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Chapter 8
21st Century Distance Learning
in Sub-Saharan Africa:
Distance and Blended Learning in Ghana
ABSTRACT
Distance education in Ghana is rapidly gaining recognition as a result of the increasing demand for
higher education by qualified applicants, most of whom are denied admission due to the limited space and
resources. Distance education promotes cross-national, multi-disciplinary perspectives in educational
practice and equips students, faculty, and administrators with resources to compete in the academic world
of the 21st century. Universities in Ghana have opted for distance learning as an alternative measure to
reduce congestion and help remedy student admissions to the few universities available (Dzisah, 2006).
However, little is known about the trend of distance and blended learning education in Ghana. This
chapter addresses the trend of distance learning and university education; distance and blended learn-
ing in Ghana; information on African Virtual University and distance education, benefits, challenges,
recommended strategies of distance and blended learning programs in Ghana; and a conclusion.
INTRODUCTION
In the 21st century, distance learning has become
a major medium of instruction between instruc-
tors and students especially in the developed
countries. However, in the developing countries,
most applicants are denied admission due to the
limited space and resources. The demand for
higher education in sub-Saharan Africa is higher
than the few institutions can accommodate. The
United Nations Organization (UNO) estimates
that 3.8 million teachers will need to be recruited
and trained by 2015 to achieve universal primary
educational goals (United Nations, 2009). The
number of student enrollments in sub-Saharan
Africa between 1991 and 2006 increased by 16%,
Alex Kumi-Yeboah
Dalton State College, USA
William Young
University of South Florida, USA
Kankam Boadu
University of Cape Coast, Ghana
DOI: 10.4018/978-1-4666-4574-5.ch008
143
21st Century Distance Learning in Sub-Saharan Africa
however, the various governments expenditure
on high education rose to only 6% (World Bank,
2010). This leads one to conclude that Sub-Saharan
African countries will not be able to meet the
demands of increasing trend of student popula-
tion in providing resources such as educational
technology, staff, and training facilities (World
Bank, 2010). Thus, various governments need to
provide equitable access to higher education while
considering other options of distance learning. An
effective combination of different approaches of
distance learning can lead to increased accessibil-
ity of students into tertiary institutions in Africa.
Ghana (formerly Gold Coast) is a country
situated on the West Coast of Africa in the Gulf
of Guinea. It occupies a total land area of 238,539
square kilometres (92,099 square miles). Ghana is a
multilingual country with diverse local languages,
predominantly Akan, Dagomba, Ewe, and Ga.
English is the official and commercial language,
and is taught in all schools. The rural population
forms about 66% of Ghana’s 25 million people.
Ghana gained independence in 1957 from Britain,
becoming the first country in sub-Saharan Africa
to free itself from colonial power. It shares borders
with Cote d’lvoire to the west, Togo to the east,
and Burkina Faso to the north. Major cities in
Ghana are Accra- the National capital, Kumasi,
Tema, Sekondi-Takoradi, and Tamale. It has a
tropical climate, with an annual mean temperature
of 260 C and 290 C. The majority of the people
are employed in agriculture; however, there exists
inadequate developed resources such as roads,
schools, electricity, and health care (Millennium
Development Goals Report, 2011). The country
is divided into ten (10) administrative regions and
170 decentralized districts. The government is a
presidential democracy with an elected parliament
and independent judiciary.
Ghana became the second country in Sub-
Saharan Africa to have full Internet connectiv-
ity. However, the Internet sector’s expansion has
been slowed by shortages of functional dial-up
phone lines (CIA fact book, 2011; Lundkvist et
al., 2004). Internet service is connected to the
world’s first submarine fibre-optic cable system,
SAT-3/WASC/SAFE, linking Africa to Europe
and Asia (Research-Africa.net, 2010). In 2002,
the National Communication Authority (NCA)
licensed 52 Internet service providers (ISPs);
however, few of them are currently operating
(Lundkvist et al., 2004). In 2005, Ghana was
ranked 61st in the World Economic Forum’s
Global Information Technology Report (World
Economic Forum, 2006).
In 2003, there were more than 750 Internet cafes
in Ghana, mostly using dial-up connections. About
70% of them are located in Accra, and others in
cities such as Kumasi, Tema, and Takoradi (Lun-
dkvist et al., 2004; Opoku, 2004). Most countries
in sub-Saharan Africa have taken the advantage
of the technological advancement in distance
learning to make strides in the advancement of
education. These technologies offer tremendous
hope towards providing its citizens with access
to a higher education (Selinger, 2002; Isaacs et
al., 2004; Shrestha, 2000).
The rapid growth of student population and
limited space in the universities had called for
urgent measures to widen university admission.
