Literaturnachweis - Detailanzeige
| Autor/in | Asunka, Stephen |
|---|---|
| Titel | "We Had a Blast!": An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners |
| Quelle | In: International Journal of Mobile and Blended Learning, 9 (2017) 3, S.37-53 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| DOI | 10.4018/IJMBL.2017070104 |
| Schlagwörter | Adult Learning; Blended Learning; Teaching Methods; Graduate Students; Graduate Study; Foreign Countries; Qualitative Research; Grounded Theory; Content Analysis; Internet; Course Content; Educational Technology; Web Based Instruction; Student Attitudes; Ghana; Africa Adulte education; Adult training; Erwachsenenbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Qualitative Forschung; Inhaltsanalyse; Kursprogramm; Unterrichtsmedien; Web Based Training; Schülerverhalten; Afrika |
| Abstract | As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as well as their perceptions towards blended learning in general. Forty-eight graduate students participated in the study as they engaged in a six-week long blended learning course. Qualitative research methods were used to gather data which were analysed using grounded theory coding techniques, descriptive statistics and content analysis. Findings reveal high levels of student engagement and satisfaction with the learning processes, and an overwhelming endorsement of blended learning as a preferred mode of learning. Implications of these findings for further research and practice are discussed within the context of technology adoption and use in the Ghanaian and Sub-Saharan African higher education contexts. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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