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

Authors

  • Stephen Asunka Columbia University

DOI:

https://doi.org/10.19173/irrodl.v9i3.586

Keywords:

Higher Education, collaborative online learning, Sub-Saharan Africa, Ghana, students' perceptions, constructivist pedagogy

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.

Author Biography

Stephen Asunka, Columbia University

Doctoral Candidate Computing and Technology in Education Teachers College, Columbia University

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Published

2008-10-21

How to Cite

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). https://doi.org/10.19173/irrodl.v9i3.586

Issue

Vol. 9 No. 3 (2008)

Section

Research Articles

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