For example, in 1996, only 6,088 students were
admitted to the universities out of 22,477 qualified
applicants 27%. Consequently, Universities opted
for distance learning programs with blended learn-
ing focus as the best alternative (Nichol & Watson,
2003). Considering the high demand for access to
tertiary education and decreasing budgetary allo-
cation for educational provisions in Ghana, there
has been a growing interest in distance education
and open learning (Development of Education in
Africa, 2002) as an alternative to efficient means
of providing quality education to people. This
chapter highlights the trend of distance learning
and university education, background knowledge
of higher education, distance and blended learning
in Ghana, the role African Virtual University and
distance education, benefits, challenges, recom-
mended strategies of distance and blended learning
programs in Ghana, and conclusion.
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21st Century Distance Learning in Sub-Saharan Africa
BACKGROUND
Higher Education in Ghana
One major function of higher education in Ghana
was to train leaders and resource personnel
therefore, university education was restricted to
carefully selected elites who were become future
leaders (Effah, 2001). Higher education in Ghana
is composed of eight universities, ten polytechnic
institutions and several professional institutes
(Manuh, Gariba & Budu, 2007). Enrollments in
the public tertiary institutions have increased more
than 50% from 13,415 to about 87,929 students
in the period of 1990 to 2004 (Manuh, Gariba &
Budu, 2007). Since 2000s, a significant number
of private universities and institutions have been
established mainly by missionary authorities to
augment the lack of access to university educa-
tion by majority of the applicants who have been
denied admission to the public universities.
Private universities account for only 5 percent of
total tertiary enrollments and their establishments
have helped to reduce the problems of admission
to tertiary institutions in Ghana (Manuh, 2007).
As of 2012, Ghana is reported to have had more
than 45 private universities accredited by the
National Accreditation Board (Ghana National
Accreditation Board Website, 2010). Despite the
growth experienced in Ghana’s tertiary education,
the total enrollment ratio for the 18-22 year old
age cohort in tertiary education stands at only five
percent (UNESCO Institute for Statistics, 2006).
Access to university education in Ghana is lim-
ited and categorized by the socio-economic status,
region of origin, types and locations of secondary
school of the applicant (Manuh, Gariba & Budu,
2007). Less than 35% of the students who apply
are admitted due to growing numbers of qualified
secondary school leavers and university space and
staffing limitations. The majority of students come
from a limited number of secondary schools and
the more advantaged regions. As a result of these
problems, the various universities in Ghana have
devised strategies to make university education
accessible to all.
Distance and Blended
Learning Solutions
According to Roblyer and Edwards (2000), dis-
tance learning is defined as “the acquisition of
knowledge and skills through mediated informa-
tion and instruction, encompassing all technolo-
gies and other forms of learning at a distance (p.
192).” It is an educational process in which, a
significant portion of the teaching, is conducted
by someone removed in space and or time from
the learners (UNESCO, 2002). Further, Distance
learning is an organized instructional program in
which teacher and learners are physically separated
(Newby, Stepich, Lehman & Russell, 2000). The
Association for the Development of Education in
Africa [ADEA], 2002 defines distance education
as “the process whereby the learner is separated
from the instructional base or teacher, either in
space or time, for a significant portion of their
learning.” According to the Association for the
Development of Education in Africa (2002), dis-
tance education has the following characteristics:
(a) institutional accreditation, where learning
is accredited or certified by some institution or
agency; (b) use of a variety of media, including
print, radio and television broad casts, video and
audio cassettes, computer-based learning and
telecommunications; (c) provision of two-way
communication, which allows for tutor-learner
interaction; and (d) possibility of face-to-face
meetings for tutorials, learner-learner interaction,
library study and laboratory or practice sessions.
It is a 20th century invention based on organiza-
tional structures and technologies produced by the
industrial revolution (Frempong, 2004).
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21st Century Distance Learning in Sub-Saharan Africa
According to Osguthorpe and Graham (2003),
blended learning combines face-to-face instruction
with distance education delivery systems. Blended
learning combine technology based learning with
face-to-face learning (Kerres & De Witt, 2002,
p.101). Similarly, Driscoll (2002) defines blended
learning as mix modes of Web-based technology
(for example, live virtual classroom, self-paced in-
struction, collaborative learning, streaming video,
audio, and text) to accomplish an educational goal.
Kerres and De Witt (2003) and Hoffman (2001)
identify the following as most used elements in
blended learning situations:
1. Traditional classroom or lab settings (face-
to-face instruction).
2. Reading assignments (print-based
workbooks).
3. CD-ROM (self-paced content).
4. Performance support tools (collaboration
software, threaded discussions, online
testing.
5. Tele-training such as videoconferencing.
6. Asynchronous Web-based training (email-
based communication, e-learning platforms,
discussion boards).
7. Synchronous Web-based training (chat
rooms, computer conferencing).
