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Online Learning in Higher Education in Sub-Saharan Africa: Ghanaian University students' experiences and perceptions
ARTICLE

, Columbia University

IRRODL Volume 9, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

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.

Citation

Asunka, S. (2008). Online Learning in Higher Education in Sub-Saharan Africa: Ghanaian University students' experiences and perceptions. The International Review of Research in Open and Distributed Learning, 9(3),. Athabasca University Press. Retrieved January 23, 2020 from .

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