Amponsah, Samuel
8 Publications in AERD
Author Publications
Export PDFAchieving human potential through community learning centres in Ghana: a capabilities approach to community development
By Agyekum, Boadi
This article uses Sen’s Capabilities Approach (CA), which prioritises access and equality, to critically investigate distance education (DE) programmes in the community learning centres (CLCs) as a programme that sheds light on how to best promote a community’s residents’ quality of life in Ghana. According to this study, encouraging distance learning in CLCs can have an impact on community development. To investigate how DE in CLCs aids community development, this study used a qualitative case study methodology and conducted in-depth interviews with students and service providers (n = 25) from the Greater Accra CLCs. Key emerging themes included fostering equity in the community and encouraging access and opportunity for learning through DE. Studies have demonstrated that the more active and knowledgeable individuals are, the greater their independence from families and, consequently, on the resources and services of the community. Additionally, engaged-educated people contribute to the development of their communities through the knowledge, expertise, and experience they have gained. Hence, Sen’s capability approach, which seeks to comprehend issues of access and opportunities in the community, makes the connection between studies in CLCs and community development. It is, therefore, imperative to conclude that CLCs are designed to offer learning activities for adults to promote an active lifestyle that contributes to the development of sustainable communities. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Impact of the COVID-19 pandemic on the learning engagement of racially diverse undergraduate students in remote learning
By Kumi-Yeboah, Alex
The COVID-19 pandemic caused a global shift to remote learning and at the same time presented challenges to implementing this form of learning. However, not many studies have been conducted on the impact of the COVID-19 pandemic on students from racially diverse backgrounds in remote learning. To extend our understanding of this topic, this qualitative study explored the impact of this pandemic on the learning engagement, perceived by racially diverse students in remote learning. Data were gathered through semi-structured interviews with 40 undergraduate students from a university in Northeastern United States, analysed following an inductive analysis approach, and interpreted through the lens of Self-Determination Theory. Findings indicated that the COVID-19 pandemic impacted diverse students regarding psychological and emotional stress. Also, insufficient support in remote learning engagement, lack of digital and technical resources and a digital divide were identified as challenges that emerged during the pandemic remote learning period. However, the use of digital social media tools helped students navigate through the challenges of the COVID-19 pandemic to promote their learning engagement in remote learning. The results suggest that higher education institutions should develop instructional resources that can effectively facilitate teaching and learning to enhance students’ learning engagement during disasters and emergency periods. © 2024 The Open University.
Supporting visually impaired students in virtual learning environments in Ghana
By Amponsah, Samuel
Distance education (DE) has been in existence in Ghana for almost three decades guided by the philosophy of making quality education more accessible and relevant to all students. In line with best practices across the globe, Ghanaian institutions providing DE have been integrating digital technologies to augment traditional forms of delivery over the last decade. However, specific gaps have been identified in the provision for students with special educational needs and disabilities (SEND). To address this, the current study involves a multi-site exploratory case study using Accessibility4Equity principles to explore the challenges that distance providers face when enrolling visually impaired students (VIS). Fourteen participants comprising eight DE administrators and six IT personnel from four DE public higher educational institutions in Ghana were selected for this study. Findings identified several key themes, including access and equity, participation and imperatives for the inclusion of VIS. Based on this novel research approach, several implications emerged to drive the agenda for strategies to admit VIS into DE programmes in Ghana. Arising from this, recommendations suggest that future research is needed to address the gaps in the Accessibility4Equity supportive framework for VIS in virtual learning spaces. © The Author(s) 2024.
