Incorporating E-Learning into Teaching and Learning at University of Ghana: Perceptions of Faculty

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dc.contributor.author Tagoe, M.A.
dc.date.accessioned 2020-02-28T16:01:54Z
dc.date.available 2020-02-28T16:01:54Z
dc.date.issued 2013
dc.identifier.issn 0855-4730
dc.identifier.uri http://ugspace.ug.edu.gh/handle/123456789/35053
dc.description Ghana Social Science Journal, 10(1-2), 53–78. en_US
dc.description.abstract The technological revolution has increased pressure on universities to incorporate information, communication and technology (ICT) into teaching and learning. One of the critical prerequisites for successful incorporation of elearning is its acceptance by lecturers. The purpose of this paper is to determine the perceptions of lecturers towards e-learning at the University of Ghana. Lecturers had a more favourable attitude towards the introduction of web-supplemented and mixed modes ofe-learning than they had regarding web-dependent and fully online modes. Most of them were of the view that the university was not ready for fully online programmes at the undergraduate and graduate levels. Some of the challenges identified which could affect e-learning were the relatively low bandwidth which made the internet slow and unreliable, and the low level of participation in training in the use of open source platforms. It is recommended that the training of faculty in the use of learning management platforms should be intensified en_US
dc.language.iso en en_US
dc.publisher Ghana Social Science Journal en_US
dc.relation.ispartofseries 10;1-2
dc.subject Adoption en_US
dc.subject E-learning en_US
dc.subject Higher Education en_US
dc.subject ICT en_US
dc.subject Teaching and Learning en_US
dc.title Incorporating E-Learning into Teaching and Learning at University of Ghana: Perceptions of Faculty en_US
dc.type Journal en_US


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