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Barriers to Blended Teaching and Learning in Sub-Saharan Africa: Challenges for the Next Decade and Beyond

Barriers to Blended Teaching and Learning in Sub-Saharan Africa: Challenges for the Next Decade and Beyond
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Author(s): Nwachukwu Prince Ololube (University of Education, Nigeria), Kennedy E. Umunadi (Delta State University, Nigeria) and Peter James Kpolovie (University of Port Harcourt, Nigeria)
Copyright: 2015
Pages: 16
Source title: Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-4666-8246-7.ch047

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Abstract

This chapter explains the need to better design blended teaching and learning curricula, the need to address infrastructural problems, and the need to organise programmes so that faculty and students can better plan for unanticipated and unintended situations that confront them in the teaching and learning processes. Improving the quality of education through the diversification of content and methods and promoting experimentation, innovation, the diffusion and sharing of information, and best practices are among UNESCO's recent strategic objectives in education. Discussions in this chapter centre on (1) the contexts of blended teaching and learning, (2) the barriers to blended learning usage, integration, and diffusion, and (3) the need to consider policy outcomes when evaluating blended teaching and learning resources. This study uses a qualitative research method, as both document materials and observation were an essential part of this chapter. This study concludes that the great enthusiasm around blended teaching and learning in sub-Saharan Africa has been dampened by inadequacies in essential services and infrastructures, such as electricity and telecommunication services, and institutional, socio-cultural, and economic barriers. Nonetheless, the development of blended teaching and learning resources continues.

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