Mentoring in Doctoral Studies in Two Culturally Diverse Universities
By Amponsah, Samuel
This study employed a comparative qualitative case study method to investigate the pivotal role of mentoring in doctoral studies within distinct institutional settings, namely, Ghana and the United States. Using the cognitive apprenticeship model, we compared the mentoring processes deployed in the two studied universities. Noteworthy distinctions emerged in the mentoring processes, levels of engagement, and their impact on students’ decision making regarding further studies and career choices. These disparities are traced back to variations in the design of mentoring programmes. Our contention is that fostering effective mentoring processes within higher education institutions wields a substantial influence on graduate students’ academic satisfaction. This study, therefore, underscores the imperative of refining mentoring strategies and proposes avenues for future research in this critical domain. © the Author(s)
Global citizenship education curriculum through the lens of Indigenous knowledge systems: Perspectives from Ghana
By Addae, David
This article explores, through semi-structured interviews with selected doctoral students and lecturers, clues for the incorporation of Indigenous knowledge systems into the curriculum of proposed academic programs in Development Education at a university in Ghana. We have used Freire’s pedagogy of hope as a theoretical lens to examine how Global Citizenship Education (GCE) curriculum inspired by Indigenous knowledges could offer hope to the world through the development of desired global citizens. We have argued that although GCE is ingrained in Western ideology, it should strive to embrace multiple [Indigenous] knowledges to enhance its contextual relevance. The findings show the nuanced and textured conceptualizations of global citizenship and GCE and demonstrate the bases for the inclusion of specific Ghanaian Indigenous knowledges in the GCE curriculum. The findings also highlight the opportunities and challenges of incorporating Indigenous themes in the curriculum. Based on the findings, we discuss some implications for GCE curriculum. © 2023, The Author(s) under exclusive licence to UNESCO International Bureau of Education.
Student satisfaction and preferences related to virtual streaming facilities during the COVID-19 Lockdown
By Amponsah, Samuel
This paper reported how students used the virtual streaming technology and considered their satisfaction and preferences related to video conferencing during COVID-19 lockdown. A case study was selected for an exploratory mixed methods design to explore students (n=89) lived experiences of the video conferencing facility during the COVID-19 lockdown. This study has found that students preferred both Teams and Zoom as virtual streaming facilities during the COVID-19 lockdown. Students were satisfied with virtual streaming platforms as a teaching and learning supportive tool that facilitated their shift to online learning. Moreover, this study reported that using a web-based videoconferencing platform as a virtual streaming tool supports students in learning from home in critical times such as this pandemic. Further research is needed to determine students and lecturers digital literacy competencies using video conferencing for successful online learning post COVID-19 lockdown. © 2022 IGI Global. All rights reserved.
Exploring strategies for including visually impaired students in online learning
By Amponsah, Samuel
Online learning has gained prominence in higher education institutions globally. Its actual and potential benefits are linked to improving access to and quality of education. It is also considered as a vital strategy for contributing to the UN SDG 4 agenda which aims at ensuring inclusive, equal and equitable lifelong education for all by the year 2030. Unfortunately, not much has been documented on how visually impaired students (VIS) have been included in online learning. To extend our understanding of this neglected but significant topic, this qualitative developmental phenomenographic study engages 14 faculty and six Administrators from two Ghanaian higher education institutions to explore challenges and possible strategies for the inclusion of VIS in online learning. The findings indicate that general policy frameworks are available in the studied universities but they are limited in salience and significance as they do not consider the inclusion of VIS in online learning. Some forms of digital technology are also available in the studied institutions but their accessibility and usability remain a challenge to the VIS. Besides, the universities have specialized units to support students with special needs generally but their practices to support VIS in online settings have remained a challenge. Consequently, universities need to develop adaptive and agile policies through inclusive and participatory approaches. Additionally, higher education institutions should strategically build the capacities of their faculty and staff to better serve VIS in online learning settings. The creation of strategic partnerships with civil society, intergovernmental and non-governmental organizations and the private sector generally is deemed vital for the mobilization of resources to support VIS in online learning spaces.
Core Conceptual Features of Successful Blended Learning in Higher Education: Policy Implications; [Principais características conceituais da aprendizagem mista bem-sucedida no ensino superior: Implicações políticas]; [Características conceptuales centrales del aprendizaje semipresencial exitoso en la educación superior: Implicaciones políticas]
By Amponsah, Samuel
COVID-19 has “taught” universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately explain success indicators and success factors in blended learning. Existing frameworks provided particulars about the impacts of blended learning within certain contexts; none provided a comprehensive analysis of the significant factors that transcend specific application contexts. Moreover, the frameworks did not offer clear conceptions of knowledge, teaching, learning, and technology and its role in learning. To better inform successful blended learning adoption, this study problematizes success indicators and success factors based on a configurative review of existing frameworks and emerging theoretical perspectives in higher education. A holistic conceptual framework that transcends context specificity is proposed to better inform policy making, instructional design, and teaching and learning. Conceptions of adaptive policy, policy as learning design, and policy as practice are found relevant for blended learning policy making and analysis in higher education. © 2022, Arizona State University. All rights reserved.
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