Further, McArthur (2001) argues that technol-
ogy is not the main medium in blended learning
but rather much consideration should be focused
on blended learning strategy. In support of this
plan, Franks (2002) designed blended learning
models to include (a) initial mode that provides
administrative information on a course; (b) through
a communication element; (c) leading to materials
delivery; and (d) use of technology to meet learn-
ing needs. In the context of distance learning and
higher education in Ghana, Fox’s (2002) definition
of blended learning fits most appropriate as “…
the ability to combine elements of classroom train-
ing, live and self-paced e-learning, and advanced
supportive learning services in a manner that
provides a tailored learning…” (p.26). According
to Rovai and Jordan (2004), blended learning has
the following major types:
• The use of Multimedia and Virtual
Internet Resources in the classroom:
Examples include the use of videos, virtual
field trips, and interactive Websites.
• The use of Classroom Websites in the
classroom
• The use of Course Management Systems:
Examples include the use of Moodle,
WebCT and Blackboard.
• The use of Synchronous and Asychronous
Discussions in the classroom: Examples
of resources available include Yahoo
Groups, TappedIn, Blogs, and Elluminate
(Rovai & Jordan, 2004).
Schmidt (2002) states that blended learning
should incorporates the following components:
• Administration: Which involves the orga-
nization of the syllabus, increase teacher
productivity/efficiency, distributing/col-
lecting material, and scheduling duties.
• Assessment: Which involves the ability to
providing feedback, tracking student prog-
ress, and testing opportunities.
• Content Delivery: That comprises com-
municating content through different learn-
ing styles, using multimedia, incorporating
learning activities, using the Internet for
the acquisition of knowledge.
• Community Component: That involves
building the classroom community through
synchronous/threaded chats, providing of-
fice/help hours to communicate online.
Provost (2011) asserts that the population of
sub-Saharan Africa is expected to grow to by more
than 34% over the next 20 years. Therefore, it is
incumbent upon the region to institute measures
to respond the increasing demand of potentially
146
21st Century Distance Learning in Sub-Saharan Africa
77 million new students. Student enrollment in
higher education has grown faster than financing
capabilities, reaching a critical stage where the
lack of resources has led to a severe decline in
the quality of instruction and in the capacity to
reorient focus and to innovate (World Bank, 2010).
Roberts and Associates (1998), further explains
that currently more than 140 public and private
institutions provide tertiary distance education
services within sub-Saharan Africa and methods
of delivery are mainly print media, supplemented
by written assignments, and face-to-face tutoring
by instructors (Murphy & Zhiri 1992). Most dis-
tance learning programs are in the area of teacher
education preparation with the sole purpose of
providing the upgrading of required skills for
teachers and as well as for professional develop-
ment. Other offered programs include: business
management or information technology, science,
social sciences, mathematics and peace studies. A
recent survey of 143 tertiary distance education
programs in Africa found that 52% of anglophone
programs and 67% of francophone programs tar-
geted teachers and school administrators (Roberts
& Associates 1998). According to Opoku (2004),
the development of Information, Communication
and Technology (ICT) will provide significant
opportunities for developing countries such as
Ghana. There is high demand for open and distance
learning in Ghana’s public and private universities
(Opoku, 2004). Universities in Ghana have opted
for distance learning as an alternative measure to
reduce congestion and help remedy student admis-
sions to the few universities available (Dzisah,
2006). Thus, blended learning that mixes various
event-based activities such as face-to-face class-
rooms, live e-learning, and self-paced learning
with the development of new technology systems
is highly recommended as the best efficient way
to enhance the delivery of quality education to
increasing students population in Ghana with the
power of ICTs (Unwin, 2005; Valiathan, 2002).
There is a need for comprehensive analysis of
the instructional design and use of distance and
blended learning programs in Ghana.
Distance and Blended
Learning in Ghana
The Ministry of Education under the direction
of the government developed a comprehensive
plan using distance learning to meet the demands
for higher education and also to relieve the over
population of students on campuses of the pub-
lic universities (Addah, Kpedu, & Frimpong
Kwapong, 2012). The mission of the distance
education program in Ghana is to make quality
education at all levels accessible and relevant to
meet the growing academic needs of Ghanaians
with the sole purpose of enhancing their academic
performance and improve the quality of their lives
(Frimpong Kwapong, 2012, World Bank, 2010).
The government of Ghana has issued a statement
that identifies major reasons for implementing
distance learning. Distance learning will provide
Ghanaians with opportunities to manage techno-
logical advancements and enhance contributions to
national building; as well as provide opportunities
for further education. Further goals are to provide
an equitable and efficient access to education for
all and improve the capacity of Ghanaians to man-
age technological advancement and the knowledge
society and be able to enhance their contribution
to nation building (Addah, Kpedu, & Frimpong
Kwapong, 2012).
