Adult female learners’ perceptions of and experiences with distance education at University of Ghana
No Thumbnail Available
Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Cogent Education
Abstract
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.
Description
Research Article
Keywords
adult females in distance education, educational technology, distance learning
Citation
To cite this article: Ama Adu-Marfo, Isaac Biney & Moses Kumi Asamoah (2024) Adult female learners’ perceptions of and experiences with distance education at University of Ghana, Cogent Education, 11:1, 2292836, DOI: 10.1080/2331186X.2023.2292836