Deng Kuol Parmena Aguto, a student from South Sudan
An assessment of a three-year blended learning programme implemented in West Africa by the Association of Commonwealth Universities (ACU) has established that there is a need to adopt blended-learning thresholds and accreditation models distinct from traditional teaching programmes.
The Partnership for Enhanced and Blended Learning (PEBL) West Africa project started in September 2021 at 12 universities in Ghana and Nigeria. University students who spoke to University World News said it had transformed their learning.
In a review of the programme, Pat Onoapoi, senior programme manager for the ACU, said teachers at African universities are experiencing mounting pressures due to rapidly growing student populations combined with academic staff shortages. She said these factors can adversely affect teaching quality and the student experience.
Onoapoi said blended learning – traditional classroom teaching flexibly combined with online-learning activities – offers a promising approach to address this challenge.
She said the results of an external evaluation conducted ahead of the project coming to an end in August 2024, shows its success.
Investment recommended
“Nearly all (98%) PEBL partner university staff surveyed said that the project had made a positive difference to their university’s ability to develop and deliver blended learning. Several key findings from the report highlight the case for investment in blended learning,” she said.
Onoapoi said the programme had significantly enhanced flexibility and quality for students but required substantial dedication and commitment by participants. She said one of the evaluation’s recommendations is that national regulators be involved in replication and sustainability.
“Education policies should aim to set adoption thresholds for blended learning and also create accreditation models distinct from traditional teaching programmes. Universities and regulators should work together to help define support mechanisms and establish metrics for evaluating blended learning programmes. This will ensure that the programmes align with national educational standards and goals,” Onoapoi said.
She said policy changes have encouraged universities to develop modules in blended formats, promoting adaptability and innovation.
Internet connections cause problems
In an interview with University World News, Acquah Thompson, the president of the Science Students Association at one of the participating universities, Kwame Nkrumah University of Science and Technology in Ghana (KNUST), said online classes are normally held on Zoom or Google Meet.
“Normally, lecturers schedule these classes so that courses with three credit hours (meaning three hours per week) may include a two-hour physical meeting, then we have the one-hour online on a different day,” he said.
Thompson said KNUST has a dedicated virtual classroom where assignments, group work, and even exams, are uploaded for students to partake in, and attendance is automatically tracked once a student logs in.
“The disadvantages of the in-person classes are solved by online learning, while the disadvantages of online learning are overcome by in-person learning. PEBL-WA is a very healthy programme for KNUST, especially for students. However, it must be bolstered by strengthening the telecommunications system to enhance online learning. This is because the network is sometimes very unstable, stifling the academic progression,” he said.
Greater flexibility a benefit
Deng Kuol Parmena Aguto, a student from South Sudan who studies biochemistry at KNUST through a Mastercard Foundation scholarship, said he has completed some of the online lessons while in his war-ravaged country.
“This approach has allowed for greater flexibility in managing my coursework while still benefiting from face-to-face interactions with professors and peers. The distribution between online learning and physical learning has varied throughout the semester. Typically, theoretical components, such as lectures and discussions, have been conducted online, while laboratory sessions and practical workshops have taken place in person,” he said.
“This division has enabled me to engage with the material at my own pace while still gaining hands-on experience essential for my field.”
He said the blended learning programme has several advantages. Firstly, it provides flexibility in scheduling, allowing him to balance his studies with other commitments. Secondly, online resources and recorded lectures enable him to revisit complex topics as needed, enhancing his understanding.
“One challenge is the potential for isolation during online learning, as it can be harder to build relationships without regular face-to-face interaction. Additionally, technical issues or a lack of access to a reliable internet connection can hinder participation in online classes. Lastly, balancing both formats can sometimes lead to an overwhelming workload if not managed effectively,” Aguto said.
Infrastructure needs attention
Meanwhile, the programme’s evaluation results say the ACU should involve regulators early at the design stage to identify how best to support and work with them and co-design activities with university partners. This will ensure a flexible package of support for their challenges and contexts.
It said the ACU should work with IT partners – especially national internet service providers, to address infrastructure issues at universities, and global players to identify and capitalise on new technology, including AI tools.
Universities involved in the ACU programme in Ghana are KNUST, Ashesi University, the All Nations University, Kumasi Technical University, the University of Energy and Natural Resources and the University of Health and Allied Sciences. Nigerian institutions are the Alex Ekwueme Federal University Ndufu Alike, First Technical University, Ibadan, or Tech-U Ibadan, the University of Lagos, the University of Ibadan, Ebonyi State University, and Ladoke Akintola University of Technology.
2024 University World News
