Advancing Technology and Educational Development through Blended Learning in Emerging Economies

Advancing Technology and Educational Development through Blended Learning in Emerging Economies

Nwachukwu Prince Ololube (University of Education, Port Harcourt, Nigeria)
Indexed In: SCOPUS
Release Date: September, 2013|Copyright: © 2014 |Pages: 301
ISBN13: 9781466645745|ISBN10: 1466645741|EISBN13: 9781466645752|DOI: 10.4018/978-1-4666-4574-5


Blended learning continues to emerge as a more proactive and high quality method of teaching and learning. Yet as the academic landscape shifts towards technology-based efforts, the lack of economic support in developing countries has hindered its educational growth.

Advancing Technology and Educational Development through Blended Learning in Emerging Economies provides an insight on blended learning approaches and its importance in the educational development of emerging economies. This book is a vital resource for researchers, academics, professionals, and students involved in the management and organizational development of technology use in educational settings.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Blended Learning
  • Digital Resources and Information
  • Educational Development
  • History of Blended Learning
  • Information Creation
  • Leadership and Management
  • Pedagogical Methods
  • Quality Control and Standards
  • Self-Discovery Learning

Reviews and Testimonials

Scholars of education and finance describe a model for teaching and learning in emerging economies that uses blended learning initiatives, adaptations, and barriers. They explain how the blended learning approach can benefit students, faculty, universities, and countries as a whole. Their topics include introducing a teaching innovation to enhance students' analytical and research skills, shifting a face-to-face course to the blended environment, adopting blended learning technologies in selected secondary schools in Cameroon and Nigeria, the possibility of improving the learning and teaching of English as a second language in the Zimbabwean high school, and barriers to blended teaching and learning in Sub-Saharan Africa.

– Annotation ©2013 Book News Inc. Portland, OR

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Nwachukwu Prince Ololube, PhD, is a Senior Lecturer in the Department of Educational Foundations and Management at the University of Education, Port Harcourt, Nigeria. He holds a PhD in Education and Teacher Education with focus in Educational Management and Planning from the University of Helsinki, Finland. He also holds a post-graduate Diploma in Human Resources Management, a Masters of Education in Educational Management and Planning, and a Bachelors of Science in Political Science. His research focuses on institutional management and leadership, education effectiveness, instructional effectiveness and quality improvement, ICT in education and education research methodologies. Dr. Ololube has published five books, presented at various international conferences, and contributed chapters to a number of books and encyclopedias. In all he has authored or co-authored more than fifty publications. His professional contributions include Editor-in-Chief, International Journal of Scientific Research in Education (IJSRE), Editorial Board Member, The International Journal of Economics, Education and Development (IJEED), International Editorial Review Board Member International Journal of Information and Communications Technology Education (IJICTE), and Editorial Board Member Journal of Information Systems Education (JISE).