School of Continuing and Distance Education
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Item Digital inclusivity: exploring e-government use among businesses in Ghana(Transforming Government: People, Process and Policy, 2024) Acquah, A.Purpose – Electronic government (e-government) initiatives are critical in bringing about transparency, accessibility and efficiency in public service delivery. Drawing upon e-government literature and the political system theory, this paper aims into the challenges faced by businesses in using e-government applications and how the implementation of e-government can be improved. Design/methodology/approach – Using a qualitative research method, data was gathered through in-depth interviews with top executives of businesses in the Greater Accra region of Ghana. Thematic analysis was used to analyze the data. Findings – This study reveals that uneven access to digital technology, security concerns and resistance to change are the main challenges hampering the use of e-government applications by the business sector. Furthermore, this study identifies opportunities for facilitating the implementation of e-government including seeking for feedback from the business community, benchmarking and monitoring and collaboration among government agencies. Research limitations/implications – This study highlights the challenge of digital divide, which hinders the full realization of the benefits of e-government services for the business sector. Policymakers need to prioritize e-government programs that bridge the gap by way of improving internet connectivity, digital literacy and access to technology. Policymakers should embark on targeted infrastructure development, information, communication and technology training and programs to advance adoption of the e-government among underserved business communities. Practical implications – Government agencies must conduct training programs on digital skills and cyber security for businesses. In addition, businesses should introduce change management initiatives that promote culture of ingenuity and flexibility. Originality/value – This study contributes to the filling the dearth of knowledge on the discourse on e-government adoption in developing economies, particularly in the context of business to government e-government model.Item Impact of Information and Communication Technologies and Renewable Energy Consumption on Carbon Emissions in Africa(Carbon Research, 2024) Onyeneke, R.U.; Chidiebere‑Mark, N.M.; Ayerakwa, H.M.The pursuit of economic growth has implications for carbon emissions and climate change. Achieving low carbon development is important for attaining the targets of the sustainable development goals. Africa is often described as a largely import-dependent continent. The continent also requires signifcant investment in information and com‑ munication technologies (ICT) and renewable energy to achieve low-carbon economic growth. However, empirical evidence on the joint impacts of imports of goods and services, clean energy use, ICT, and economic growth on car‑ bon emissions in Africa is scanty and mixed. This paper investigated the impacts of information and communication technologies, renewable energy consumption, import and economic growth on carbon emissions by using rich data on total per capita carbon dioxide (CO2) emissions, economic growth, import of goods and services, renewable energy consumption, fxed telephone subscriptions, mobile cellular subscriptions, and individuals using the internet in Africa (2001 ─ 2020) obtained from the World development indicators (WDI) database. Using the Panel autore‑ gressive distributed lag model (PARDL), we found that mobile cellular subscriptions, and level of economic growth signifcantly increased per capita CO2 emissions in Africa in the long run while renewable energy consumption and technologies and import of goods and services signifcantly decreased per capita CO2 emissions in the long run. We conclude that information and communication technologies, level of economic growth, import of goods and ser‑ vices, and renewable energy consumption exert impacts on carbon emissions in Africa.Item Critical Reflection by Mature Students as Co-Developers of an Open Educational Resource in Foregrounding Their Learning(Journal of Learning for Development, 2023) Berg, G.V.D.; Amponsah, S.; Mudau, P.K.; et al.This study explored learning which occurred when mature distance education students developed an open educational resource (OER) with their lecturers, using Smith’s critical reflection as a method to guide reflection on their learning. This study is significant since student learning on the co-development of an open educational resource could not be found in the literature. Within an interpretative paradigm, we used questionnaires with mainly open-ended questions to determine a particular group of students’ learning. Findings indicate learning about themselves, their interactions, and their contexts. The study puts forward specific implications to improve future practices based on the findings. The specific contribution is that students who engage in critical self-reflection change their perspectives, allowing them to self-examine and reflect on future actions. This learning experience assists students, lecturers and institutions of higher education in their approach toward critical reflection and the co-development of OERItem E-learning experiences of adults during COVID-19 outbreak The moderating effect of gender(Journal of Adult and Continuing Education, 2021) Kwapong, O.A.T.F.COVID-19 has brought surprises in the educational landscape. Educational institutions had to hurriedly migrate all teaching, learning and assessment activities to online platforms. Such was the case of adult learners who had signed on to the access course for entrance into the University of Ghana. This study sought to find out how the e-learning experiences of adult learners differed across gender as they studied English language, Logic and Mathematics online. From a quantitative analysis of the data, the online experience of students with regard to Mathematics learning did not differ along gender lines. Therefore, the experiences of males and females were similar. Though there were differences across gender groups regarding Logic and English language experiences and those of Logic experience were much bigger, where males provided overall more positive ratings than females. Specifically, for Logic experience, instructors’ show of respect to students and understanding of the learning needs of students and effective communication were rated generally better among males than females. Going forward, Logic instructors should pay equal attention to both groups, irrespective of their gender, to identify their learning needs and support them accordingly. Furthermore, all the instructors, irrespective of their course, could continue to improve their delivery of the courses as well as their relationships with the students in order to enhance future experience of the students.Item Managing large classes in virtual teaching: experiences of university teachers in Ghana during COVID‑19(Education Tech Research Dev, 2022) Salifu, I.; Abonyi, U.K.This research used a qualitative multiple-case study and phenomenological designs to explore how, without training, university teachers in Ghana managed large student numbers in the virtual environment during COVID-19. The study examined further the challenges the teachers faced in their virtual instructional delivery. Twelve participants, drawn