Promoting E-Learning in Distance Education Programs in an African Country

Abstract

The idea of widening access to education, promoting independent and lifelong learning and adopting alternative approaches to delivery of education is prominent in the goals of education in Ghana. To facilitate human reso urce development in the country and widen access to education at all levels, the educational policy of the country has emphasized the promotion of e-learning in its distance education programs. Supported with information and communication technology, thousands of people from remotest parts of countries have been able to access education through distance learning [1]. The traditional notion of education is the type of teaching and learning that occurs in personal contact between the teacher and the learner in the classroom setting. This is anchored in the reality that teaching and learning take place at same time and same place. With the introduction of new communication technology it has became clear that formal, informal or non-formal teaching and learning at the higher level could also be done via technology. The rapid development in learning theories and advancement in technology has made it possible to shift from institution-led le arning to own-time self-learning at a distance using e-learning platforms. Thus from face-to-fa ce teaching to self-paced-learning, which is moving towards flexibility and openness. This experience has progressed to the alternative delivery system known as e-learni ng. E-learning as in the sens e of electronic delivery of education for students who are separated from their teachers both in time and space has existed and operated under different terms such as distance education, distance teaching and distance learning for over one hundred years in the more developed regions and for one or two generations in the developing regions. Since e-learning thrives on information and communication technology, the advancement in technology gives dire ction to e-learning provision in Ghana. Using secondary resources this chapter assesses the progress that has been made on the promotion of e-learning in tertiary distance education programs in Ghana. Though e-learning can support both on-c ampus and off-campus (distance learning) programs, the focus of this chapter is how e-learning is being utilized in distance higher education programs in Ghana. The first section discusses the e-learning concept in distance higher education, followed by an assessment of education in Ghana with special focus on distance learning. The final sections discusses on efforts at promoting e-learning in Ghana and the challenges thereof.