TY - JOUR
T1 - Experiences of Adult Learners Engaged in Blended Learning beyond COVID-19 in Ghana
AU - Biney, Isaac Kofi
AU - Azaglo, Janet
N1 - Publisher Copyright:
© 2024 the author(s), published by De Gruyter.
PY - 2024/1/1
Y1 - 2024/1/1
N2 - The COVID-19 pandemic has transformed the educational landscape, making exploration of blended learning (BL) instructional delivery important. Higher education institutions are navigating the effects of the COVID-19 crisis on instructional delivery. Using Accra Learning Centre as a case study, this article explores the experiences of adult learners engaged in BL after the COVID-19 crisis in Ghana. A qualitative research method was employed, and a purposive sampling procedure was used to select 15 adult learners. An in-depth interview guide was developed to garner data. Thematic, narrative, and interpretivist analytical approaches were adopted in presenting the results. Participants' voices, experiences, and meanings were sought. It emerged that BL promotes inquiry-based, self-directed, and constructivist learning rather than using conventional face-to-face teaching and learning, though conventional teaching and learning cannot be discounted, BL fosters self-paced learning among adult learners. It recommends that faculty continue to sharpen their skills in BL instructional delivery and adult learners should be equipped with skills in time management, and effective digital tools used to engage in BL.
AB - The COVID-19 pandemic has transformed the educational landscape, making exploration of blended learning (BL) instructional delivery important. Higher education institutions are navigating the effects of the COVID-19 crisis on instructional delivery. Using Accra Learning Centre as a case study, this article explores the experiences of adult learners engaged in BL after the COVID-19 crisis in Ghana. A qualitative research method was employed, and a purposive sampling procedure was used to select 15 adult learners. An in-depth interview guide was developed to garner data. Thematic, narrative, and interpretivist analytical approaches were adopted in presenting the results. Participants' voices, experiences, and meanings were sought. It emerged that BL promotes inquiry-based, self-directed, and constructivist learning rather than using conventional face-to-face teaching and learning, though conventional teaching and learning cannot be discounted, BL fosters self-paced learning among adult learners. It recommends that faculty continue to sharpen their skills in BL instructional delivery and adult learners should be equipped with skills in time management, and effective digital tools used to engage in BL.
KW - adult learners
KW - blended learning
KW - conventional face-to-face learning
KW - COVID-19 pandemic
KW - Ghana
KW - self-directed learning
UR - http://www.scopus.com/inward/record.url?scp=85205591443&partnerID=8YFLogxK
U2 - 10.1515/edu-2024-0037
DO - 10.1515/edu-2024-0037
M3 - Article
AN - SCOPUS:85205591443
SN - 2544-7831
VL - 6
JO - Open Education Studies
JF - Open Education Studies
IS - 1
M1 - 20240037
ER -