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“We Had a Blast!”: An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners

“We Had a Blast!”: An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners

Stephen Asunka
Copyright: © 2017 |Volume: 9 |Issue: 3 |Pages: 17
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522512417|DOI: 10.4018/IJMBL.2017070104
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MLA

Asunka, Stephen. "“We Had a Blast!”: An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners." IJMBL vol.9, no.3 2017: pp.37-53. http://doi.org/10.4018/IJMBL.2017070104

APA

Asunka, S. (2017). “We Had a Blast!”: An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners. International Journal of Mobile and Blended Learning (IJMBL), 9(3), 37-53. http://doi.org/10.4018/IJMBL.2017070104

Chicago

Asunka, Stephen. "“We Had a Blast!”: An Empirical Affirmation of Blended Learning as the Preferred Learning Mode for Adult Learners," International Journal of Mobile and Blended Learning (IJMBL) 9, no.3: 37-53. http://doi.org/10.4018/IJMBL.2017070104

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Abstract

As many important issues pertaining to blended learning within the Sub-Saharan African context remain unexplored, this study implemented a blended learning approach in a graduate level course at a private university in Ghana, with the objective of exploring adult learners' attitudes, experiences and behaviors towards this learning approach, as well as their perceptions towards blended learning in general. Forty-eight graduate students participated in the study as they engaged in a six-week long blended learning course. Qualitative research methods were used to gather data which were analysed using grounded theory coding techniques, descriptive statistics and content analysis. Findings reveal high levels of student engagement and satisfaction with the learning processes, and an overwhelming endorsement of blended learning as a preferred mode of learning. Implications of these findings for further research and practice are discussed within the context of technology adoption and use in the Ghanaian and Sub-Saharan African higher education contexts.

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