Learner support services for postgraduate students: A qualitative approach

Abstract

Hybrid learning, which integrates the face-to-face classroom-based teaching with an online mode, is at its incipient stage in Africa. A study exploring institutional support services provided for students and informal peer support among peers of hybrid learning is a very significant academic exercise since it has implications for sustainability of hybrid teaching and learning in Africa and Ghanaian universities in particular. This study empirically examined 21 postgraduate students’ views of an institutional support system and peer support they received and the challenges associated with blended learning at University of Ghana (Legon) in the 2013/2014 and 2015/2016 academic years. First-year PhD students (n = 7) were all interviewed. Besides, all the 14 Master of Arts (MA) students were available for an in-depth interview. A case study design was used. Judgmental sampling was employed because it was found to be suitable for the research context. Thematic analysis was used for data analysis. The findings revealed that learner support had made a positive impact on the postgraduate blended learning students, although students also lamented over unpleasant challenges. Appropriate learner-support elements such as power supply, fast Internet connectivity, expert advice on the use of a particular Learning Management System, accessible e-library materials and workshops that address students’ needs were recommended for students on blended learning engagement.

The Use of Case Study Design in Learning Management System Research: A Label of Convenience?

“…While not using the word single to describe the research design, Teräs and Kartoğlu (2018)’s examination of authentic learning in vaccine management is also depicted as a single case study by reference to the research design as being based on a “complex phenomenon” (p. 21). Reference to the bounded phenomenon as a characteristic of case studies that lead to the selection of this methodology was also made in the study of learner support services for postgraduate students (Asamoah, 2019). This is also supported by McGuinness and Fulton (2019) who additionally highlight the focus of case study methodology on contemporary phenomena in realistic contexts as a useful attribute to integrate into research designs.…”

“…Yes Asamoah (2019) The study looked at the type and quality of learner support services provided to postgraduate students engaged in hybrid learning using LMSs. The use of a case study design was clearly stated in the abstract and elucidated in the methodology section.…”

Learning to research in distance mode: Technologies for building higher degree research community online

“…Undergirding this inclusivity is the notion of individual diversity and the multiple communities to which and in which individuals are committed. More recent research in multiple settings have affirmed these findings citing both the value and challenges of hybrid learning environments for postgraduate learners (Johnson, 2018;Asamoah, 2019;Westerlarkin et al, 2019).…”

A Systematic Literature Review on Art & Design teaching from 1993-2022

“…Drawing, writing, photography, and other art-based activities were employed as effective teaching tools in the project. (Asamoah 2019) In Africa, hybrid learning, which combines face-to-face classroom-based education with an online mode, is still in its early stages. A study of institutional support services for students and informal peer support among hybrid learning peers is a highly important academic exercise because it has implications for the long-term sustainability of hybrid teaching and learning in Africa, particularly in Ghanaian institutions.…”