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Barriers to Blended Teaching and Learning in Sub-Saharan Africa: Challenges for the Next Decade and Beyond

Barriers to Blended Teaching and Learning in Sub-Saharan Africa: Challenges for the Next Decade and Beyond

Nwachukwu Prince Ololube, Kennedy E. Umunadi, Peter James Kpolovie
Copyright: © 2014 |Pages: 16
ISBN13: 9781466645745|ISBN10: 1466645741|EISBN13: 9781466645752
DOI: 10.4018/978-1-4666-4574-5.ch013
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MLA

Ololube, Nwachukwu Prince, et al. "Barriers to Blended Teaching and Learning in Sub-Saharan Africa: Challenges for the Next Decade and Beyond." Advancing Technology and Educational Development through Blended Learning in Emerging Economies, edited by Nwachukwu Prince Ololube, IGI Global, 2014, pp. 232-247. https://doi.org/10.4018/978-1-4666-4574-5.ch013

APA

Ololube, N. P., Umunadi, K. E., & Kpolovie, P. J. (2014). Barriers to Blended Teaching and Learning in Sub-Saharan Africa: Challenges for the Next Decade and Beyond. In N. Ololube (Ed.), Advancing Technology and Educational Development through Blended Learning in Emerging Economies (pp. 232-247). IGI Global. https://doi.org/10.4018/978-1-4666-4574-5.ch013

Chicago

Ololube, Nwachukwu Prince, Kennedy E. Umunadi, and Peter James Kpolovie. "Barriers to Blended Teaching and Learning in Sub-Saharan Africa: Challenges for the Next Decade and Beyond." In Advancing Technology and Educational Development through Blended Learning in Emerging Economies, edited by Nwachukwu Prince Ololube, 232-247. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4574-5.ch013

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Abstract

This chapter explains the need to better design blended teaching and learning curricula, the need to address infrastructural problems, and the need to organise programmes so that faculty and students can better plan for unanticipated and unintended situations that confront them in the teaching and learning processes. Improving the quality of education through the diversification of content and methods and promoting experimentation, innovation, the diffusion and sharing of information, and best practices are among UNESCO’s recent strategic objectives in education. Discussions in this chapter centre on (1) the contexts of blended teaching and learning, (2) the barriers to blended learning usage, integration, and diffusion, and (3) the need to consider policy outcomes when evaluating blended teaching and learning resources. This study uses a qualitative research method, as both document materials and observation were an essential part of this chapter. This study concludes that the great enthusiasm around blended teaching and learning in sub-Saharan Africa has been dampened by inadequacies in essential services and infrastructures, such as electricity and telecommunication services, and institutional, socio-cultural, and economic barriers. Nonetheless, the development of blended teaching and learning resources continues.

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