The main public universities in Ghana namely
the University of Ghana (UG), Kwame Nkrumah
University of Science and Technology (KNUST),
the University of Cape Coast (UCC), the University
of Education, Winneba (UEW), and the Univer-
sity for Development Studies (UDS) (Oppong-
Mensah, 2009) have established open and distance
learning centers to train and offer degree programs
to the increasingly student population. Due to
inadequate infrastructural resources, lack of per-
sonnel, and finance, blended learning in Ghana is
contextual depending on the program of study and
location. However, blended learning programs are
focused more on face-t-face instruction with less
use of technology. Thus, the mode of delivery is
dual mode component of distance learning (80%
147
21st Century Distance Learning in Sub-Saharan Africa
face-to-face and 20% use of technology- the use
of print-based (modules). It was started by UEW
in 1996, followed by UCC in 2001, then KNUST
in 2004 and in 2007 by the UG. As stated earlier,
distance learning has been the best alternative
measure to provide access to university to most
people in Ghana (Addah, Kpedu, & Frimpong
Kwapong, 2012).
The Center for Continuing Education at the
University of Cape Coast (CCEUCC) runs two dual
distance-learning programs in Diploma and Post
Diploma in Basic Education Degrees, for the train-
ing and retraining of basic teachers in Ghana. The
mode of delivery is blended learning with about
90% face-to-face meeting on campus and 10% off
campus through correspondence and minimal use
of technology. The Centre for Continuing Educa-
tion (UCC) has more than 23 study centers for the
Basic Education Programs across the country with
a regional coordinators responsible for students’
and course tutors’ affairs, face-to-face sessions,
examinations and quizzes, as well as supervise
students’ project work and off-campus teaching
practice, arrange for students to get guidance and
counseling services (Addah, Kpedu, & Frimpong
Kwapong, 2012). The mode of delivery is highly
centered on the use of print-based (modules) in-
fused with traditional face-to-face instruction at
the various learning centers. Students and tutors
meet monthly on a face-to-face instruction in all
the 26 study centers across the country. Regional
coordinators from the main campus at UCC and
the center representatives visit the study centers
every week to monitor the face-to-face sessions,
offer counseling to students, and organize assess-
ments. In 2012, about 33,000 students with close
to 20,000 offering education and the rest business
programs are pursuing higher education through
distance learning at the University of Cape Coast
(UCC). UCC has the largest distance learning
programs with dual mode component in Ghana.
It currently has about 13 education and eight busi-
ness programs with about 2,000 qualified course
tutors using blended form of learning wit 80%
face-to-face instruction and the use of print-based
(modules) (Oppong-Mensah, 2008).
At the University of Ghana, the Institute of
Distance and Continuing Education (IDCE) is
tasked to design and manage bachelor and post
graduate programs to many people who otherwise
would not have been able to access higher educa-
tion. Distance learning program at the university of
Ghana entails courses in the social sciences such
as Sociology, English, Religious, and Political
Science at the bachelor degree level. Further, the
Institute of Distance and Continuing Education
(IDCE) has centers in all 10 regions. Method of
delivery is blended learning with print-media and
traditional face-to-face instruction and some form
of Internet use. There is collaboration between
the University of Ghana and the Indira Gandhi
National Open University in various academic
programs offered by the Indira Gandhi National
Open University via the tele-education mode
under the Pan-African e-Network Project that
started in 2011 (Addah, Kpedu, & Frimpong
Kwapong, 2012).
The Institute of Education Development and
Extension (IEDE) is in charge of a distance edu-
cation program at the University of Education,
Winneba (UEW). The IEDE offers certificates,
diploma, post-diploma and degree programs for
teachers and non-teachers. The IEDEI has centers
at all the ten regions in Ghana in addition to the
two major branch campuses of the university. Each
center has a regional coordinator whose responsi-
bility is student affairs, affairs as well as proctors
end of semester examinations. Student population
has grown from 7,954 in 2007 to 12,665 in 2008
and 17,169 in 2009 to over 20,000 in 2012. The
method of delivery is blended learning with more
than 80% in a “Sandwich Program” (a distance
learning program where students meet face-to-face
with instructors mostly on summer) and 20% use
of print-based materials (Oppong-Mensah, 2008).
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21st Century Distance Learning in Sub-Saharan Africa
In 2009, the IEDE lunched a master’s degree
program in mathematics, music, technology,
social studies, and science education through its
“Sandwich Program” distance learning and plan on
starting a collaborative Doctor of Philosophy PH.D
program with the same disciplines using distance
learning (Oppong-Mensah, 2008). To increase the
percentage of technology use in its distance and
blended learning programs, the IEDEI initiated
the use of video-conferencing in all 23 centres
that host the university’s distance programs as a
way to introduce an electronic component in the
distance education program. To make effective use
of technology, the IEDEI started converting print
course modules into electronic books (e-books)
and the content converted into interactive online
learning materials for students on a pilot basis.
