De-Graft Johnson Dei
2 Publications in AERD
Author Publications
Export PDFPromoting quality education through blended learning during and post COVID-19 pandemic
By De-Graft Johnson Dei
Purpose: The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning. The purpose of this study was to assess the role of blended learning in promoting quality education during the COVID-19 pandemic. Design/methodology/approach: The qualitative research design was deployed in this study and enabled the researcher to collect data via in-depth interviews. Twenty-five (25) tertiary institutions accredited by the Ghana Tertiary Education Commission (GTEC) were randomly selected to participate in this study. The registrars of the institutions were purposively selected and served as the participants for the study. Thematic content analysis was used to analyze the data collected via the interview. Ethical considerations were adhered to during the study. Findings: The study established that COVID-19 had a devastating effect on tertiary institutions; multiple technological and open-sourced systems were deployed for teaching and learning; blended learning was adopted to augment the traditional face-to-face mode of teaching and learning due to its ease of use, usefulness and accessibility as it was used for quizzes and assignments, accessing lecture notes, among others. Despite these, the deployment of technological and blended systems was met with challenges that somehow affected effective teaching, learning. Research limitations/implications: The study was limited to 25 tertiary educational institutions in Ghana. It was again limited to the COVID-19 era. Practical implications: This research aids in understanding the extent of the impact of COVID-19 on teaching and learning and how blended learning is currently deployed and used in tertiary institutions in Ghana. The findings are relevant to policymakers and management of educational institutions as it informs them of the right method and tools to deploy for teaching and learning during pandemics. Originality/value: As educational institutions globally are dealing with the effect of the COVID-19 pandemic, it is prudent to look into how tertiary institutions in Ghana deploy blended learning to facilitate teaching and learning. Thus, this paper is original as it fills the relevant literature gap in terms of scope, setting, methodology and findings. © 2024, De-Graft Johnson Dei.
Assessing quality assurance practices in institutions of higher learnings
By De-Graft Johnson Dei
In the effort to globalize higher education services and embark on innovative knowledge production and dissemination aimed at fitting into the global scheme, quality assurance becomes the sine qua non. Quality assurance (QA) provides the tools and direction to improve the quality of knowledge created, stored and shared at institutions of higher learning. This study assesses the development and practice of QA in institutions of higher learnings (IHLs) in Ghana. The mixed research method was used to collect data from staff and officers of institutions of higher learning who are directly involved ensuring quality in the institutions. Six (6) IHLs participated in this study. The results indicated a generally higher degree of awareness and understanding of the concept of QA at the institutions as all of them have QA department. The institutions are putting in more effort to ensure quality by carrying out internal assessment as there are available policies and strategies aimed at ensuring quality at the institutions. This led to high service quality at the institutions except for the college of health. Besides, the focused areas quality at the institutions: stated vision, mission; governance structure; statutes and conditions of service; academic and programs; clean and siren environment; staffing; and library, technology and information services. Despite these, the study established that the quality assurance units of the institutions lacked the necessary resources (technology, library, staff, laboratories, etc) for effective quality assurance activities. ©2019 The author and IJLTER.ORG. All rights reserved.
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