Distance Teacher Education in Ghana: The Learner's Experience

Autor/in	Kisseih, Gordon A.
Titel	Distance Teacher Education in Ghana: The Learner's Experience
Quelle	(2016), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Oral Roberts University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-2715-2
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Grounded Theory; Distance Education; Teacher Education Programs; Interviews; Attitude Measures; Barriers; College Students; Social Isolation; Social Influences; Family Influence; Telecommunications; Sex Role; Responsibility; Instructional Materials; Tests; Time Management; Coping; Incentives; Computer Mediated Communication; Ghana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Distance study; Distance learning; Fernunterricht; Interviewing; Interviewtechnik; Collegestudent; Soziale Isolation; Sozialer Einfluss; Telekommunikationstechnik; Geschlechterrolle; Verantwortungsübernahme; Zuständigkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Examination; Prüfung; Examen; Zeitmanagement; Bewältigung; Anreiz; Computerkonferenz
Abstract	Purpose, Scope, and Method of Study: The purpose of this grounded theory study was to understand the experiences of learners in a distance teacher-education program administered by a national university in Ghana. Participants were 21 working adults whose program combined independent study with attending classes at regional centers. Interviews addressed their overall experiences as learners, including time management and sense of isolation from classmates and/or instructors. Findings and Conclusions: Six themes/categories emerged as challenges faced by the distance students in the program. They experienced loneliness due to minimal infrastructure development and poor cell phone networks. Demands of the program conflicted with social and family life and were compounded by uneven gender roles and family responsibilities. Work demands made it difficult to complete assignments. Feelings of isolation from instructors and peers arose from distance and limited internet connectivity. The pressure of examinations was increased by inadequate course materials. Common to all the challenges and emerging as the core category was the difficulty of time management. A seventh theme/category included the strategies that enabled the students to cope with the challenges of the program. A number of strategies enabled the students to cope with the challenges of the program. Attractive financial incentives helped with the pressure of finances and work. Students developed the mindset that the situation was temporary, therefore tolerable. Creating an online community using WhatsApp enabled the students to cope with feelings of isolation and the pressure of examinations by providing a platform for communication with peers and instructors. Finally, carefully setting priorities helped the students deal with competing demands for their time. This description of the challenges and coping strategies of these distance students has implications for program implementation for distance teacher education in the sub-Saharan African region and Ghana in particular. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01