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Assessing Infrastructure, Resources, Policies, and Faculty Preparedness for Open, Distance, and Technology-Enabled Learning at TACE: A Baseline Study
Abstract
The study evaluated the infrastructure, resources, policies, and faculty preparedness at Tamale College of Education (TACE) regarding open, distance, and technology-enabled learning. It analyzed the college's existing systems and examined administrators' and teaching staff's perceptions of incorporating technology into professional development programs. A survey of 490 in-service teachers revealed a majority were male (344, 70.2%) and a smaller proportion female (146, 29.8%). Findings indicate that TACE has made progress in integrating technology, possessing basic infrastructure like computer labs and internet connectivity, and developing a digital learning platform. However, challenges remain in computer availability and internet access, especially in remote areas. Faculty preparedness varied; some educators demonstrated high digital literacy and enthusiasm, while others required further training to effectively use technology. Additionally, TACE lacks a comprehensive policy framework for open, distance, and technology-enabled learning. Establishing clear guidelines, support mechanisms, and incentives could promote innovation and technology adoption in professional development programs.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 6664
Country
Ghana
Region
Africa
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Adobe PDF, 560.2 KB
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)