scholarly journals Appraisal of Managerial Roles of Study Centre Coordinators of College of Distance Education, University of Cape Coast

2018 ◽  
Vol 8 (5) ◽  
pp. 1
Author(s):  
Moses Segbenya ◽  
Paul Dela Ahiatrogah
Keyword(s):  
Distance Education ◽  
Human Resource ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Human Relations ◽  
Regional Study ◽  
Cape Coast ◽  
Managerial Roles ◽  
Study Centre ◽  
Feedback Method

The study assessed how students and course tutors on distance education programmes of the College of DistanceEducation, University of Cape Coast appraised their study centre coordinators’ performance in terms of humanrelations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal,where students and tutors representing customers and subordinates respectively, is usually referred to as the360-feedback method in human resource management. Concurrent embedded study design from the pragmatists’epistemic approach was adopted for the study. Simple random and purposive sampling technique were respectivelyused to sample 1228 final year students and 217 course tutors from 53 study centres; and five coordinators from eachof the three Zones across the ten regions of Ghana for triangulation purposes. Data was analysed with descriptivestatistics, independent t-test and a one-way between-groups analysis of variance. The study found that coordinators’behavior and human relations were rated higher as compared to complaints handling and organising study centreactivities. This was blamed on lack of capacity to address most of students and tutors challenges; and teaching loadof coordinators. It was recommended that the management of College of Distance Education should increase thecapacity of coordinators for district and regional study centres as well as the Zones in terms of resources andtechnology to be able to take immediate steps to solve students and tutors’ complaints.

scholarly journals Human Resource Factors and Organizational Commitment at the College of Distance Education, University of Cape Coast

2019 ◽  
Vol VOLUME 8 (2019) ◽  
pp. 61-90
Author(s):  
Moses Segbenya ◽  
Ebenezer Aggrey ◽  
Fred Peniana
Keyword(s):  
Distance Education ◽  
Human Resource ◽  
Affective Commitment ◽  
Rank Order ◽  
Research Approach ◽  
Organisational Commitment ◽  
Cape Coast ◽  
Work Relations ◽  
Junior Staff ◽  
Commitment Level

The study examined human resource factors and organisational commitment at the College of Distance Education, University of Cape Coast, Ghana. The research approach was quantitative, specifically using a descriptive study design. Out of 242 staff of the College, a sample of 148 respondents (comprising 18 senior members, 80 senior staff and 50 junior staff) were drawn across the three spectrums of staff using Krejcie and Morgan (1970) sample determination formula. The main instrument for data collection was a self- administered questionnaire. Data of the study was analysed with means, standard deviations, independent t-test, two-way analysis of variance and Spearman rank-order correlations matrix. The study found that commitment level among staff at the college (CoDE) was high and affective commitment was perceived higher than normative and continuance dimensions of organisational commitment. Work relations were perceived as higher than extrinsic rewards and training and development. It was also found that training and orientation significantly relate to organisational commitment. Sex and age of respondents did not affect organisational commitment and other variables of the study. It was recommended that management of the college should continue to pay more attention to work relations at the college by engaging staff of the college in inter-unit or interdepartmental assignments to enable staff to build more work relations and used both on-the-job and off-the-job training techniques to maintain or increase commitment level among staff of the college.

Proximity and choice of College of Distance Education (CoDE) of the University of Cape Coast for further studies

2019 ◽  
Vol 33 (5) ◽  
pp. 1012-1034
Author(s):  
Moses Segbenya ◽  
George Kwaku Toku Oduro ◽  
Fred Peniana ◽  
Kwesi Ghansah
Keyword(s):  
Distance Education ◽  
Average Distance ◽  
Distance Learners ◽  
Cape Coast ◽  
Public And Private ◽  
Content Type ◽  
Electronic Learning ◽  
Face To Face ◽  
Study Centre ◽  
The University

Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.

scholarly journals UNIVERSITY LECTURERS’ VIEWS ON DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC: UKRAINIAN-LATVIAN COMPARATIVE STUDIES

2021 ◽  
Vol 5 ◽  
pp. 145-157
Author(s):  
Oleksandr Malykhin ◽  
Svetlana Usca ◽  
Nataliia Aristova
Keyword(s):  
Distance Education ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Web Based ◽  
Educational Challenges ◽  
National University ◽  
Literacy Knowledge ◽  
Face To Face Instruction ◽  
University Lecturers

