Dissertations On Barriers To Collaborative Education

Dissertations On Barriers To Collaborative Education-74
In this thesis work, BL models were studied and the pertinent ones were adopted and modified for application in a case study involving the handling of two courses—Computer Literacy at Sunyani Polytechnic and Computer Networking at Kwame Nkrumah University of Science and Technology (KNUST) all in Ghana.In the models, students’ performance in terms of their end-of-semester examination results, were used as the output.

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Visit the Website The focal point of this study was to evaluate student support services, provided at the northern campus of the University of Namibia, from a student perspective.

A combination of both quantitative and qualitative methodologies was chosen and data were collected by means of a literature review and a questionnaire, supplemented with open-ended questions.

The purpose is to investigate and to compare the impact of distance and conventional education on the performances of learners in a postgraduate degree program (B. (Hons) with specialization in Education Management, assessed in terms of access, delivery and output.

It explored documents that were both at the macro (Government Policy documents) and macro (University’s / Faculty documents) with the aim of answering the main research question, with other identified sub-research questions that have been raised.: What is the comparison between the impact of distance and conventional education on the performances of learners in a postgraduate BEd (Hons) degree program with specialization in Education Management, when assessed in terms of access, delivery mode and output?

In this study, a literature review critically analysing electronic methods as a means of delivering instruction on Taxation in South Africa was performed.

The major issues currently facing the e-learning environment were identified, along with the possible solutions to these issues.

The results showed that Open and Distance Learning institutions in the world should practise and enhance sound academic, administration and logistics management systems to help students in remote rural areas.

CES-UNAM has a challenge to ensure that students in remote rural areas are adequately supported.

Visit the Website This research studies and documents the barriers to remote rural students' access of distance education support services offered by the centre for external studies at the University of Namibia The intent of the researcher is to investigate the question: What barriers do remote rural students face when accessing student support services offered by the CES-UNAM The purpose of the study is to promote the growth of open and distance learning in the area of student support for students in the remote areas of Caprivi and Kavango regions in Namibia.

The aim of the research is to provide evidence that open and distance learning students in remote rural areas face academic, administrative and logistics, personal and natural disasters as barriers as they study through the Centre for External Studies, University of Namibia.

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