School of Continuing and Distance Education
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Item Academic Experiences of “Zoom-Fatigue” as a Virtual Streaming Phenomenon During the COVID-19 Pandemic(International Journal of Web-Based Learning and Teaching Technologies, 2021) Amponsah, S.; van Wyk, M.M.; Kolugu, M.K.This phenomenological exploratory multiple-case study design was conducted at an open distance e-learning university and a traditional contact residential university, and it was found that the participants viewed video conferencing under the COVID-19 lockdown period as an exhausting experience. A second major finding revealed that the participants were empowered with digital literacy skills to use video conferencing effectively. The current findings add to a growing body of literature on video conferencing with a focus on Zoom fatigue. Further research might explore the lived Zoom experiences of administrators, students, and a larger group of faculties over a longer period. The study findings must be considered when planning and implementing video conferencing for academics and students in open distance e-learning contexts. This study showed that video conferencing is one tool in the emergence of a digital zoom revolution that has radically changed the workspace. The evidence from this study suggests that Zoom fatigue is a reality check for work-related health management.Item Academic Experiences of “Zoom-Fatigue” as a Virtual Streaming Phenomenon During the COVID-19 Pandemic(International Journal of Web-Based Learning and Teaching Technologies, 2021) Amponsah, S.; van Wyk, M.M.; Kolugu, M.K.This phenomenological exploratory multiple-case study design was conducted at an open distance e-learning university and a traditional contact residential university, and it was found that the participants viewed video conferencing under the COVID-19 lockdown period as an exhausting experience. A second major finding revealed that the participants were empowered with digital literacy skills to use video conferencing effectively. The current findings add to a growing body of literature on video conferencing with a focus on Zoom fatigue. Further research might explore the lived Zoom experiences of administrators, students, and a larger group of faculties over a longer period. The study findings must be considered when planning and implementing video conferencing for academics and students in open distance e-learning contexts. This study showed that video conferencing is one tool in the emergence of a digital zoom revolution that has radically changed the workspace. The evidence from this study suggests that Zoom fatigue is a reality check for work-related health management.Item Academic freedom in Africa: A systematic review of content analysis studies(International Journal of Educational Development, 2023) Adu, K.K.; Odame, J.The intellectual discourse on academic freedom has gained prominence across the globe in recent past. While such discussions portend a positive signal for academics, little is known about academic freedom in Africa. This article examines the existing research and scholarship on academic freedom in Africa with the sole intention of questioning the conceptual underpinnings of the frequently studied topics related to academic freedom and the methodological distribution of studies related to academic freedom in Africa. An electronic database search was performed in Scopus and google scholar for papers published between 2004 and 2022, followed by a systematic review of content analysis articles which described academic freedom in Africa. After eliminating all the du plicates, 29 unique research studies were identified as peer-reviewed articles in English. Out of the 29 full texts which were assessed for eligibility criteria, 4 were excluded with 25 Full-text records left to be used for the systematic review of content analysis. The systematic review revealed five main areas of study namely, legal and constitutional laws for the protection of academic freedom, effects of colonialism on academic freedom, chal lenges and safety of academic freedom, academic freedom and intellectual engagement, and academic freedom and sexuality. Our findings further revealed that there is a dearth of literature on academic freedom in Africa presumably because of the chequered development of Africa’s democracy. One thing is however clear that as the democratic architecture of Africa dips, as a result of the upsurge of coup d’detat in recent past, the future of academic freedom remains bleak. It called for academics to seek support from other civil society groups to promote academic freedom and to keep the discussion on academic freedom alive, relevant and current, within the academic communityItem Academic Managers’ Evaluation of Adult Learning In A Summer School(International Journal of Economics, Commerce and Management, 2015-02) Boateng, J. K.; Eghan, A.; Adu, M.O.Adult Learning (andragogy) is a theory that describes a set of assumptions about how adults learn. Andragogy emphasizes