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- W1679271483 abstract "This study adopted a qualitative case-study approach to examine the attitudes, experiences, and perceptions of undergraduate students who were enrolled in an online, collaborative learning course at a Ghanaian private university. Data sources included surveys, student and instructor journal entries, email records, individual interviews, and Web-server logs. The study found that the students did not respond favorably to online constructivist teaching approaches such as asynchronous discussions and ill-structured project-based learning activities, and perceived collaborative online learning within their context as a complex, more demanding and time-consuming experience." @default.
- W1679271483 created "2016-06-24" @default.
- W1679271483 creator A5044205195 @default.
- W1679271483 date "2008-10-21" @default.
- W1679271483 modified "2023-10-03" @default.
- W1679271483 title "Online Learning in Higher Education in Sub-Saharan Africa: Ghanaian University students' experiences and perceptions" @default.
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- W1679271483 doi "https://doi.org/10.19173/irrodl.v9i3.586" @default.
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