Education undergoes changes in globalization which makes it necessary to link people's lives towards development through teaching and learning. This paper explores the pedagogical issues of e-learning in education for development. With the growth of technologies and the fast pace at which Internet usage is spreading worldwide, there is a change in education demand and supply. Demographic changes resulting in increased populations in some contexts pose challenges for Higher Education (HE) regarding the demand for and supply of education especially amidst the global challenge of COVID-19. HE institutions are exploring and adopting instructional modes to manage the changing demands of education as they deal with various challenges especially, with COVID-19. E-learning is one of such modes. This study reviewed literature on the concept pedagogy, the concept of e-learning, theories of learning and their implications to e-learning, contributions of e-learning in education and a discussion around them. It revealed that the contribution of e-learning is a spotlight on learners' needs as they are the focus of all educational processes. The review finally concludes that e-learning should become an option for higher education delivery and recommended the need for instructors to be committed and motivated for effective instructional delivery.

A comparison of face-to-face and online teaching and learning has been undertaken to ascertain the focal point that would justify the best-preferred option as far as teaching and learning in DE is concerned. This study is particularly important because as higher education institutions are faced with the challenge of huge number of prospective students seeking higher education in the midst of inadequate infrastructures, it becomes very necessary to look at DE as an option with a combination of different modes of delivering instruction. At the University of Education, Winneba (UEW), some faculties and departments, especially the distance education department, have adopted the face-to-face and online modes of delivering instruction. The pursuit of which would require a critical overview of the two modes to ascertain the strengths, weaknesses and how the two can complement each other for effective delivery of instruction to cater to a large number of students. The review suggested that academics or lecturers should endeavour to adopt the blended or hybrid mode in their teaching and learning. Policy decision makers can also use this study as it provides information on better practices as far as the blended mode of teaching and learning in higher education institutions is concerned.

Higher Education (HE) institutions have been exploring new approaches that will enable them to manage with the increasing demand of access to education. One key area is in the usage of new models, new innovations, and new ways of delivering the curriculum, connecting students with their instructors such as the use of Social Media (SM) in teaching. This paper examined the factors that influence instructors’ use of SM in Ghanaian HE pedagogy. The study employed the concurrent triangulation mixed method approach using questionnaire and semi-structured interview guide to obtain data from two hundred and thirty-five (235) instructors who were selected using the multistage sampling technique from the University of Education, Winneba (UEW) and the Ghana Technology University College (GTUC). The key findings point to the fact that instructors’ professional rank, intrinsic drive, functionality of SM platforms, user friendliness, motivation, ease of use of the SM platforms, access to internet connection and ease of communication in using the platforms were the factors that influenced instructors use of SM for teaching. The study concludes by indicating the implications of the findings for policy on the use of SM for delivering instruction in Ghana and recommends the need for HE authorities to come up with motivational packages that would encourage instructors to integrate SM into the pedagogy of HE in Ghana.

This paper explored the perspectives of hall assistants at the four halls of residence of the University of Education, Winneba regarding work ethics and professionalism, and how their knowledge of these concepts affects their work output. Work ethics and professionalism cannot be fully dealt with without giving due diligence to public protection and the provision of public services. The paper employed social constructivism as a theory to understand how hall assistants construct their own meaning of professionalism and work ethics and how their knowledge of these translates into influencing their work output. The qualitative exploratory case study design, with the use of a semi-structured interview guide to obtain data, was adopted.  Purposive and convenience sampling techniques were used to collect data from twelve (12) respondents at the University of Education, Winneba. The key findings of the study revealed that when employees show traits such as good attitude, team spirit, and credibility in the way they carry themselves, it influences the work they do and eventually yields high productivity. The study concluded with implications of the findings for policy on the relevance of professionalism and work ethics on increased output of work.