the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasizes more equality between the teacher and learner. This study evaluated adult learning in a summer school organized by the Wisconsin International University College in Accra, Ghana. In all, two hundred and fifty students participated in the summer school. To investigate adult learning in a summer school, a paper based survey consisting of one hundred and fifty (150), five-point Likert type scale was administered to 150 adult student participants in the summer school in November 2011. Ninety-four (94) out of the 150 questionnaires (evaluation sheets), were received back, thus making the sample size of 94. The survey instrument asked each participant’s opinion on the content, teaching and organization of the summer school. Results showed that the organization of the summer school was perceived positively, in terms of content, teaching and organization.Item Accelerating the achievement of the Millennium Development Goals in Ghana: Literacy, the missing link(Routledge Taylor and Francis Group, 2011) Tagoe, M.The Millennium Development Goals launched in 2001 provide a worldwide agenda to reduce poverty by 2015. Though the eight goals provide synergies for the rapid reduction of poverty, the MDGs have come under criticism for being too narrow and sometimes leaving out critical aspects of human development and well-being. Although the MDGs address some of the most critical areas of human development, one relevant aspect of human development given low recognition is literacy. A critical examination of the MDGs reveals the centrality of literacy in the achievement of all the MDGs. The study which reviewed the Ghana Poverty Reduction Strategy document (GPRS I & II) shows that the little space given to literacy and the disparities in illiteracy rates between rural and urban areas, gender and socio-economic groups, may be factors responsible for the slow pace of achieving the MDGs. The study concludes that Ghana can only accelerate the pace of achieving the MDGs when greater attention is paid to the link between literacy and economic growth, education, health, gender equality and empowerment of women, and sanitation.Item Access and Equity in Free Maternal Delivery Policy in the Brong Ahafo Region of Ghana: Voices of Women(Donnish Journal of Nursing and Midwifery, 2015-07) Benneh, C.O.; Esena, R.K.In 2005, Ghana instituted a free maternal delivery policy as a pro - poor strategy to enable all women have access to quality maternal health services . The aim was to meet t he Millennium Development Goal 5 which seeks to reduce maternal mortality ratio by 75 percent between 1990 and 2015. It also aimed at increasing the percentage of births attended by skilled professionals from 40 per cent in 2005 to 60 per cent by 2015 . The purpose of the study was to analyze access and equity issues in free maternal delivery policy and to assess the level of awareness, concerns and perceptions of women on the policy. This study focused on the voices and concerns of women who are the direct beneficiaries of the policy. The study used a qualitative case study approach drawing on focus group interviews with women from three districts in the Brong Ahafo Region in Ghana. Results from the study were analyzed using the Constant Comparative approach of grounded theory. The findings showed that many women are still excluded by reason of poverty. Irrespective of the policy, access to professional skilled birth attendant is still restrained by various indirect costs associated with hospital deli very. This made the policy inequitable to women and denied them their right to reproductive health. Women’s concerns bordered very much on their right to dignity often denied them by health personnel in hospitals . Inclusion of women’s voices is relevant to informing policy on free delivery policy that need to be addressed.Item Access and Equity to Tertiary Education in Ghana: The Case of the University of Ghana, Legon(Accra, National Council for Tertiary Education (NCTE), 2014) Osei-Tutu, E.M.Item Accessibility considerations for e learning in Ghana(2016-01-18) Boateng, J.K.This paper reports on a study that explored the best ways to design e learning in order to provide better access for adult learners with disabilities. Two districts from the Central Region of Ghana were selected and two major research questions guided the study. The five-point Likert scale was employed between May and August of 2014. The two questions asked were: The kind of issues that should be taken into account in the design and management of accessible e learning? And what problems need be resolved to have accessiibility solutions for e-learning by the diverse adult learner population in the region? The results confirm existing insights about accessibility considerations in Ghana, other African courntries and the world at large for the disabled, showing that Ghana and other African countries are not unique in terms of accessibility requirements in designing e learning in order to provide better access for adult learners