Southern and East African adult learners' perceptions of a Canadian university online course: application of Khan’s conceptual framework
| dc.contributor.author | Akoh, Ben | |
| dc.contributor.examiningcommittee | Hlynka, Denis (Curriculum, Teaching and Learning) Matheos, Kathleen (Educational Administration, Foundations and Psychology) | en_US |
| dc.contributor.supervisor | Atleo, Marlene (Educational Administration, Foundations and Psychology) | en_US |
| dc.date.accessioned | 2012-08-30T15:58:16Z | |
| dc.date.available | 2012-08-30T15:58:16Z | |
| dc.date.issued | 2012-08-30 | |
| dc.degree.discipline | Educational Administration, Foundations and Psychology | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | The perceptions of Southern and East African learners of their experience in a continuing education were examined using select dimensions of Khan’s e-learning evaluation framework as a theoretical one. This framework provided an evaluative frame in which to examine attributes of e-learning in the context of globalization, internationalization, and massification of education. This research provided a baseline of student perception about the utility and suitability of online education to meet the growing international demands for education. Technology has played a role in the delivery of education, such as that of recent emerging technologies, notably social media. Data included learner reflections and survey responses. A qualitative analysis methodology was used to analyze responses to the research questions. The findings from this research provided insight about student perceptions, engagement, and acceptance of social media as complementary tools in the delivery of educational programming for Southern and East African learners taking blended learning courses from Canadian universities with a proficient African facilitator. These findings permitted some understanding of the technological, social, cultural, and motivational challenges (Dimensions of Kahn’s framework) associated with distance education for African adult learners to permit more nuanced course design and delivery. | en_US |
| dc.description.note | October 2012 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/8589 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Distance and Online Learning | en_US |
| dc.subject | Africa | en_US |
| dc.subject | Adult learners | en_US |
| dc.subject | Social Media | en_US |
| dc.subject | E-learning Framework | en_US |
| dc.subject | Globalization | en_US |
| dc.subject | Education | en_US |
| dc.title | Southern and East African adult learners' perceptions of a Canadian university online course: application of Khan’s conceptual framework | en_US |
| dc.type | master thesis | en_US |