The main purpose of the study was to compare and contrast Ukrainian and Latvian university lecturers’ views on distance education (teaching and learning) caused by the sudden interruption of the face-to face instruction due to the COVID-19 pandemic. The study was also targeted at investigating university lecturers’ readiness to respond to the educational challenges during the pandemic. The international team of researchers set up a web-based questionnaire aimed at self-assessing Ukrainian and Latvian university lecturers’ digital literacy knowledge and skills and finding out their attitudes towards current educational changes. Having absolutely identical content the web-based questionnaire was presented in the Ukrainian, Latvian and English languages. The research sample which was selected with the use of a voluntary response sampling technique consisted of 60 university lecturers from Kyiv National University of Technologies and Design (Kyiv, Ukraine), Taras Shevchenko National University of Kyiv (Kyiv, Ukraine), National Aviation University (Kyiv, Ukraine), Rezekne Academy of Technologies (Rezekne, Latvia). Qualitative data analysis covered a conscientious summing-up of the information received, displaying the processed data in the form of tables and pie charts, comparing and generalizing the data received in Ukraine and Latvia, discussing the obtained findings and making logical conclusions how to cope with educational challenges. 

scholarly journals Information Technology Integration Perception on Ghanaian Distance Higher Education: A Comparative Analysis

2021 ◽  
Vol 20 (2) ◽  
pp. 304-329
Author(s):  
Albert Arthur Qua-Enoo ◽  
Brandford Bervell ◽  
Paul Nyagorme ◽  
Valentina Arkorful ◽  
John K. E. Edumadze
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Distance Education ◽  
Technology Integration ◽  
Comparative Analysis ◽  
Computer Literacy ◽  
Public Universities ◽  
Sampling Technique ◽  
Cluster Sampling ◽  
Cape Coast

This study examined students’ perception on the integration of Information Technology (IT) in Ghanaian distance Education, and provided a comparative analysis of the levels of integration among public universities in Ghana. The research was conducted at the distance learning centres of the 4 major public universities, namely: University of Ghana (UG), University of Cape Coast (UCC), University of Education, Winneba (UEW) and Kwame Nkrumah University of Science and Technology (KNUST). Questionnaires were used to collect data from a sample of 297 students, using a cluster sampling technique and the data were analysed using One-Way ANOVA and chi-square statistics. The study showed that although computer literacy among distance learners was high, technology integration was low and varied among the institutions. Smart phones were the major internet access devices. The online learning tools for self-efficacy were vital to IT integration. Based on the gathered results, recommendations such as implementing a robust national IT infrastructure, among others, were provided for reflection by higher education institutions offering distance education in Ghana.

scholarly journals Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

2020 ◽  
Vol 21 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Raphael Papa Kweku Andoh ◽  
Robert Appiah ◽  
Paul Mensah Agyei
Keyword(s):  
Distance Education ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
The Other ◽  
Education Students ◽  
Cape Coast ◽  
Other Hand ◽  
Study Centre ◽  
Students Satisfaction

The study explored perceptions of postgraduate distance education students of University of Cape Coast (UCC). Specifically, associations between UCC postgraduate distance students’ characteristics and satisfaction, as well as students’ perceptions of physical facilities, staff-students relationship, facilitator quality, and student support services were examined. Determinants of students’ satisfaction regarding physical facilities, staff-students relationship, facilitator quality, and student support services were also investigated. A census was used for the study, whereby a questionnaire was used to collect data from 125 students. It was revealed that satisfaction was not dependent on age, gender, or programme of study but was significantly related to study centre location and semester of study. The students were generally satisfied with physical facilities, staff-students relationship, and facilitator quality but were unimpressed with student support services. The three domains that students were impressed with were deemed to be determinants of their satisfaction. It was recommended that those aspects of the programme that received satisfactory responses should be maintained but improved on with time. Those aspects with unfavourable responses, on the other hand, were to be critically considered for immediate improvement.

scholarly journals Causes and Management Of Stress Among Student Teachers: A Case Of University Of Cape Coast, Distance Education Centres In The Central Region Of Ghana

2019 ◽  
Vol 8 (2) ◽  
pp. 154-163
Author(s):  
Lydia Aframea Dankyi ◽  
Vincent Mensah Minadzi ◽  
Joyce Kwakyewaa Dankyi ◽  
Felix Senyametor
Keyword(s):  
Distance Education ◽  
Student Teachers ◽  
Management Strategies ◽  
Sampling Technique ◽  
Education Student ◽  
Ministry Of Education ◽  
Negative Effects ◽  
Cape Coast ◽  
Leadership Management ◽  
The Government

The Researchers investigated into the causes, effects and management strategies of stress among University of Cape Coast Distance Education student teachers in the Central of Ghana. The study employed the Phenomenology approach to provide insights into the sources of stress and how it can be managed to reduce its negative effects on student teachers and their performance in the classroom. Purposive sampling technique was used to select Twenty- eight (28) participants for the study. It emerged from the study that stress is caused by personal/individual factors, interpersonal factors, leadership/management factors as well as professional factors. It was, also, found out that individuals adopt various ways and means such as seeking counselling services, involving in political arguments to while away time to reduce tension and talking to friends. The study recommends that the management of CoDE organize regular orientation programme for teachers on how to deal with stress professionally. It is also recommended that the government through the Ministry of Education trains more teachers to reduce workload on teachers. Lastly, GES should encourage teachers to engage in extra-curricular activities to reduce stress.