with disabilitiesItem Acculturation inclinations and subjective health status of internal migrants in James Town, an urban slum settlement in Accra(University of Ghana, 2016-12) Tutu, R.S.; Boateng, J.; Ameyaw, E.E.; Busingye, J.D.Abstract The impact of acculturation on health status has been a subject of debate for over three decades. In this exploratory study, we use cross-sectional data to examine the relative effects of acculturation inclinations on self-rated health statuses among migrants in a poor, urban neighborhood in Accra. Much emphasis is placed on the role of the urban environment in disease outbreaks within the city, the patterns of communicable and non-communicable diseases, spatial health inequalities, and the distribution of sexual and reproductive illness risks in Accra. However, the ways by which acculturation inclinations and dimensions may exert positive or negative influence on health outcomes in such contexts have not been examined. We developed proxies for four main acculturation elements: assimilation, separation, integration, and marginalization. We used results from a semi-structured survey questionnaire with 296 migrants. After controlling for socio-demographic characteristics and social capital, findings from Ordinal Logistic Regression modelsItem Achieving free compulsory universal basic education through school feeding programme: Evidence from a deprived rural community in northern Ghana(Cogent Education, 2018-08) Salifu, I.; Boateng, J.K.; Kunduzore, S.S.This study sought to examine the extent of contribution of school feeding programmes towards the achievement of the Free CompulsoryUniversal Basic Education (FCUBE) policy in countries. Based on a purposive sampling of a deprived rural community in northern Ghana, the study utilised the concurrentmixedmethoddesign relyingmainly on documentary analysis, questionnaires and interviews as data sources. A sample of 377 participants made up of teachers and parents were drawn for the research. Data were analysed using descriptive statistics and qualitative content analysis. The main finding of the study was that the programme had a positive influence on school enrolment and retention which are key indicators of the achievement of the FCUBE policy. Recommendations proffered pointed to the need to extend the SFP to other deprived areas, and to give the programme in Ghana a constitutional backing among others. © 2018 The Author(s).Item Achieving human potential through community learning centres in Ghana: a capabilities approach to community development(Studies in the Education of Adults, 2024) Agyekum, B.; Amponsah, S.This article uses Sen’s Capabilities Approach (CA), which prioritises access and equality, to critically investigate distance education (DE) programmes in the community learning centres (CLCs) as a program that sheds light on how to best promote a community’s residents’ quality of life in Ghana. According to this study, encouraging distance learning in CLCs can have an impact on community development. To investigate how DE in CLCs aids community development, this study used a qualitative case study methodology and conducted in-depth interviews with students and service providers (n = 25) from the Greater Accra CLCs. Key emerging themes included fostering equity in the community and encouraging access and opportunity for learning through DE. Studies have demonstrated that the more active and knowledgeable individuals are, the greater their independence from families and, consequently, on the resources and services of the community. Additionally, engaged-educated people contribute to the development of their communities through their knowledge, expertise, and experience they have gained. Hence, Sen’s capability approach, which seeks to comprehend issues of access and opportunities in the community, makes the connection between studies in CLCs and community development. It is, therefore, imperative to conclude that CLCs are designed to offer learning activities for adults to promote an active lifestyle that contributes to the development of of sustainable communitiesItem Addressing the Poverty Situation in Ghanaian Communityies: Strategies and Challenges. Lagos Education Review(A Journal of Studies in Education, 2010) Oduro-Mensah, D.; Biney, I.K.Item Adoption and Use of Indigenous Knowledge to Promote Education for Sustainable Development in Africa(Reimagining Development Education in Africa, 2023) Arkaifie, S.J.; Dichaba, M.M.; Kwapong, O.A.T.F.; Addae, D.; Boateng, J.K.The achievement of the Sustainable Development Goals (SDG) requires every individual to be an active participates and not just a passive observer and this also requires a change of mindset and behaviour towards the environment and fellow human beings which education is believed to be key. Yet, having a “global proposal” without taking into consideration the context within which the actions are taking place cast doubt as to whether the goals will be achieved by 2030. This is especially true with indigenous communities where the western type