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21st Century Distance Learning in Sub-Saharan Africa: Distance and Blended Learning in Ghana

21st Century Distance Learning in Sub-Saharan Africa: Distance and Blended Learning in Ghana

Alex Kumi-Yeboah, William H. Young, Kankam Boadu
Copyright: © 2015 |Pages: 17
ISBN13: 9781466682467|ISBN10: 1466682469|EISBN13: 9781466682474
DOI: 10.4018/978-1-4666-8246-7.ch051
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MLA

Kumi-Yeboah, Alex, et al. "21st Century Distance Learning in Sub-Saharan Africa: Distance and Blended Learning in Ghana." Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 912-928. https://doi.org/10.4018/978-1-4666-8246-7.ch051

APA

Kumi-Yeboah, A., Young, W. H., & Boadu, K. (2015). 21st Century Distance Learning in Sub-Saharan Africa: Distance and Blended Learning in Ghana. In I. Management Association (Ed.), Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (pp. 912-928). IGI Global. https://doi.org/10.4018/978-1-4666-8246-7.ch051

Chicago

Kumi-Yeboah, Alex, William H. Young, and Kankam Boadu. "21st Century Distance Learning in Sub-Saharan Africa: Distance and Blended Learning in Ghana." In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 912-928. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8246-7.ch051

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Abstract

Distance education in Ghana is rapidly gaining recognition as a result of the increasing demand for higher education by qualified applicants, most of whom are denied admission due to the limited space and resources. Distance education promotes cross-national, multi-disciplinary perspectives in educational practice and equips students, faculty, and administrators with resources to compete in the academic world of the 21st century. Universities in Ghana have opted for distance learning as an alternative measure to reduce congestion and help remedy student admissions to the few universities available (Dzisah, 2006). However, little is known about the trend of distance and blended learning education in Ghana. This chapter addresses the trend of distance learning and university education; distance and blended learning in Ghana; information on African Virtual University and distance education, benefits, challenges, recommended strategies of distance and blended learning programs in Ghana; and a conclusion.

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