School of Continuing and Distance Education
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Browsing School of Continuing and Distance Education by Author "Anapey, G.M."
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Item Arrangements for Online Engagements of Distance Learners in the Wake of the COVID-19 Pandemic(2021) Amponsah, S.; Aheto, S-P.K.; Anapey, G.M.; Kwapong, O.O.The University of Ghana Distance Education Programme was not spared from the disruptions brought about by the COVID-19 pandemic. Management of the Department needed to make a radical move to shift from its hybrid system of delivery to a full-fledged online delivery. In spite of the limited time for this move, a lot of creative planning had to go into this, which led to a virtual training of 340 tutors, through four modules, to prepare them adequately for the task. Aside from assessing the planning and the virtual training aforementioned, this reflective paper also delves into other important issues such as the rolling out of a virtual/online academic and counselling support and architecture for monitoring of all the 228 courses that were moved onto the online space. This paper has implications for both policy and institutions that might be faced with similar circumstances, and it makes suggestions for exploration of other useful tools for delivery and monitoring that would contribute to better online engagements.Item Distance Education Tutors’ Technology Pedagogical Integration during COVID-19 in Ghana: Implications for Development Education and Instructional Design(Reimagining Development Education in Africa, 2022) Anapey, G.M.; Aheto, S-P.K.Disruptions to education by the 2019 Global pandemic has amplified development educationists’ advocacy for sustainable learner-focused curriculum that addresses cross-cutting themes. Teachers’ failure to effectively use digital media for differentiated learning might continue to widen access, gender, and equity gaps in education for distance learners in the Global South. Within development education framework of raising awareness and understanding of impacts of global affairs on education, we argue that teachers’ technology pedagogical integration competencies are likely to impact quality curriculum delivery in a full-online environment. On a pedagogical integration self-efficacy questionnaire, we elicited data from 197 distance education tutors on a Likert-type scale that yielded reliability coefficient of .9 and face validity checked by instructional design experts. Descriptive statistics and one-way ANOVA were used for the data analysis and the results suggested that distance education tutors were more likely to select video-based digital tools than asynchronous techniques during tutorial sessions. Secondly, Internet access and technology professional development were the leading needs for tutors’ instructional delivery during the pandemic. Finally, tutors’ technology training and years of teaching experience in facilitating distance education courses were not statistically significant in online pedagogical delivery. We conclude that ICT training amongst distance education tutors remains generic in lieu of digital integration literacy. Recommendations for continuing education, curriculum development, and instructional design are made.