of education has led to a constant mismatch between the skills possessed by graduates and what is required in the job market as well as solving the problems of their communities. This chapter posits that the achievement of ESD must be through integration of indigenous knowledge as core in the educational system of indigenous communities. A typical example is the belief and philosophy of Ubuntu which was shared among indigenous people in Africa. Thus, through the recognition of the efficacy of indigenous knowledge, the chapter recommends that custodians of indigenous knowledge must be consulted and relevant knowledge be incorporated into the educational curriculum. The chapter further claims that instructors and students should be allowed to evaluate multiple perspectives and adopt appropriate content to promote confidence for transformative action. Moreover, indigenous people must overcome the major challenge of eradicating the root of western education, culture, and eastern religious beliefs to pave way for the complete integration of indigenous knowledgeItem Adult education and entrepreneurship: getting young adults involved(Journal of Innovation and Entrepreneurship, 2023) Biney, I.K.This paper reflects on adult education and the fostering of an entrepreneurial mindset. It solicits roles adult education, especially the non-formal education (NFE), could play in fostering entrepreneurial mindset of young adults. It examines short-to-medium, and long-term plans of young adults in nurturing growth and enterprising mindsets through involvement in NFE endeavours. It probes into entrepreneurial opportunities and challenges in the communities that young adults could recognise and create enterprises for themselves. This is a narrative case study which purposively selected, as the unit of analysis, an adult learner who was operating a micro-enterprise and pursuing a degree programme at Accra Learning Centre. An in-depth telephone interview was conducted to garner stories and experiences young adult have had innovating with an entrepreneurial mindset. Thematic, analytical, narrative and interpretivist approaches were adapted in presenting the results. The participant had a good experience in his start up, he learned lessons, and worked hard to grow his micro-enterprises. The savings culture he built allowed him to cope with difficulties posed by Covid-19 pandemic to his micro-enterprises. Governments and stakeholders in entrepreneurship should via policy, advisory and financial support motivate young adults to invest in entrepreneurship and create sustainable jobs for themselves.Item Adult Education for Community Development: Case of the Forikrom Community Adult Education and Development Programme(Journal of Literacy and Adult Education, 2009) Oduro-Mensah, D.Item Adult education, ICT and women's empowerment - Observations from ICAE (1949 - 2004)(Ghana Journal of Literacy and Adult Education 3(2):12, 2007) Kwapong, T.F.O.A.Harnessing the potentials of emerging technologies for making information resources accessible to the deprived and unreached in society has been an issue on international development agenda for decades. The International Council of Adult Education [ICAE] has not been silent in helping to push this agenda. This paper sought to assess various resolutions that the ICAE has made throughout its Conferences [International Conference of Adult Education, [ICAE] from 1949 to 2004 by reviewing the various Conferences and evaluation reports. From the review it could be observed that though the evaluation report of 2003 revealed that there are still gaps in literacy education and other areas of adult education among women, the ICAE sees information technologies as an effective tool for delivering adult education to the marginalised, especially women and entreats all adult educators to promote this cause.Item Adult female learners’ perceptions of and experiences with distance education at University of Ghana(Cogent Education, 2024) Adu-Marfo, A.; Biney, I.; Asamoah, M.K.This paper highlights adult female learners’ perception and experiences with blended distance education (DE) program in the University of Ghana. It speci fically investigates female students’ experiences with male and female tutors’ tutoring styles, learner support services, the use of educational technology as well as the extent of the gender-inclusive environment created. It throws light on the positive stories regarding the DE program, potential barriers, and panacea from female lens. The study is guided by feminist theory and Larreamendy-Joerns and Leinhardt goals of DE. A qualitative case study and narrative designs were adopted. Data were conveniently collected from 15 female students enrolled on the DE program at the Accra Learning Center. In-depth face-to-face interviews were employed for data collection. Data were analyzed using interpretivist-evaluative narrative approaches. Findings show that gender gaps still exist in using educational technologies for learning; implying that additional technological and tutoring sup