Book Chapters

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Book Chapters: A scholarly introduction of chapter length to an edited volume, where the content of the introduction reports research and makes a substantial contribution to a defined area of knowledge. On the other hand, Review books or articles provide a critical and constructive analysis of existing published literature in a field, through summary, analysis, and comparison, often identifying specific gaps or problems and providing recommendations for future research. These are considered as secondary literature since they generally do not present new data from the author's experimental work. Review articles can be of three types, broadly speaking: literature reviews, systematic reviews, and meta-analyses.

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    Exploring the dominant learning styles of adult learners in higher education
    (International Review of Education, 2020) Amponsah, S.
    In today’s complex and knowledge-driven world, the quest to pursue and acquire information and skills to enable one to be useful in society is not limited to young learners; many older adults also actively seek to acquire new knowledge and skills. The study presented in this article aims to establish the characteristics and dominant learning styles of adults enrolled in a diploma program at an institution of higher education in Ghana. In a qualitative case study approach using a homogenous sampling technique, 21 students (aged 27–54, 10 female, 11 male) were asked to fill in a learning styles questionnaire and to participate in focus group interviews. Based on these participants’ responses, the study found three learning styles to be dominant: Pragmatist, reflector, and theorist. An interesting finding was the absence of a fourth type among participants, the activist learning style. Since it is clear that not all adult learners engage well with the typical theoretical and conceptual content that is taught in higher education institutions, understanding these four adult learning styles should inform higher education policies to make learning equally enjoyable and maximize effective learning for all four types of adult learners. Other significant findings of this study open up avenues for further research on how an understanding of learning styles can be used to enhance learning by adults.
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    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.
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    The Centrality of Glocalisation in Sustaining Development Education in Ghana and Nigeria
    (Researchgate, 2023) Amponsah, S.; Babarinde, K.
    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.
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    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.