A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa

As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as well as their perceptions towards blended learning in general. Forty-eight graduate students participated in the study as they engaged in a six-week long blended learning course. Qualitative research methods were used to gather data which were analysed using grounded theory coding techniques, descriptive statistics and content analysis. Findings reveal high levels of student engagement and satisfaction with the learning processes, and an overwhelming endorsement of blended learning as a preferred mode of learning. Implications of these findings for further research and practice are discussed within the context of technology adoption and use in the Ghanaian and Sub-Saharan African higher education contexts.

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Blended Learning in Nigeria

Blended Learning across Disciplines ◽

10.4018/978-1-60960-479-0.ch011 ◽

2011 ◽

pp. 190-207 ◽

Cited By ~ 18

Author(s):

Nwachukwu Prince Ololube

Keyword(s):

Blended Learning ◽

Quantitative Assessment ◽

Positive Impact ◽

University Education ◽

Sub Saharan Africa ◽

Chi Square ◽

Assessment Design ◽

Sub Saharan ◽

And Performance ◽

University Setting

Blended learning requirements are increasing, in part because of the population explosion and policies pertaining to the democratization of education. Yet, thousands of students and faculty remain deficient in the use of blended learning to advance technology in developing countries, especially sub-Saharan Africa. This research employed a quantitative assessment design aimed at improving best available practices, processes, and performance in terms of the blended learning offered in a university setting. A six-point Likert-type questionnaire was used to gather data. Multiple statistical procedures were employed in the subsequent analysis—percentage, mean point values, chi-square, and ANOVA. Majority of the respondents to the questionnaire agreed that the teaching of MIS to students is effective and has a positive impact on their academic achievements. This groundbreaking research presents a realistic resource for the practical application of blended learning in university education in Nigeria, as well as a comprehensive view of the benefits and problems of the applicability of blended learning.

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THE IMPLEMENTATION OF BLENDED LEARNING APPROACH IN HIGHER EDUCATION INSTITUTIONS – A SOLUTION TO TEACHING ENGLISH IN LARGE CLASSES

Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên ◽

10.34238/tnu-jst.2019.06.978 ◽

2019 ◽

Vol 199 (06) ◽

pp. 87-92

Author(s):

Hoàng Thị Thu Hoài ◽

Trần Thị Thảo

Keyword(s):

Higher Education ◽

Blended Learning ◽

Higher Education Institutions ◽

Learning Approach ◽

Teaching English ◽

Large Classes

Việc giảng dạy tiếng Anh cho những lớp học đông sinh viên đã gây ra nhiều thách thức cho giáo viên, đặc biệt trong giáo dục đại học. Giáo viên khó triển khai các hoạt động duy trì kỷ luật lớp học, nhất là đối với những sinh viên thiếu ý thức làm chủ bản thân. Việc dạy học trong những lớp học đông sinh viên cũng gây nhiều khó khăn cho công tác giảng dạy, cũng như các hoạt động kiểm tra, đánh giá. Hơn nữa giáo viên khó lòng đáp ứng hết nhu cầu khác nhau của sinh viên. Bài viết này hướng tới việc giới thiệu một phương pháp dạy, học được tin là sẽ giải quyết được phần nào vấn đề lớp học đông sinh viên, phương pháp dạy, học kết hợp. Đây không phải là một ý tưởng mới. Tuy nhiên, việc kết hợp giữa mô hình lớp học truyền thống và ứng dụng công nghệ thông tin trong giảng dạy và học tập sẽ giúp phần giảm áp lực cho giáo viên. Sinh viên sẽ phát triển được phương pháp học tự chủ trong khi giáo viên vẫn kiểm soát được các hoạt động bên ngoài lớp học của sinh viên. Chúng tôi tin tưởng rằng phương pháp dạy, học kết hợp này nếu được nghiên cứu một cách toàn diện sẽ trở thành xu hướng giáo dục của tương lại.

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Active Learning Application of Technology Tools and Services and Increased Student Achievement

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch009 ◽

2018 ◽

pp. 162-183

Author(s):

Nwachukwu Prince Ololube

Keyword(s):

Higher Education ◽

Student Achievement ◽

Blended Learning ◽

Higher Education Institutions ◽

Data Gathering ◽

Sub Saharan Africa ◽

Technology Tools ◽

Use Of Technology ◽

Increased Student Achievement ◽

Sub Saharan

This chapter evaluated the use of technology tools and services and increased student achievement in online and blended learning environments in higher education institutions, which have experienced universal uptake and is responsible for enormous changes in online and blended learning environment, not only in industrialized nations, but in developing countries education as well, particularly sub-Saharan Africa. Given the role that online and blended learning can play in educational development worldwide, higher education institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs an inclusive data gathering process. The findings reveal a significant improvement in the use of online and blended learning methods to achieve effective and active academic performance in students. The impact of online and blended learning in higher education institutions is evidenced in the changing instructional strategies to increase student academic achievement, which results from more active interactive learning processes.

