Democratizing Online Learning Platforms: Ghanaian Universities' Experience in Promoting Equity Through Accessibility in Online Learning

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Author(s): George Kwadwo Anane (University of Energy and Natural Resources, Sunyani, Ghana)and Abraham Adusei (Kwame Nkrumah University of Science and Technology, Ghana)
Copyright: 2024
Pages: 19
Source title: Designing Equitable and Accessible Online Learning Environments
Source Author(s)/Editor(s): Lydia Kyei-Blankson (Illinois State University, USA), Jared Keengwe (University of North Dakota, USA)and Esther Ntuli (Idaho State University, USA)
DOI: 10.4018/979-8-3693-0268-2.ch009

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Web-Based Teaching & Learning

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Abstract

This chapter gives practitioners' accounts of how online learning is faring in Ghana particularly in the post-COVID-19 higher education environment, and how online learning platforms could be ‘democratized' to engender equity among learners from different backgrounds. The objective of the chapter is to outline and highlight some of the strategies that could be adopted to promote equity through increased accessibility in online learning. Using Scott's six goals of educational equity, this chapter provides an account of knowledge-rich educational stakeholders about means of ensuring equity for all. The chapter synthesizes the lived experiences of educational administrators, online learning practitioners, and students to understand online learning and make relevant recommendations. Through a qualitative research design with a case study strategy, the chapter examines the online learning landscape in selected Ghanaian public universities with emphasis on the challenges, opportunities, and prospects.

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Democratizing Online Learning Platforms: Ghanaian Universities' Experience in Promoting Equity Through Accessibility in Online Learning

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