Preliminary evidence of a relationship between the use of online learning and academic performance in a South African first-year university accounting course

Halabi, Abdel K.; Essop, Ahmed; Carmichael, Teresa; Steyn, Blanche

doi:10.1080/18146627.2014.934995

Cited by 5 publications

(2 citation statements)

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“…It has also offered many tools of interaction such as discussion forums, chatrooms and study groups on social networks, as well as learning management platforms (Oheneba-Sakyi, 2014). These possibilities offered by blended learning also provide greater accessibility and opportunities for interaction and feedback, and have therefore enabled more student-centred learning (Halabi et al, 2014), which is important for postgraduate students. Also, blended learning promotes a two-way communication between a teacher and students, facilitates the educational process, promotes the development of important skills, and impacts on teaching and learning (Bebell et al, 2010;Jossey-Bass Higher Education Series, 1989;Lee et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Preparing learners for the digital age requires space and associated pedagogical approaches that enhance learner engagement and involvement in the learning process (Sharpe and Benfield, 2012). Pedagogical approaches that are expected to be important in the knowledge society should include learner-centred learning, providing variety in learning activities, offering opportunities for students to learn at their own pace, encouraging collaborative work, focusing on problem-solving activities and involving students in the assessment of their learning (Asamoah and Mackin, 2016;Foyle, 1995;Halabi et al, 2014;Salter et al, 2006). Instructional techniques and learning methods are critical factors in a blended learning programme (Bonk et al, 2006).…”

Section: Institutional Learner Supportmentioning

confidence: 99%

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Learner support services for postgraduate students: A qualitative approach

Asamoah

2019

E-Learning and Digital Media

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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.

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Section: Literature Reviewmentioning

confidence: 99%