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  • CSEDU_2020_155_CR

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Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

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Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach. / Adamu, Muhammad Sadi; Benachour, Phillip.
Proceedings of the 12th International Conference on Computer Supported Education: (CSEDU 2020). SciTePress, 2020. p. 188-199.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Harvard

Adamu, MS & Benachour, P 2020, Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach. in Proceedings of the 12th International Conference on Computer Supported Education: (CSEDU 2020). SciTePress, pp. 188-199. https://doi.org/10.5220/0009576001880199

APA

Adamu, M. S., & Benachour, P. (2020). Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach. In Proceedings of the 12th International Conference on Computer Supported Education: (CSEDU 2020) (pp. 188-199). SciTePress. https://doi.org/10.5220/0009576001880199

Vancouver

Adamu MS, Benachour P. Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach. In Proceedings of the 12th International Conference on Computer Supported Education: (CSEDU 2020). SciTePress. 2020. p. 188-199 doi: 10.5220/0009576001880199

Author

Adamu, Muhammad Sadi ; Benachour, Phillip. / Blended eLearning Systems in Nigerian Universities : A Context Specific Pedagogical Approach. Proceedings of the 12th International Conference on Computer Supported Education: (CSEDU 2020). SciTePress, 2020. pp. 188-199

Bibtex

@inproceedings{4dc24ce8350c44cf83fae633b924c2e4,
title = "Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach",
abstract = "With the surge in information technology globally, recent efforts in sub-Saharan Africa have sought to decolonise and revitalise the process and practice of using technology for/in education, and specifically the development of context-specific pedagogies. This paper presents an analysis of the perspectives of students,lecturers and education managers regarding the blended approach to the use of technology for teaching, learning and management of educational processes. Using a range of interviews, focus group discussions, and rapid ethnography, we report on conflicting ideas and issues that point to the motive for blending, the sort of tools available and adopted, the teaching processes and learning activities the tools support, and where improvement is needed to drive acceptance and use. Findings indicate the relevance of understanding the complexities of the mundane practices of using technology in postcolonial education.",
author = "Adamu, {Muhammad Sadi} and Phillip Benachour",
year = "2020",
month = may,
day = "2",
doi = "10.5220/0009576001880199",
language = "English",
isbn = "9789897584176",
pages = "188--199",
booktitle = "Proceedings of the 12th International Conference on Computer Supported Education",
publisher = "SciTePress",

}

RIS

TY - GEN

T1 - Blended eLearning Systems in Nigerian Universities

T2 - A Context Specific Pedagogical Approach

AU - Adamu, Muhammad Sadi

AU - Benachour, Phillip

PY - 2020/5/2

Y1 - 2020/5/2

N2 - With the surge in information technology globally, recent efforts in sub-Saharan Africa have sought to decolonise and revitalise the process and practice of using technology for/in education, and specifically the development of context-specific pedagogies. This paper presents an analysis of the perspectives of students,lecturers and education managers regarding the blended approach to the use of technology for teaching, learning and management of educational processes. Using a range of interviews, focus group discussions, and rapid ethnography, we report on conflicting ideas and issues that point to the motive for blending, the sort of tools available and adopted, the teaching processes and learning activities the tools support, and where improvement is needed to drive acceptance and use. Findings indicate the relevance of understanding the complexities of the mundane practices of using technology in postcolonial education.

AB - With the surge in information technology globally, recent efforts in sub-Saharan Africa have sought to decolonise and revitalise the process and practice of using technology for/in education, and specifically the development of context-specific pedagogies. This paper presents an analysis of the perspectives of students,lecturers and education managers regarding the blended approach to the use of technology for teaching, learning and management of educational processes. Using a range of interviews, focus group discussions, and rapid ethnography, we report on conflicting ideas and issues that point to the motive for blending, the sort of tools available and adopted, the teaching processes and learning activities the tools support, and where improvement is needed to drive acceptance and use. Findings indicate the relevance of understanding the complexities of the mundane practices of using technology in postcolonial education.

U2 - 10.5220/0009576001880199

DO - 10.5220/0009576001880199

M3 - Conference contribution/Paper

SN - 9789897584176

SP - 188

EP - 199

BT - Proceedings of the 12th International Conference on Computer Supported Education

PB - SciTePress

ER -