Dublin Core
Title
Online Learning in Higher Education in Sub-Saharan Africa
Creator
Stephen Asunka
Description
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.
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.
Subject
Online Learning, Higher education
Publisher
IRRODL
Date
2008
Format
PDF
Source
https://doi.org/10.19173/irrodl.v9i3.586
Language
English
Type
Text