scholarly journals A Multiple Criteria Analysis of Customers Satisfaction of Distance Education in Ghana: Evidence from Bolgatanga Centre of University of Cape Coast

2020 ◽  
pp. 72-80
Author(s):  
Joseph Akanyako ◽  
Simon Akumbo Eugene Mbilla ◽  
Redruth Nyaaba Ayimpoya ◽  
Baba Blonch Adombilla
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Decision Analysis ◽  
Teaching And Learning ◽  
Multiple Criteria ◽  
Multiple Criteria Decision Analysis ◽  
Cape Coast ◽  
Teaching And Learning Environment ◽  
Education In Ghana ◽  
Students Satisfaction

Distance education continues to be very popular among workers and students who want to further their education. It is particularly popular among workers because they can still work while schooling to add value to themselves and progress in their career. Disaggregation in Multiple Criteria Decision Analysis was employed in the study. The assessment of students’ satisfaction with service at the centre was done using tuition, administration, examination, teaching and learning environment. Students in general were satisfied with the tuition they received and the way examinations were conducted. The nature of examinations was found to be acceptable to the students, a majority of the students agreed that questions were normally set within syllabus and that the results they obtained actually reflected their own performance. Most students expressed dissatisfaction with the learning centre, students were generally dissatisfied with the classrooms, furniture, serenity of the environment and security at the learning centre.

scholarly journals Virtual Classroom Instruction and Academic Performance of Educational Technology Students in Distance Education, Enugu State

2016 ◽  
Vol 6 (6) ◽  
pp. 83
Author(s):  
Sylvester J. Akpan ◽  
Paulinus J. Etim ◽  
Udom, Stella Ogechi
Keyword(s):  
Distance Education ◽  
Educational Technology ◽  
Academic Performance ◽  
Classroom Instruction ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Virtual Classroom ◽  
Technology Students ◽  
Study Centre ◽  
Enugu State

The virtual classroom and distance education have created new teaching pedagogy. This study was carried out toinvestigate Virtual Classroom Instruction on Academic Performance of Educational Technology Students inDistance Education, Enugu State. The population for this study was limited to the Students in National OpenUniversity, Enugu study Centre. Simple random sampling technique was used to select forty respondents from theeducational technology students. A researcher developed questionnaire was used to gather the needed data. Collecteddata were analyzed using frequency counts and percentage. The findings from this paper suggested that the students’acknowledged that the availability and use of virtual classroom influenced their academic performance. Although thevirtual classroom available was adequate, it was not often utilized for instruction. Thus, the researcher recommendedthat the virtual classroom should be utilized for maximum learning.

scholarly journals Study Centre Sanitary Conditions and Its Impact on Health and Academic Outcomes of Distance Learners at University of Cape Coast.

2019 ◽  
Vol 7 (12) ◽  
pp. 515-528
Author(s):  
CLARA AKUAMOAH-BOATENG
Keyword(s):  
Distance Education ◽  
Academic Outcomes ◽  
Personal Hygiene ◽  
Distance Learners ◽  
Cape Coast ◽  
Hygiene Practices ◽  
Study Centre ◽  
The University ◽  
Sanitary Conditions ◽  
The Impact

This study examined the impact of Study Centre Sanitary and hygiene conditions and its impact on health and academic outcomes of Distance Learners at the University of Cape Coast (UCC). The major objective of the study was to find out how sanitary conditions at the host institutions used by the College of Distance Education (CoDE), as study centers for distance education (DE) delivery, impact on the health and academic status of distance education learners. Data was gathered using mainly self-developed and administered questionnaire. The simple random technique was used to select 300 DE learners from 10 study centers in the Ashanti Region of Ghana. Data was analyzed using descriptive and inferential statistics. Approval by the Institutional Research and Ethics Committee of the University of Cape Coast and informed consent from study participants were sought. The results of the study indicated that the state of sanitary conditions and general hygiene practices at CoDE study centres was poor, unmaintained, and inadequate in almost all study centres. This demonstrated that investment in school infrastructure was not given the due priority. The negative impact on the health status and academic outcomes of learners were due to inadequate sanitary facilities despite learners’ knowledge on good personal hygiene and sanitation practices. The study concluded that physical sanitary facilities at CoDE study centres within the study area were in a deplorable state and inadequate for the learner population in the host institutions. Gaps were identified in school management of resources and enforcement of school health, hygiene and sanitation practices. It was recommended that (CoDE-UCC) collaborates with host institutions to improve sanitation and hygiene practices at the study centres for the benefit of learners.

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