randomly from four large Ghanaian universities, participated in individual interviews and follow-up virtual class observations. The findings revealed that the participants employed two management techniques in their virtual teaching—regulating the behaviour of learners and controlling instructional content. The research further uncovered that, although the teachers’ complaints generally centred on environmental constraints and inadequate institutional support, those whose difficulties included using virtual tools did not have virtual teaching experience before the COVID period. The study supports the clarion call for university teachers involved in virtual teaching to personally seek a continual update of skills and competency in virtual delivery because it is an approach hinged on evolving technology.Item Invoking “re” Towards Potentialities for African Agency in (Re)search(International Journal of Qualitative Methods, 2024) Amuzu, D.This essay is a provocation that seeks to contribute to the (re)naissance of African-centered scholarship through a critical interrogation and engagement of words or concepts that exude criticality yet are frequently used superficially. For Africans (globally), conceived by unfavorable imaginations, critical reflection is vital to enable them to engage in deep, reflective analysis of their thoughts, actions, and experiences. Having been dislocated in many ways, (re)examining assumptions, biases, and beliefs and (re)considering alternative perspectives and ideas must preoccupy African researchers. Through an onto-epistemic prism that centers on both Afrocentric assumptions and decolonial thought, the paper interrogates how the prefix “re” extends beyond simplistic meanings like “again” or “repeat” to offer potentialities for African agency. The paper seeks to contribute toward critical African thought and education as well as supporting the pathways for the African Renaissance. The aim is to explore how the prefix “re” can help to empower Africans to shape their own futures.Item Supporting visually impaired students in virtual learning environments in Ghana(E-Learning and Digital Media, 2024) Amponsah,S.; van Wyk, M.M.; Thomas, M.Distance education (DE) has been in existence in Ghana for almost three decades guided by the philosophy of making quality education more accessible and relevant to all students. In line with best practices across the globe, Ghanaian institutions providing DE have been integrating digital technologies to augment traditional forms of delivery over the last decade. However, specific gaps have been identified in the provision for students with special educational needs and disabilities (SEND). To address this, the current study involves a multi-site exploratory case study using Accessibility4Equity principles to explore the challenges that distance providers face when enrolling visually impaired students (VIS). Fourteen participants comprising eight DE administrators and six IT personnel from four DE public higher educational institutions in Ghana were selected for this study. Findings identified several key themes, including access and equity, participation and imperatives for the inclusion of VIS. Based on this novel research approach, several implications emerged to drive the agenda for strategies to admit VIS into DE programmes in Ghana. Arising from this, recommendations suggest that future research is needed to address the gaps in the Accessibility4Equity supportive framework for VIS in virtual learning spaces.Item Community-led approaches to the academic development of pracademics in universities: evidence from Ghana(International Journal for Academic Development, 2024) Owusu-Agyeman, Y.; Amoakohene, G.This paper examines how pracademics who teach at different universities in Ghana contribute to shaping their academic develop ment. In this study, a pracademic refers to an industry practitioner who is employed by a university as a part-time academic to teach academic courses and support the knowledge and skills development of learners. Using a dialogical narrative approach, data were gathered from 14 pracademics who teach academic courses at different universities in Ghana. The findings revealed that the academic development of pracademics is linked to their unique professional identity, the social networks that support their personal and professional growth, and the complex professional community in which they operate. The narratives of the participants revealed that the network of pracademics serves to promote their common interests, which include needs (social, job-related, and resources), expectations, access to opportunities, and their ability to promote academic disciplines. Additionally, pracademics are likely to be highly motivated to join informal networks within a broad context – pracademia, when they know that issues concerning their job security and professional development in the areas of teaching, research, and engaged scholarship will be prioritised by the management of universities.Item Learning Online during Crisis-Experiences of Students of a Women’s Community College in Ghana(Community College Journal of Research and Practice, 2022) Kwapong, O.A.T.F.This qualitative study explored how female college students in a community in Ghana undertook their online learning activities during the outbreak of the COVID-19 pandemic. To achieve the objectives of the study, criterion sampling, and an open-ended online questionnaire were used to collect data from 24 female students from the Presbyterian Women’s’ College of Education (PWC) in the Aburi community of Ghana. From conventional content analysis, it was found that female community college students appreciate online learning. They can position themselves to adapt, change their mindset, and build their confidence to study online effectively. They have also shown the ability to leverage basic interactive tools such as WhatsApp, chatrooms, and conference telephone calls to undertake virtual group study activities. They, however, have concerns with poor internet connectivity, limited financial resources for accessing internet services, limited time to grasp their content, and a lack of electronic devices. If they are supported with free internet services, electronic devices such as smartphones and laptops and equipped with online study skills, they will be able to consolidate and utilize the gains of online learning that has emerged from the outbreak of the Covid-19 pandemicItem Investigating intellectual capital, corporate environmental sustainability strategy, and management commitment: Evidence from Ghanaian hotels(Knowledge and Process Management, 2022) Quartey, S.H.; Mensah, M.This study investigates the impact of intellectual capital (IC) on corporate environmental sustainability strategy (CESS) and the moderating effect of management commitment (MC) on the link between IC and CESS in hotels in Ghana. As a cross-sectional survey, data was collected from 185 managers from 30 hotels and analyzed using standard multiple regression analyses. The results revealed that there is a positive link between IC and CESS. The results further showed that MC has a significant positive moderating effect on the link between IC and CESS. The study's findings provide evidence to support the view that MC can enhance IC's contribution to the environmental sustainability performance of hotels in Ghana. This study extends the natural resource-based theory by showing IC as strategic capability and resource for achieving corporate environmental sustainability strategies.