Blended Learning for the "Multi-Track" Undergraduate Students in Ghana in an Adverse Era

Abstract

The sudden emergence of the COVID-19 pandemic led to a paradigm shift in the status quo of education. Institutions globally migrated from traditional face-to-face (F2F) learning to online learning to achieve the objectives of Sustainable Development Goal Four (SDG 4). However, Ghana and its peer countries experienced unique challenges which hinder smooth online instruction delivery. Since 2017, Ghana has subscribed to a multi-track year-round education (MT-YRE) for its students at the Senior High School level because of limited physical capacity. In the wake of COVID-19 with its social distancing norms, the failure of online learning compelled some universities in Ghana to adopt the multi-track system temporarily for its undergraduates. In this phenomenological qualitative study, a snowball sampling technique was used to solicit interview data from undergraduate students (n = 20) in some selected universities on their perceptions of the MT-YRE and future education delivery. Thematic analysis suggests that blended learning is a way to mitigate the "challenge-ridden" online learning and as a solution to the MT-YRE. In the MT-YRE, learners experienced academic anxiety and complained about its intensive nature although there was a positive teacher-student relationship and peer-to-peer relations. They perceived their online experience in 2020 as ineffective and called for a blended modality of instruction for better social interactions. The rapid use of mobile technologies and social media was considered an enabler of blended learning. It is recommended that policymakers, school authorities, and educators implement a blended learning model tailored to the needs of learners post-pandemic.

Keywords: blended learning; higher education, Ghana; multi-track year-round education; undergraduates.

Figure 1

The CoI framework

Figure 2

Categories and themes