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Active Learning Application of Technology Tools and Services and Increased Student Achievement

Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-8162-0.ch006 ◽

2015 ◽

pp. 110-130

Author(s):

Nwachukwu Prince Ololube

Keyword(s):

Higher Education ◽

Student Achievement ◽

Blended Learning ◽

Higher Education Institutions ◽

Data Gathering ◽

Sub Saharan Africa ◽

Technology Tools ◽

Use Of Technology ◽

Increased Student Achievement ◽

Sub Saharan

This chapter evaluated the use of technology tools and services and increased student achievement in online and blended learning environments in higher education institutions, which have experienced universal uptake and is responsible for enormous changes in online and blended learning environment, not only in industrialized nations, but in developing countries education as well, particularly sub-Saharan Africa. Given the role that online and blended learning can play in educational development worldwide, higher education institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs an inclusive data gathering process. The findings reveal a significant improvement in the use of online and blended learning methods to achieve effective and active academic performance in students. The impact of online and blended learning in higher education institutions is evidenced in the changing instructional strategies to increase student academic achievement, which results from more active interactive learning processes.

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Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education

Advancing Technology and Educational Development through Blended Learning in Emerging Economies - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-4574-5.ch006 ◽

2014 ◽

pp. 108-127 ◽

Cited By ~ 7

Author(s):

Nwachukwu Prince Ololube

Keyword(s):

Blended Learning ◽

Educational Development ◽

Data Gathering ◽

Sub Saharan Africa ◽

Educational Institutions ◽

Learning Methods ◽

Developed Country ◽

Sub Saharan ◽

The Impact ◽

Education Courses

In recent years, the use of the Blended Learning (BL) methods has experienced worldwide uptake and is responsible for enormous changes, not only in developed country education, but in developing country education, particularly sub-Saharan Africa. Given the role that blended learning can play in educational development, educational institutions, students, employers, and governments are increasingly urged to examine the economic, demographic, and technological environments of the present so as to ensure comprehensive preparedness for the future. This study employs a questionnaire for data gathering and results are analysed quantitatively. The findings reveal a significant improvement in the use of blended learning methods to achieve effective academic performance in students. The impact of blended learning in the educational sector is thus evidenced in the changing instructional pedagogies that lead to more interactive learning processes.

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Factors Influencing Students' Performance in the First Computer Programming Course Taught Using Blended Learning Approach

Environment-Behaviour Proceedings Journal ◽

10.21834/ebpj.v5isi3.2559 ◽

2020 ◽

Vol 5 (SI3) ◽

pp. 181-186

Author(s):

Zulaile Mabni ◽

Noratikah Shamsudin ◽

Sharifah Aliman ◽

Rosmah Abdul Latif

Keyword(s):

Blended Learning ◽

Computer Programming ◽

Publishing House ◽

Simple Random Sampling ◽

Learning Model ◽

Learning Approach ◽

Cross Sectional ◽

Face To Face ◽

Face To Face Learning ◽

Learning Programming

This study investigates the factors that influence the students’ performance in the first computer programming course taught using the blended learning approach. A blended learning model proposed by Hadjerrouit was adapted, which consists of conceptualization, construction, and dialogue phases. The objective of this study is to identify which phase in the adapted blended learning model has an influence on the performance of the students. A cross-sectional population study with simple random sampling was conducted at Universiti Teknologi MARA (UiTM). Stepwise multiple linear regression revealed that only the construction phase of the blended learning model was significant towards students’ performance. Keywords: Blended Learning; Face-to-Face Learning; Programming; Online Learning eISSN: 2398-4287© 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v5iSI3.2559

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“We Had a Blast!”

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch076 ◽

2018 ◽

pp. 1450-1467

Author(s):

Stephen Asunka

Keyword(s):

Graduate Students ◽

Adult Learners ◽

Blended Learning ◽

Private University ◽

Descriptive Statistics ◽

Learning Approach ◽

Research And Practice ◽

African Higher Education ◽

African Context ◽

Sub Saharan

As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as well as their perceptions towards blended learning in general. Forty-eight graduate students participated in the study as they engaged in a six-week long blended learning course. Qualitative research methods were used to gather data which were analysed using grounded theory coding techniques, descriptive statistics and content analysis. Findings reveal high levels of student engagement and satisfaction with the learning processes, and an overwhelming endorsement of blended learning as a preferred mode of learning. Implications of these findings for further research and practice are discussed within the context of technology adoption and use in the Ghanaian and Sub-Saharan African higher education contexts.

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Deployment and Adoption Strategy of Cloud Computing for Blended Learning in Higher Education Institutions in Sub-Saharan Africa

Handbook of Research on Educational Technology Integration and Active Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-8363-1.ch020 ◽

2015 ◽

pp. 395-408

Author(s):

Joel S. Mtebe ◽

Mussa M. Kissaka

Keyword(s):

Higher Education ◽

Cloud Computing ◽

Blended Learning ◽

Information And Communication Technologies ◽

Higher Education Institutions ◽

Cloud Services ◽

Sub Saharan Africa ◽

Sub Saharan ◽

Ict Infrastructure ◽

The Cost

Many higher education institutions in sub-Saharan Africa have been blending traditional face-to-face delivery with various Information and Communication Technologies (ICT) to meet the strong demand for higher education as well as to improve the quality of traditional campus programs. Despite the increased adoption of various forms of blended learning in the region, the cost of acquiring and managing ICT infrastructure remained to be the biggest challenge. While cloud computing can provide powerful computing at a fraction of the cost of traditional ICT infrastructure, its potential to enhance blended learning in higher education in sub-Saharan Africa is unexplored. This chapter proposes deployment and adoption strategy of cloud computing to enhance blended learning services in the region. This work contributes towards helping higher education in sub-Saharan Africa to understand cloud services and to make plans for successful migration of computing services into cloud.

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