port need to be provided to female students. The paper recommends increasing integration of ICT teaching and learning tools into the curriculum of DE to help in building adult females’ digital skills and confidence to enhance their full participa tion in DE.Item Adult learners’ use of social media at the university of Ghana(2023) Biney1, I.K.; Asamoah, M.K.This study explores adult learners’ use of social media as a complement to the Sakai Learning Management System (E-learning) at the Accra Learning Center of the University of Ghana. E-learning thrives on the use of modern social networking applications, including smartphones, WhatsApp, Facebook, Twitter, YouTube, and Google. This study ascertained the use of social media platforms by adult learners to acquire rich knowledge and skills. Exploratory and interpretive case study designs were used within the qualitative paradigm. Convenience sampling was employed to select the study area (Accra Learning Center), and a simple random sampling technique was used to select the interview participants for the study. Interviews were conducted to collect insightful experiences from 34 adult learners regarding the use of social media in their studies. The principles of research ethics and data credibility were followed throughout the study. Interpretivist philosophy that asserts idiographic explication was employed to interpret the interview data. It emerged that the application of social media encourages self-directed learning and research among adult learners. The study recommends that regular orientations be held for adult learners to explore the good side of social media more in their lifelong learning drive.Item Adult Learning and Small-Scale Business Promotion in the Communities: Prospects, Challenges and Strategies(INTERNATIONAL JOURNAL OF TECHNOLOGY AND ENTREPRENEURSHIP, 2018-06) Biney, I.K.This paper examines prospects of adult learning and small business promotion in the communities; ascertaining challenges and strategies to address them. It is a library study that probes into small business generation of employment opportunities in the communities. The entrepreneurial capabilities of community members in small businesses serve as key to prosperity in the communities. Small businesses registered by Internal Revenue Service kept increasing from 46,961; 51,749 and 52,575 as at 2005, 2006 and 2007 respectively. However, enterprising community members need knowledge, skills and values of modern-day business plans, funding sources, market outlets and management skills. Many small-businesses wind up before the end of their first year. Provision of adult learning skills through lifelong learning process is key to success. Funding through group-lending approach is an important option. Government and financial institutions should resource entrepreneurs. Providing advisory services to small business entrepreneurs to manage businesses is another important strategy. These steps, when properly considered, will help reduce poverty and make communities sustainable in addressing joblessness and hopelessness facing community members (PDF) Adult Learning and Small-Scale Business Promotion in the Communities: Prospects, Challenges and Strategies. Available from: https://www.researchgate.net/publication/320931615_Adult_Learning_and_Small-Scale_Business_Promotion_in_the_Communities_Prospects_Challenges_and_Strategies [accessed Sep 26 2018].Item Adult student perspectives toward housing during COVID-19(Wellbeing, Space and Society, 2022) Agyekum, B.Precarious housing conditions are on the rise in many developing economies, which has resulted in increasing segmentation between population groups with different socioeconomic backgrounds, and in differentiated access to life chances. With the onset of the COVID-19 pandemic and its subsequent lockdowns, the relationship between learning and housing conditions have become crucial for understanding an adult student’s learning experience and well-being. However, knowledge about this relationship is limited. This study employs the concept of dwelling to investigate how housing-related precarities may impact the experiences of students during COVID-19-induced stay-at-home orders. The study draws on fifteen in-depth interviews and a Zoom Video Conferencing (ZVC)-aided focus group in the Ashaiman Municipality in Ghana to explore students’ perspectives on precarious housing conditions, well-being and learning. Findings reveal that experiences of precarious housing conditions can be complicated and compromised in diverse ways related to quality learning environment, financial, and personal well-being. Through ZVC-aided focus groups, participants defined housing suitable for learning—not purely in academic terms, but in relation to housing characteristics, the neighbourhood environment, the built environment, and the social relations of learning. The study finds that students perceive an array of economic, social and geographic barriers to learning and that these perspectives deserve attention in adult student housing policy debate.