, and Web-server logs. The study found that the students did not respond favorably to online constructivist teaching approaches such as asynchronous discussions and ill-structured project-based learning activities, and perceived collaborative online learning within their context as a complex, more demanding and time-consuming experience. |
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