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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/18311 |
| Date | 01 1900 |
| Creators | Kibinkiri, Eric Len |
| Contributors | Lumadi, Mutendwahothe Walter |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xviii, 276 leaves) : illustrations (chiefly color), color maps |
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