The Institute of Distance Learning (IDL) was
established at the Kwame Nkrumah University
of Science and Technology to increase access
to motivated and qualified students using multi-
media. The Institute of Distance Learning at the
KNUST introduced three top-up undergraduate
programs in Computer Science, Electrical and
Electronic Engineering and Telecommunications
Engineering during the 2009/2010 academic year
using blended learning medium. In 2010/2011,
KNUST introduced a new distance learning
program in Doctor of Optometry. The program
uses a wide range of technologies (60%) such
as, print, multimedia, TV, and radio broadcast,
video conferencing and Web-based technology
and (40%) face-to-face instruction of campus or
designated learning centres. In 2011/2012, the
Institute of Distance Learning (IDL) of KNUST
offered two programs namely, Master of Science
(M.Sc.) in Information Technology and Master
of Philosophy (M.Phil) in Health Informatics.
The Institute offers eleven (11) undergraduate,
and five (5) post-graduate programs concurrently
in eight Regions of the country using blended
learning modules.
Additionally, the Institute of Distance learning
offers MSc in Information Technology, ICT profes-
sional courses and MBA in Finance through ICT
usage for the Ghanaian public through e-learning
and distance education. The Institute of Distance
learning at KNUST has a center in Accra that of-
fers in both undergraduate and graduate programs.
Examples of these programs are BSc. Building
Technology and BSc. Actuarial Science for under-
graduates as well as MSc. Environmental Science
and MSc. Industrial Mathematics. Lectures for
these programs are facilitated in Accra. Most of
the classes are offered on weekends and nights
with the use of print-based (modules) and face-
to-face instruction (Asabere & Enguah, 2012).
African Virtual University
African Virtual University (AVU) began in 1997
as a pilot study in Africa by the World Bank with
its headquarters in Nairobi, Kenya. Its mission
is to increase access to educational resources
throughout sub-Saharan Africa, and promote
quality higher education in the most critical area
of economic development. It started with 57
learning centers in 27 African countries work-
ing to support economic development and offers
many programs leading to certificates, diplomas,
and degrees in business administration, biology,
chemistry, distance and e-Learning professional
development, physics, mathematics, teacher edu-
cation professional courses, renewable energy,
food security, ICT integration in education, ICT
basic skills, and computer science (African Virtual
University, 2012).
The AVU was established with the following
objectives: (a) increase access to tertiary and
continuing education in Africa by reaching large
numbers of students and professionals in multiple
sites simultaneously; (b) increase access to higher
quality Open, Distance and e-Learning (ODeL)
resources that are relevant to Africa; (c) enhance
the capacity of African tertiary educational institu-
tions; (d) enhance and sustain a network of Partner
Institutions; (e) build and sustain partnerships with
institutions that can support the African Virtual
University Mission; (f) carry out research and
evaluation activities on the African Continent;
149
21st Century Distance Learning in Sub-Saharan Africa
(g) build and sustain a committed and effective
African Virtual University organization; and (h)
develop and implement a fund raising strategy in
support of all of the above objectives with focus
on African Governments, the Private Sector and
International Organizations (AVU, 2012; 2013).
AVU has developed significant experience
in the following areas since 1997: (a) delivering
programs though information and communication
Technologies (Degree Programs, Certificate and
Diploma Programs); (b) building and managing
large consortia of African Educational Institutions;
(c) designing and implementing Multinational
e-Learning Projects; (d) developing African-
based residential and e-Learning materials for
Partner Institutions; (e) establishment of state of
art e-learning centers in Partner Institutions; (f)
training of Partner Institutions staff in e-Learning
methodologies; (g) developing and implementing
Open Education Resources (OER) strategy; and (h)
managing a digital library (AVU, 2011; 2011b).
In 2003, the AVU introduced the teacher
education program as a component of the AVU
multinational support project. The aim of the
project was to address the challenges of quantity
and quality that teacher education profession faces
in sub-Saharan Africa. The AVU teacher educa-
tion program has the benefits of (a) improving the
quality of teaching and learning in mathematics
and science education through the use of ICTs;
(b) increase the number of mathematics, sci-
ences, and basic computer science teachers by
expanding access to training through the use of
ODeL methodologies; (c) develop and promote
research in teacher education in order to encourage
evidence-based decision-making in all aspects of
teacher development; and (d) promote regional
integration and strengthen relevant partnerships
with other teacher education initiatives in Africa
and globally (AVU, 2009; 2012).
The AVU, through partner institutions, has
trained more than 43,000 students since its estab-
lishment in 1997. The method of teaching delivery
includes asynchronous, synchronous satellite
video, videotaped classes, and video conferenc-
ing where students have the opportunity interact
and ask questions via using telecommunication,
email, or fax. Email-interaction between students
and instructors is often used and live lectures in a
one-way video, two-way audio, and digital satel-
lite broadcast is often used as a teaching method
(AVU, 2003; 2004). The AVU has established
more than ten (10) e-learning centers, one in each
of ten beneficiary countries, between 2007 and
2012. AVU centers act as physical hubs for the
creation, organization, and sharing of knowledge
as well as the development of local, distance, and
e-learning programs. In Ghana, the University of
Ghana (UG), University of Cape Coast (UCC),
Kwame Nkrumah University of Science and
Technology (KNUST), and the Ghana Institute of
Management and Public Administration (GIMPA)
have AVU centers that offers distance learning in
computer science, and business administration for
both undergraduate and graduate programs. This
has helped many students to gain admission to the
above institutions who could have been denied
admission due to lack of infrastructures, shortage
of faculty, and resources. Overall, the establish-
ment of the AVU has helped to increase access
to university education to majority of students in
sub-Saharan Africa as a result of mode of delivery
through the use of ICT and multimedia considered
as the first of its kind in Africa (AVU, 2005).
