Constructivist Tenets Applied in ICT-Mediated Teaching and Learning: Higher Education Perspectives

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  • Author(s): Asamoah, Moses Kumi; Oheneba-Sakyi, Yaw
  • Language:
    English
  • Source:
    Africa Education Review. 2017 14(3-4):196-211.
  • Publication Date:
    2017
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Higher Education
    • Subject Terms:
      Program Descriptions; Masters Programs; Universities; Foreign Countries; College Faculty; Interviews; Observation; Constructivism (Learning); Higher Education; Sampling; Case Studies; Management Systems; Teaching Methods; Educational Technology; Curriculum Design; Student Attitudes; Graduate Students; Correlation; Qualitative Research; Participant Observation
    • Subject Terms:
      Ghana
    • Accession Number:
      10.1080/18146627.2017.1279956
    • ISSN:
      1814-6627
    • Abstract:
      This study describes how a professor-instructor of a Master of Arts (MA) programme in Contemporary Issues in an Adult Education classroom applied constructivist tenets to address an ICT-mediated teaching and learning class. The study provides an analysis of the professor's constructivist pedagogical approach in designing curriculum, engaging in learner-centred teaching delivery, developing an assessment method and using educational technologies including the Sakai Learning Management System for the teaching and learning. The University of Ghana was the study area. A qualitative, descriptive case study design was used. The data collection methods were document review, observation and interviews. All the 14 MA students were sampled to be interviewees but 11 applicants were available for the interviews. Convenient sampling method was used. The findings included the unique success associated with using constructivist tenets in teaching and learning. From an international readership perspective, this paper calls for higher educational institutions everywhere to emulate the experience of the University of Ghana.
    • Abstract:
      As Provided
    • Number of References:
      37
    • Publication Date:
      2017
    • Accession Number:
      EJ1163647