Constructivist Tenets Applied in ICT-Mediated Teaching and Learning: Higher Education Perspectives

Autor/inn/en	Asamoah, Moses Kumi; Oheneba-Sakyi, Yaw
Titel	Constructivist Tenets Applied in ICT-Mediated Teaching and Learning: Higher Education Perspectives
Quelle	In: Africa Education Review, 14 (2017) 3-4, S.196-211 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2017.1279956
Schlagwörter	Program Descriptions; Masters Programs; Universities; Foreign Countries; College Faculty; Interviews; Observation; Constructivism (Learning); Higher Education; Sampling; Case Studies; Management Systems; Teaching Methods; Educational Technology; Curriculum Design; Student Attitudes; Graduate Students; Correlation; Qualitative Research; Participant Observation; Ghana + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; University; Universität; Ausland; Fakultät; Interviewing; Interviewtechnik; Beobachtung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Lehrplangestaltung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Korrelation; Qualitative Forschung; Teilnehmende Beobachtung
Abstract	This study describes how a professor-instructor of a Master of Arts (MA) programme in Contemporary Issues in an Adult Education classroom applied constructivist tenets to address an ICT-mediated teaching and learning class. The study provides an analysis of the professor's constructivist pedagogical approach in designing curriculum, engaging in learner-centred teaching delivery, developing an assessment method and using educational technologies including the Sakai Learning Management System for the teaching and learning. The University of Ghana was the study area. A qualitative, descriptive case study design was used. The data collection methods were document review, observation and interviews. All the 14 MA students were sampled to be interviewees but 11 applicants were available for the interviews. Convenient sampling method was used. The findings included the unique success associated with using constructivist tenets in teaching and learning. From an international readership perspective, this paper calls for higher educational institutions everywhere to emulate the experience of the University of Ghana. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01