Benefits and Constraints of
Distance Learning in Ghana
To address the challenges of education in Ghana
and increase the ratio of teacher-student, the gov-
ernment has reformed the educational systems in
the late 1980s, which reduced the duration from 17
years to 12 for basic and secondary education and
increased university education from three to four
years. The main aim of these educational reforms
was to increase student access and enrollment as
well as to make vocational and technical educa-
tion a greater part of the educational system in
150
21st Century Distance Learning in Sub-Saharan Africa
Ghana (Dzisah, 2006). The Ministry of Education
(2002) designed a new program to address the
problem of teacher shortages and high attrition
rates associated with teacher migration to other
sectors of the economy (Oppong-Mensah, 2008).
Benefits of Distance and
Blended Learning in Ghana
Distance learning has the potential of equipping
teachers with adequate knowledge and skills for
lifelong learning. In Ghana, distance learning
with blended focus provides the opportunity for
professionals especially teachers to have access
to university education. Distance learning can be
used to provide in-service training of untrained
teachers and professional upgrading in basic and
secondary education (Perraton, 1993, 2000; Per-
raton et al., 2002; Robinson & Latchem, 2002;
Saint, 1999).
Distance learning will open up new frontiers
to learning by enhancing collaborative research
opportunities among African universities. It
will promote cross-national, multi-disciplinary
perspectives in educational practice and equip
students, faculty, and administrators with re-
sources to compete in the academic world of
the 21st century (Darkwa & Mazibuko, 2000).
According to Saint (1999), distance education in
sub-Saharan Africa can effectively reach people
who have been denied access to university edu-
cation. For instance, women who are unable to
attend traditional educational programs because of
household responsibilities or cultural constraints,
and teachers in the rural areas who want to receive
university degree or update their teaching skills
have opportunities to complete their education and
become professionals. The establishment of the
AVU has enhanced the use of new information
technologies to support classroom teaching. For
example, lectures can access the latest scientific
information, reference resources, effective learn-
ing exercises and creative teaching aids through the
Internet. Students and lectures can communicate
and research with the use of e-mail and Internet
facilities that turn to local research activities
(AVU, 2012).
Distance learning in the form of e-learning
has the potential of reducing cost considering
the elimination of costs associated with instruc-
tor’s salaries, student travel, lodging, and meals
are directly quantifiable. The reduction of time
spent away from the job by employees may be
the most positive offshoot (Asabere & Enguah,
2012). Students have the opportunity to receive
consistent delivery of content with asynchronous,
self-paced e-Learning. As a result of the modular
approach distance learning adopts, course materi-
als can be updated or modified to suit particular
types of students without the need to reproduce
them in their entirety leading to cost-efficiency
(Saint, 1999). Distance and blended learning have
created flexibility and opportunity for students to
take significant advantage of tertiary education
in the 21st century. It confronts the challenges of
serving an increasingly diverse pool of students
with an expanding range of learning requirements
(Saints, 1999).
Additionally, distance and blended learning
provides the opportunity for students to work and
study simultaneously. It does not require the ad-
ditional costs of campus residence, and offers an
alternative pathway to tertiary training for students
with limited financial means. This is contributes to
the narrowing of the education gap among different
ethnic groups, making a meaningful educational
contribution to the country’s long-term political
stability (Saint, 1999; Darkwa, 2007).
Distance learning promotes cross-national,
multi-disciplinary research in education, mak-
ing students, faculty, and administrators have the
requisite resources to engage in meaningful and
scholarly work on the 21st century (Darkwa &
Mazibuko, 2000). Since 2010, the AVU has been
offering joint certificates programs in teacher
education, designing, developing and offering
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21st Century Distance Learning in Sub-Saharan Africa
e-Learning training, providing consultancy ser-
vices and the provision of academic services for
income generation. This includes content design
and development, consultancies in e-Learning,
e-conferences, Webinars, as well as organizing
fundraising activities (AVU, 2012). According
to Oppong-Mensah (2008), distance education
promotes quality through the development and
provision of learning resources that can be uti-
lized by teachers and learners, regardless of their
location. Distance learning has the potential to
enhance and promotes access to lifelong learning
such as professional development to individuals
who have obtained formal qualifications (Oppong-
Mensah, 2008). The use of blended learning in
higher education in Ghana has opened numerous
opportunities for college students to have access to
tertiary education. It has also increased growth of
student population in the universities thereby gen-
erating income for the universities. For example,
the university of education, Winneba (UEW) and
the University of Cape Coast (UCC) generates
more income from distance learning program.
