Learner Support Services for Postgraduate Students: A Qualitative Approach

Autor/in	Asamoah, Moses Kumi
Titel	Learner Support Services for Postgraduate Students: A Qualitative Approach
Quelle	In: E-Learning and Digital Media, 16 (2019) 5, S.367-392 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asamoah, Moses Kumi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-7530
DOI	10.1177/2042753019860613
Schlagwörter	Foreign Countries; College Students; Blended Learning; Electronic Learning; Educational Technology; Educational Benefits; Student Attitudes; Cooperative Learning; Integrated Learning Systems; Academic Support Services; Ghana + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Unterrichtsmedien; Bildungsertrag; Schülerverhalten; Kooperatives Lernen
Abstract	Hybrid learning, which integrates the face-to-face classroom-based teaching with an online mode, is at its incipient stage in Africa. A study exploring institutional support services provided for students and informal peer support among peers of hybrid learning is a very significant academic exercise since it has implications for sustainability of hybrid teaching and learning in Africa and Ghanaian universities in particular. This study empirically examined 21 postgraduate students' views of an institutional support system and peer support they received and the challenges associated with blended learning at University of Ghana (Legon) in the 2013/2014 and 2015/2016 academic years. First-year PhD students (n = 7) were all interviewed. Besides, all the 14 Master of Arts (MA) students were available for an in-depth interview. A case study design was used. Judgmental sampling was employed because it was found to be suitable for the research context. Thematic analysis was used for data analysis. The findings revealed that learner support had made a positive impact on the postgraduate blended learning students, although students also lamented over unpleasant challenges. Appropriate learner-support elements such as power supply, fast Internet connectivity, expert advice on the use of a particular Learning Management System, accessible e-library materials and workshops that address students' needs were recommended for students on blended learning engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01