Biney, Isaac Kofi
5 Publications in AERD
Author Publications
Export PDFExperiences of Adult Learners Engaged in Blended Learning beyond COVID-19 in Ghana
By Biney, Isaac Kofi
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. © 2024 the author(s), published by De Gruyter.
Opportunities for Adult Learners in Ghana’s Higher Education Institutions: Limiting Factors and Strategies
By Biney, Isaac Kofi
This article focuses on a case study of adult learners in Accra Learning Center (ALC) to explore limiting factors to learning in higher education institutions (HEIs) using distance education (DE) mode in Ghana. Educated adults possess experiences that help them take up leadership roles and transform communities. However, limiting factors including lack of media support and employment opportunities to adult learners in HEIs were highlighted by this study. Mixed method research (MMR) that tilted toward qualitative study was employed, and a dialogical approach to MMR was adopted. Semi-structured interview schedules were developed and administered to 45 adult learners. Random sampling procedure was used, and descriptive and interpretivist approaches were adopted in presenting the results. Simple descriptive statistics were adopted to help build a case for using the qualitative data which sought participants’ voices, meanings, experiences, and understanding of limiting factors to learning in HEIs by DE mode. Poverty, the high cost of education, and poor time management constituted some of the limiting factors to adult learners in HEIs. The article recommends that HEIs adopt flexible terms of fee payment for adult learners and that young adult learners seek jobs and learn to save while learning in HEIs. © 2023 ACHE.
Is Adult Education Related to Community Development? An Exploratory Study in Ghana
By Biney, Isaac Kofi
This paper draws on Freire’s social philosophy arguing that adult education (AE) relates to community development (CD). The provision of AE opportunities serves as bait for community members (CMs) to participate in CD projects. This exploratory study undertaken in Ghana, interviewed 9 PhD students on how AE relates to CD, and how adult educators revive waning self-help spirit for CD projects, and networking to sustain communities. Data was analyzed using thematic, narrative and interpretivist approaches. The results revealed that AE create awareness in CMs to participate in self-help CD projects; yet, more inclusive and transformational dialogue and education among CMs are broadly required. The study recommends that adult educators’ leverage group learning and networking in CD projects to improve communities in Ghana. © 2024 The Author(s).
Adult education and entrepreneurship: getting young adults involved
By Biney, Isaac Kofi
This paper reflects on adult education and the fostering of an entrepreneurial mindset. It solicits roles adult education, especially the non-formal education (NFE), could play in fostering entrepreneurial mindset of young adults. It examines short-to-medium, and long-term plans of young adults in nurturing growth and enterprising mindsets through involvement in NFE endeavours. It probes into entrepreneurial opportunities and challenges in the communities that young adults could recognise and create enterprises for themselves. This is a narrative case study which purposively selected, as the unit of analysis, an adult learner who was operating a micro-enterprise and pursuing a degree programme at Accra Learning Centre. An in-depth telephone interview was conducted to garner stories and experiences young adult have had innovating with an entrepreneurial mindset. Thematic, analytical, narrative and interpretivist approaches were adapted in presenting the results. The participant had a good experience in his start up, he learned lessons, and worked hard to grow his micro-enterprises. The savings culture he built allowed him to cope with difficulties posed by Covid-19 pandemic to his micro-enterprises. Governments and stakeholders in entrepreneurship should via policy, advisory and financial support motivate young adults to invest in entrepreneurship and create sustainable jobs for themselves. © 2023, The Author(s).
McClusky’s Theory of Margin and its implications on adult learners in higher education institutions
By Biney, Isaac Kofi
This paper draws on McClusky’s Theory of Margin which contains elements of life transitions. Adulthood period is one of growth, change and integration of balance between energy needed to engage in learning. There is an increasing participation of adult learners in higher education institutions. This paper determines whether learners complete degree programmes on time, or otherwise, by examining responsibilities, resources required for learning, challenges faced and margin available to learners. This qualitative case study used Accra Learning Centre and adopted homogenous, random and sequential purposive sampling procedures. Fifteen participants participated in the in-depth interview conducted. Thematic, narrative and interpretivist approaches were adapted in analysing data collected. It emerged that adult learners have limitless potentials to learn, yet poor time management, work commitments and financial challenges made it difficult to complete programmes on time. Engagement in multiplicities of responsibilities consumed adult learners’ time and energy to learn. The findings are discussed and recommendations are made. © The Author(s) 2021.
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