The implementation of distance learning has
extended tertiary education opportunities to stu-
dents in the rural areas, small towns especially
teachers in the rural areas of the country who do
not have convenient access to tertiary institutions.
It saves them travel time, travel expense, and
the continuation of work income while studying
(Frempong, 2004; Opoku, 2004).
Challenges/Constraints of Distance
and Blended Learning in Ghana
Distance learning programs generally require
better management skills than traditional tertiary
programs (Asabere & Enguah, 2012). The prob-
lem of logistics has been a major challenge to
distance learning in Ghana as a developing nation.
The use of technology is critical to the success
of distance-learning programs in Africa (Saint,
1999). In Ghana, there is a technical problem
of reliable power supply to institutions that runs
distance learning. This hampers the adoption of
information and communication technology (ICT)
into the distance learning making Internet unreli-
able for students and faculty. There is a problem
of bandwidth capacity in the universities that offer
distance education. Most universities pays 50 times
more for their bandwidth than their educational
counterparts in the rest of the world, and fails to
monitor, let alone manage, the existing bandwidth.
This hinders useful research and distance educa-
tion (Steiner, Tirivayi, Jensen & Gakio, 2005).
Few of the tertiary institutions in Ghana are
equipped with up to date Internet and wireless
broadband, telephone links to rural areas are poor,
despite advances in wireless technology. For ex-
ample, students in the distance learning program
have no choice than to use private Internet Cyber
Cafes run by private small businesses within and
outside campus for additional cost (Opoku, 2004;
Dzisah, 2006). Access to information technology
and connectivity is generally limited in these in-
stitutions and staffs are not trained on how to use
ICT facilities, thus hindering the growth of dis-
tance learning. The libraries in these universities
possess few stand-alone computers equipped with
dial-up e-mail (and perhaps a CD-ROM player).
According to Isaacs et al. (2004), there is wide
spread low Internet bandwidths, limited telephone
connections, and negligible computer ownership
as a common problems in Ghana. Thus, posing
major challenges to students in the distance learn-
ing programs in Ghana. Sagna (2005) further
explain that information communication and
technology infrastructure is limited to capital cit-
ies and major centers. Thus, Internet accessibility
is unavailable to the great majority of rural and
remote area dwellers, leading to uneven access.
Another challenge to distance learning is that of
financial constraints. The government of Ghana
provides little financial support to universities
in the field of distance learning. This makes it
difficult for the universities to institute efficient
distance learning programs (Asabere & Enguah,
2012). In Ghana, there is a degree of cost-sharing
152
21st Century Distance Learning in Sub-Saharan Africa
on tuition for tertiary distance education programs
between students and government is becoming an
established precedent (Saint, 1999). This practice
derives from an assumption that distance education
students are employed has put financial burden on
students who opt for distance learning. Lastly, there
is a high degree of brain drain of human resource
personnel with skills in ICT. This has resulted in
the lack of competent faculty and ICT experts
who will undertake implementation of distance
and blended learning projects (Intsiful, 2003).
Recommended Strategies
Distance learning with blended focus is changing
rapidly in sub-Saharan Africa with no excep-
tion to Ghana. The total number of students in
distance learning is more than 45,000 students
in universities in Ghana. Distance learning has
created the possibility of an increased access to
tertiary education at more cost- effective levels for
students and other adult learners (Saints, 1999).
Universities could revise, and develop a clearly
defined strategic policies and plans with specific
objectives on the implementation strategies to be
outlined for blended learning in the future. The plan
and strategies must identify how distance learn-
ing could address the needs of students’ access to
higher education. Universities could increase their
effort of expanding distance education programs
to include online and blended learning for students
in the teacher education program.
More over, funding could be made available to
distance learning in the universities to help trans-
form instructional technology to meet the rapid
growth of technology in higher education in the
21st century. Equal access to tertiary education
could be made available to all students regard-
less of their location and socio-economic status
through distance learning. Thus, universities could
mobilize more funding to build distance learning
centers to promote equal access to tertiary educa-
tion for all using blended learning. The govern-
ment could provide funding financial and logistics
support to distance learning programs that will
make it possible to ease campus congestion due to
increased number of students outpacing facilities.
Funding should be available to purchase modern
resources such as computers, books, transporta-
tion, printing materials, and other technological
logistics to support distance and blended learning
education. Universities could provide professional
development training to faculty, and staff on the
best practices of teaching and computer literacy
using blended learning modules in their distance
learning programs. Human resources are critical
to distance education program, thus, effective
training will provide steady stream of experienced
personnel who will guide future activities on
distance learning policies (Saint, 1999).
Finally, universities and polytechnics could
collaborate with other universities to establish
networks that have the potential to identify the
challenges and the implementation of appropri-
ate strategies to help reduce it (Opoku, 2004).
