College of Education
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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 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.Item Audience Expectations of Advertising during the Covid-19 Pandemic: Evidence from an Approach–Avoidance Theory Study in Ghana(Communicatio, 2022) Yeboah-Banin, A.A.Covid-19 (an acronym for the coronavirus disease of 2019) has revised how businesses the world over act, including how they engage their targets. As audiences battle the barrage of COVID-19 information already fighting for their attention, the boundaries of the already complex task of catching and retaining their attention are being re-defined. A cursory observation would show that, during the pandemic, brand advertising has evolved. Promotional messages deployed during the pandemic, particularly at its onset and during peak times, often include references to the pandemic either by way of providing education or solidarising with consumers. How well is this strategy in advertising messaging fitted to audience desires and to what extent does it dis/encourage audience engagement? This article reports on a study that was informed by approach-avoidance theory and explored audience expectations of and responses to advertising messages during the COVID-19 pandemic. Survey data from a sample of advertising audiences in Ghana served as the basis of the exploration. It found that the audience deemed it appropriate for brands to include pandemic information in their advertising and were unreceptive to advertisements (hereafter ads) that have a self-serving (i.e. focused only on the brand) ethos. There were, however, nuances to preference levels towards different themes of pandemic message infusions. These, along with their theoretical implications are discussed in the article.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 The Sojourner’s Return: Risks and Challenges of the Study Abroad Experience on Re-Entry(2022) Attah, D.A.; Boafo-Arthur, S.; Boafo-Arthur, A.Thousands of students are participating in study abroad programs, which is a major decision that could alter the life of a student and shape his/her future. It is important, therefore, to carefully weigh the options that come with being an international student. This chapter explores the history of study abroad, students’ study abroad experiences, and the benefits of these programs. Study abroad benefits include personal growth, intercultural development, and career attainment. Educators consistently assert that a significant part of the studying abroad experience is training future global leaders to be more effective and efficient, respecting the diversities of people and cultures, including political and economic systems, and the willingness to take a stand for the world’s welfare. Following this, the re-entry experiences of students who return to their home countries at the end of their studies are examined with respect to the physical, social, and psychological risks that student returnees are faced with.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.Item The Sojourner’s Return: Narratives on the Re-entry Experience(Springer Link, 2020) Boafo-Arthur, A.; Boafo-Arthur, S.; Attah, D.A.; Tsevi, L.This chapter reflects on the re-entry experience with emphasis on the cognitive, psychological, and behavioral aspects of the experience for individuals from sub-Saharan African nations. These issues will be discussed against the backdrop of Szkudlarek’s (2010) Expectations model; Gullahorn and Gullahorn’s W-curve hypothesis; and Martin and Harrell’s (2004), Intercultural Model of re-entry. The internationalization of higher education has become a priority among many institutions of higher education. Sojourning abroad comes with related issues such as culture shock. This notwithstanding, sojourners who choose to return often report many benefits of the stay abroad experience. Likewise, returning home after being away for several years also presents other challenges as students re-adjust to their home countries.Item 2023: International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students(Springer, 2022) Boafo-Arthur, S.; Attah, D.; Boafo-Arthur, A.; Tsevi, L.Studying abroad is seen as a very beneficial aspect of any study experience. And in some countries or cultures, it is expected to be a part of the path carved by any serious potential academician. With studying abroad, and the expectations of being highly employable post one's graduation, it can be quite a disappointment should one's expectations of employability, and the job market not match the reality of employment within the country of origin, or the country of sojourn. This chapter intends to examine the expectations individuals have prior to graduation, the discrepancy between that and the reality of the job market, and tentative solutions to the challenges faced. Narratives from current and former international students/study "abroaders" will be included to depict the actual experiences of these individuals and how their experiences connect to the broader issue under discussion.Item Promoting Gender Equality in Ghana: Sociocultural Factors in Perspective(Reimagining Development Education in Africa, 2022) Ussher, Y.A.A.; Tsevi, L.; Boafo-Arthur, A.Despite many efforts in promoting gender equality, the issue has not become obsolete. Gender inequality with respect to education continues to exist as it finds its expression in socio-cultural factors. This paper explores sociocultural factors that contribute to gender disparity with respect to education. Using semi-structured interviews, the study explores the views of university faculty members regarding sociocultural factors that affect gender educational inequality and solicit their views on interventions being implemented to promote gender equality. The findings of the study show that gendered division of labour is the predominant socio-cultural practice that promotes gender inequality with respect to education and must be reviewed using advocacy and community engagement. The authors therefore argue that unless these socio-cultural practices hegemonized in African society is done away with, gender inequality with respect to education will never become obsolete. There is therefore the need to create awareness and sensitization of the negative effects of socio-cultural practices using African indigenous knowledge and education to promote self-emancipation of females, and an agenda for education and development.Item Sexual Harassment Guide For Media In Ghana And Gender Sensitive Code For Media Organisations(Technical Report, 2021) Yeboah-Banin, A.A.; Fofoie, I.This is a guide to help educate various stakeholders (employees, employers, contractors, clients etc.) in the Ghanaian media industry about sexual harassment in the hope of preventing it and proposing strategies for addressing sexual harassment incidents. Both men and women can be victims of sexual harassment but studies suggest women are more likely than men to be harassed in the workplace (Jackson & Newman, 2004). The media in Ghana is rich and diverse in scope with more women now than ever before in media practice in the country. This Guide addresses sexual harassment in the media workplace. Its goal is to educate owners, managers, employees, contractors and clients of media organisations in Ghana about sexual harassment and create a system for addressing it. The specifc objectives of the Guide are to: • sensitize media organisations and personnel on sexual harassment, and • Support media organisations to proactively address sexual harassment.
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