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Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion

Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion

Julius T. Nganji, Shawulu H. Nggada
Copyright: © 2015 |Pages: 15
ISBN13: 9781466682467|ISBN10: 1466682469|EISBN13: 9781466682474
DOI: 10.4018/978-1-4666-8246-7.ch052
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MLA

Nganji, Julius T., and Shawulu H. Nggada. "Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion." Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2015, pp. 929-943. https://doi.org/10.4018/978-1-4666-8246-7.ch052

APA

Nganji, J. T. & Nggada, S. H. (2015). Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion. In I. Management Association (Ed.), Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (pp. 929-943). IGI Global. https://doi.org/10.4018/978-1-4666-8246-7.ch052

Chicago

Nganji, Julius T., and Shawulu H. Nggada. "Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion." In Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 929-943. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8246-7.ch052

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Abstract

Blended learning could be seen as the solution to learning resource accessibility, especially when the indicators of measure are limited to distance and time. Distance and time could be said to be the generic indicators for the measure of blended learning. However, these do not solve the problem for everyone in society. For Inclusive Blended Learning (IBL), different types of users in society should be considered in its design. This is exactly what has provoked the focus of this chapter, to investigate the position of blended learning with respect to people with disabilities. The chapter's investigation is centered on selected secondary schools in Cameroon and Nigeria.

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