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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 5:30 p.m.
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. - 8 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. - 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. - 4 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. - 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. - 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. - 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. - 8 p.m.
Phone: (843) 805-6892
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
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Learner Support Services for Postgraduate Students: A Qualitative Approach
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- Author(s): Asamoah, Moses Kumi (ORCID
Asamoah, Moses Kumi (ORCID 0000-0002-5921-9379 )- Language:
English- Source:
E-Learning and Digital Media. Sep 2019 16(5):367-392.- Publication Date:
2019- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 26
- Education Level: Higher Education
Postsecondary Education - Subject Terms:
- Subject Terms:
- Accession Number: 10.1177/2042753019860613
- ISSN: 2042-7530
- 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.
- Abstract: As Provided
- Publication Date: 2019
- Accession Number: EJ1224616
- Availability:
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