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Learning Environment for Supporting Undergraduate Online Distance Education Students

Learning Environment for Supporting Undergraduate Online Distance Education Students

Samual Amponsah, Samual Kofi Badu-Nyarko, Godfred Alfred Nii Sai Obodai, Prince Anane
Copyright: © 2019 |Pages: 25
ISBN13: 9781522593164|ISBN10: 1522593160|ISBN13 Softcover: 9781522593171|EISBN13: 9781522593188
DOI: 10.4018/978-1-5225-9316-4.ch004
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MLA

Amponsah, Samual, et al. "Learning Environment for Supporting Undergraduate Online Distance Education Students." Student Support Toward Self-Directed Learning in Open and Distributed Environments, edited by Micheal M. van Wyk, IGI Global, 2019, pp. 78-102. https://doi.org/10.4018/978-1-5225-9316-4.ch004

APA

Amponsah, S., Badu-Nyarko, S. K., Obodai, G. A., & Anane, P. (2019). Learning Environment for Supporting Undergraduate Online Distance Education Students. In M. van Wyk (Ed.), Student Support Toward Self-Directed Learning in Open and Distributed Environments (pp. 78-102). IGI Global. https://doi.org/10.4018/978-1-5225-9316-4.ch004

Chicago

Amponsah, Samual, et al. "Learning Environment for Supporting Undergraduate Online Distance Education Students." In Student Support Toward Self-Directed Learning in Open and Distributed Environments, edited by Micheal M. van Wyk, 78-102. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-9316-4.ch004

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Abstract

The University of Ghana adopted the use of the Sakai Learning Management System to create an online environment for its DE students. Based on which, this study sought to examine the support provided for online students of the University of Ghana. The study further sought to determine the association between selected demographic characteristics and student satisfaction with online pre-admission processes, usage of online learning tools, and online social environment. In total, 126 questionnaires were completed and analyzed to generate frequencies, percentages, Anova, and chi-square values. It was established that weak online learning social environment does not encourage tutors and students' interactions, which led to a generally average use of online learning support tools. This implies that academic and administrative support were practically far away from the student, which is detrimental to the development of self-directed learning. The researchers recommended training for support staff, tutors, and students to create an effective online support for online distance students.

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