To support e-learning implementation in higher
education, universities could partner with private
Internet service providers or corporate investors
to provide Internet and technology support to
students off campus. This could enhance reli-
able power supply, Internet service and efficient
bandwidth management for a successful distance
learning in Ghana. It is important for the university
administrators initiate efficient training programs
for faculty, technical staff and students. Effective
training will ensure consistent progress of the
educated and experienced personnel capable of
implementing and guiding future distance educa-
tion programs.
FUTURE RESEARCH DIRECTIONS
Distance learning has been considered an alterna-
tive educational strategy to decongest university
campuses and provide an opportunity for equal
access to tertiary education. It is a form of educa-
tion that helps to solve the growing demand for
153
21st Century Distance Learning in Sub-Saharan Africa
higher education and bridge the gap between those
living in the rural areas and in the cities. However,
distance learning faces challenges such as financial
constraints, inadequate infrastructural facilities,
shortage of skilled personnel, and government low
level of commitment that stifles efficient distance
learning programs to meet the growing demand
for student willing to receive higher education.
This chapter contributes to the trend of distance
learning and university education in Ghana. This
Chapter shows that distance learning has provided
opportunities for many people to have access to
university education and bridging the gap of human
resource development. Additionally, more women
have been admitted to the universities in Ghana,
as a result of the distance learning programs, for it
allows students to work and study with options of
class time and convenience (Frimpong Kwapong,
2012). The educational implication of this chapter
is that it shares information about the benefits and
challenges facing distance learning in Ghana as
well as strategies that can be used to solve the
problems. This chapter highlights the trend of
distance learning in Ghana and how it is deliv-
ered to students and the instructional pedagogy
involved. The chapter provides information about
various distance learning programs undertaken
by the various universities and online education,
models of instruction, benefits, challenges and
future directions of research. Future investiga-
tion could be conducted on the possibilities of
blended and online learning in the universities
and the challenges involved. Additional research
could be investigated on effective professional
development curriculum for faculty and staff on
distance education. Furthermore, future research
could investigate the perception of students and
students on distance and online learning.
CONCLUSION
It is important for policy makers and the govern-
ment to recognize the significance of distance
and blended learning in the promotion and qual-
ity of higher educational opportunities in Ghana.
Distance and blended learning will be the best
alternative to increase higher education oppor-
tunities for people willing to acquire education
but who cannot get access because of a variety
of inadequacies, infrastructure and space (Ayeh,
2008). Distance and blended learning programs
has led to academic and professional competence
of majority of people in higher education especially
teachers and other professionals. This study will
contribute as a secondary source for researchers
in the field of distance learning to know the ex-
isting trend of distance learning in sub-Saharan
Africa with special reference to Ghana. The
trend of distance learning with blended focus is
encouraging despite numerous challenges. For
example, distance learning is now highly utilized
in the emerging financial, educational and agri-
cultural sectors in Ghana (Effah, 2001; Oppong-
Mensah, 2009). Distance learning with blended
elements programs have crossed a new threshold
and culturally accepted by the people. The trend
seems to be promising with infusion of ICT into
all sectors of the economy with education being
the first priority.
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KEY TERMS AND DEFINITIONS
African Virtual University (AVU): Estab-
lished in 1997 as the first online university in
sub-Saharan Africa by the World Bank with its
headquarters in Nairobi, Kenya.
Asynchronous: Means students can learn the
same content (pre-recorded lecture, notes posted
online, Web-based simulation) at different times. It
could be an existing or occurring at the same time.
Blended Learning: Combines forms of
instructional technology (e.g., videotape, CD-
ROM, Web-based training, film) with face-to-face
instructor-led instruction depending on availability
and resources in the context of location.
Distance Learning: It is an educational pro-
cess in which, a large portion of the teaching, is
conducted by someone not in the classroom or in
space and or time from the learners. In distance
learning the instructor is either most of the time
out of class or minimal presence in the classroom
or place of instruction.
E-Learning: Comprise all forms of electroni-
cally supported learning and teaching.
Ghana: (Formerly Gold Coast) is a country
situated on the West Coast of Africa in the Gulf
of Guinea.
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21st Century Distance Learning in Sub-Saharan Africa
Higher Education: Education beyond sec-
ondary education that is provided by college or
university in Ghana.
Open and Distance Learning: Way of pro-
viding learning opportunities that is characterized
by the separation of teacher and learner in time
or place, or both time and place; learning that is
certified in some way by an institution or agency;
the use of a variety of media, including print and
electronic; two-way communications that allow
learners and tutors to interact; the possibility of
occasional face-to-face meetings; and a specialized
division of labour in the production and delivery
of courses (Common Wealth of Learning).
Synchronous: Means events that happen at the
same time for everyone, but can be online using
(Web conferencing or IM chats or offline. Not
going at the same rate or exactly together with
something else.