This study was planned to explore “the role of e-learning on the professional development of student-teachers in Cameroon”. The researcher’s concern with elearning was sanctioned by the need for a teaching and learning strategy that can help institutions of learning address their problems and improve on their outcome. Seven (7) specific hypotheses were formulated to guide the study. The study also sought to find out challenges faced by student-teachers in the implementation of e-learning. The study involved a mixed methodological approach. In this respect, a survey of 796 student-teachers drawn from eight (8) Primary Government Teacher Training Colleges and three (3) Higher Teacher Training Colleges was carried out. Also, an experiment with 191 student-teachers of the Higher Teacher Training College was conducted using blended learning. Purposive sampling, cluster sampling, simple random sampling and systematic random sampling techniques were applied where necessary to obtain the sample. Moreover, in the survey, data was collected using a questionnaire while the experimental phase generated data in terms of scores from the first and second test respectively. The student t-test, One-way ANOVA, and Correlation Coefficient were used to test the research hypotheses. Findings of this study offer new evidence that elearning has a significant influence on the professional development of studentteachers in Cameroon. Findings revealed that slow Internet lines or access speed constitute a serious challenge to effective e-learning in Cameroon (Mean = 3.2852). Findings further suggest that Internet-Based Problem Solving and Computer-Based Direct Instruction have an unprecedented role in fostering the professional development of student teachers in Cameroon. Based on this result, recommendations are made to training institutions to embrace ICTs and become more flexible by adopting learning approaches that are dynamic and multi-dimensional as problems in education are becoming more complex. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study was planned to explore “the role of e-learning on the professional development of student-teachers in Cameroon”. The researcher’s concern with elearning was sanctioned by the need for a teaching and learning strategy that can help institutions of learning address their problems and improve on their outcome. Seven (7) specific hypotheses were formulated to guide the study. The study also sought to find out challenges faced by student-teachers in the implementation of e-learning. The study involved a mixed methodological approach. In this respect, a survey of 796 student-teachers drawn from eight (8) Primary Government Teacher Training Colleges and three (3) Higher Teacher Training Colleges was carried out. Also, an experiment with 191 student-teachers of the Higher Teacher Training College was conducted using blended learning. Purposive sampling, cluster sampling, simple random sampling and systematic random sampling techniques were applied where necessary to obtain the sample. Moreover, in the survey, data was collected using a questionnaire while the experimental phase generated data in terms of scores from the first and second test respectively. The student t-test, One-way ANOVA, and Correlation Coefficient were used to test the research hypotheses. Findings of this study offer new evidence that elearning has a significant influence on the professional development of studentteachers in Cameroon. Findings revealed that slow Internet lines or access speed constitute a serious challenge to effective e-learning in Cameroon (Mean = 3.2852). Findings further suggest that Internet-Based Problem Solving and Computer-Based Direct Instruction have an unprecedented role in fostering the professional development of student teachers in Cameroon. Based on this result, recommendations are made to training institutions to embrace ICTs and become more flexible by adopting learning approaches that are dynamic and multi-dimensional as problems in education are becoming more complex. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)