School of Education and Leadership
Permanent URI for this communityhttp://197.255.125.131:4000/handle/123456789/27895
Browse
5 results
Search Results
Item Move to Online Learning during COVID-19 Lockdown: Pre-Service Teachers’ Experiences in Ghana(International Journal of Learning, Teaching and Educational Research, 2020) Ogbonnaya, U.I.; Awoniyi, F.C.; Matabane, M.E.The coronavirus pandemic (COVID-19) has brought another dimension to teaching and learning across the levels of education. The lockdown imposed in many countries to curtail the pandemic forced many institutions of learning to shift to the online mode of teaching and learning. Using a descriptive survey research design, this study explored the online learning experiences of pre-service teachers at a Ghanaian university during the COVID-19 lockdown. The study focused on the pre-service teachers’ preparedness for online learning in terms of their digital literacy and technological devices used for online learning, their positive online learning experiences, and the challenges they encountered learning online. The findings suggested that the pre-service teachers were digitally literate and mostly accessed online learning using smartphones. Besides, online learning enabled them to communicate and collaborate actively with their coursemates and lecturers. It was found that the flexibility of online learning increased the students’ motivation to learn. However, poor internet connectivity, the high cost of data, erratic power supply, lack of appropriate devices, inability to effectively manage their time, and family interruptions were some of the challenges experienced by the pre-service teachers.Item The Centrality of Glocalisation in Sustaining Development Education in Ghana and Nigeria(researchgate, 2022) Amponsah, S.; Babarinde, K.t Since the attainment of independence from their colonial masters in 1957 and 1960, the Ghanaian and Nigerian education systems have undergone several reforms to conform to the times. Incidentally, all the reforms seem to drive the values of education towards Western philosophies. Indigenous knowledge systems, content and African forms of delivery have eluded the two countries’ educational systems. To bring back authentic African content into development education, this paper advo cates for the incorporation of local content and delivery styles to ensure learners carry the ‘knowledge of their fathers’ into the future and immortalise such knowledge for posterity. In pushing this agenda, we did a content analysis of the various educational reforms in Ghana and Nigeria. Based on what exists in the literature, we theorized that in respect of SDG 4 and the bid to sustain education as a contribution to devel opment education, glocalisation should be the prime focus. Consequently, we noted that policy directives, decolonization of the various curricula used in education and the implementation of the recommendations from earlier studies and declarations are imperatives to this call. Department of Teacher EducationCollection