Adult female learners’ perceptions of and experiences with distance education at University of Ghana
AbstractThis paper highlights adult female learners’ perception and experiences with blended distance education (DE) program in the University of Ghana. It specifically investigates female students’ experiences with male and female tutors’ tutoring styles, learner support services, the use of educat...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2292836 |
| _version_ | 1797390112975224832 |
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| author | Ama Adu-Marfo Isaac Biney Moses Kumi Asamoah |
| author_facet | Ama Adu-Marfo Isaac Biney Moses Kumi Asamoah |
| author_sort | Ama Adu-Marfo |
| collection | DOAJ |
| description | AbstractThis paper highlights adult female learners’ perception and experiences with blended distance education (DE) program in the University of Ghana. It specifically 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 support 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 participation in DE. |
| first_indexed | 2024-03-08T23:06:57Z |
| format | Article |
| id | doaj.art-e7f42b18bbbc41afbd0b36301f4c3752 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T23:06:57Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-e7f42b18bbbc41afbd0b36301f4c37522023-12-15T12:19:01ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2023.2292836Adult female learners’ perceptions of and experiences with distance education at University of GhanaAma Adu-Marfo0Isaac Biney1Moses Kumi Asamoah2School of Continuing and Distance Education, University of Ghana, Legon, AfricaSchool of Continuing and Distance Education, University of Ghana, Legon, AfricaSchool of Continuing and Distance Education, University of Ghana, Legon, AfricaAbstractThis paper highlights adult female learners’ perception and experiences with blended distance education (DE) program in the University of Ghana. It specifically 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 support 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 participation in DE.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2292836adult females in distance educationeducational technologydistance learning, female students’ experiences with educational technologies, online learning and tutoring styles |
| spellingShingle | Ama Adu-Marfo Isaac Biney Moses Kumi Asamoah Adult female learners’ perceptions of and experiences with distance education at University of Ghana Cogent Education adult females in distance education educational technology distance learning, female students’ experiences with educational technologies, online learning and tutoring styles |
| title | Adult female learners’ perceptions of and experiences with distance education at University of Ghana |
| title_full | Adult female learners’ perceptions of and experiences with distance education at University of Ghana |
| title_fullStr | Adult female learners’ perceptions of and experiences with distance education at University of Ghana |
| title_full_unstemmed | Adult female learners’ perceptions of and experiences with distance education at University of Ghana |
| title_short | Adult female learners’ perceptions of and experiences with distance education at University of Ghana |
| title_sort | adult female learners perceptions of and experiences with distance education at university of ghana |
| topic | adult females in distance education educational technology distance learning, female students’ experiences with educational technologies, online learning and tutoring styles |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2292836 |
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