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Relevant bibliographies by topics / University College of Education (Winneba, Ghana)

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Academic literature on the topic 'University College of Education (Winneba, Ghana)'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "University College of Education (Winneba, Ghana)"

1

Dolphyne, Florence Abena. "African Perspectives on Programs for North American Students in Africa: The Experience of the University of Ghana–Legon." African Issues 28, no. 1-2 (2000): 28–33. http://dx.doi.org/10.1017/s1548450500006818.

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The University of Ghana is the oldest of the five universities in Ghana. The others are Kwame Nkrumah University of Science and Technology, the University of Cape Coast, the University College of Education in Winneba, and the University of Development Studies in Tamale. The last two are only three years old and do not as yet have student exchange programs with North American universities. Kwame Nkrumah University and the University of Cape Coast do have student exchange programs with a few North American universities.

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2

Ananga, Patricia. "Factors That Influence Instructors’ Integration of Social Media Platforms Into Higher Education Pedagogy in Ghana." Journal of Educational Issues 6, no. 2 (September 6, 2020): 118. http://dx.doi.org/10.5296/jei.v6i2.17367.

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Higher Education (HE) institutions have been exploring new approaches that will enable them to manage with the increasing demand of access to education. One key area is in the usage of new models, new innovations, and new ways of delivering the curriculum, connecting students with their instructors such as the use of Social Media (SM) in teaching. This paper examined the factors that influence instructors’ use of SM in Ghanaian HE pedagogy. The study employed the concurrent triangulation mixed method approach using questionnaire and semi-structured interview guide to obtain data from two hundred and thirty-five (235) instructors who were selected using the multistage sampling technique from the University of Education, Winneba (UEW) and the Ghana Technology University College (GTUC). The key findings point to the fact that instructors’ professional rank, intrinsic drive, functionality of SM platforms, user friendliness, motivation, ease of use of the SM platforms, access to internet connection and ease of communication in using the platforms were the factors that influenced instructors use of SM for teaching. The study concludes by indicating the implications of the findings for policy on the use of SM for delivering instruction in Ghana and recommends the need for HE authorities to come up with motivational packages that would encourage instructors to integrate SM into the pedagogy of HE in Ghana.

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Segbenya, Moses, and Ernest Osei Bonsu. "Performance Appraisal and Employee Development in the University of Education, Winneba, Ghana." International Journal of Business and Management 14, no. 8 (July 7, 2019): 83. http://dx.doi.org/10.5539/ijbm.v14n8p83.

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The study examined performance appraisal (PA) and employee development in the University of Education, Winneba. The concurrent triangulation strategy or design from the pragmatic perspective was adopted for the study. A multi-stage sampling technique such as simple random, stratified and purposive sampling techniques were used to sample of 159 from a population of 271 (comprising 61 senior members and 210 senior staff) administrative staff of the University of Education, Winneba. Data collection instruments were questionnaire and unstructured interview guide. Quantitative data was analysed with frequencies, percentages, means and standard deviations, and Pearson correlation matrix. Pattern matching was used to present the qualitative data after coding and thematic analysis. The study found that administrative staff of the University were not satisfied with the present ranking PA method or system in vogue. Respondents strongly endorsed the need for 360-degree feedback PA system because it provides feedback from multiple sources and had a statistically positive significant relationship with employee development and performance. It was recommended that the management of the division of the human resource of the university should gradually phase out the existing performance appraisal system and introduce the 360-degree feedback performance appraisal system.

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4

Dovonou, Franck, and Berit Stoppa. "DaF-Unterricht in Ghana: Geschichte, Status quo und Perspektiven am Beispiel der University of Education, Winneba (UEW)." Informationen Deutsch als Fremdsprache 46, no. 6 (December 2, 2019): 736–48. http://dx.doi.org/10.1515/infodaf-2018-0092.

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ZusammenfassungDer vorliegende Artikel befasst sich mit der Stellung der deutschen Sprache im ghanaischen Bildungssektor, mit Fokus auf die tertiäre Bildung, und arbeitet die Relevanz der Sprache für Ghana heraus. Einige Versuche von verschiedenen Einzelpersonen sowie Institutionen, die deutsche Sprache in Ghana zu fördern, wurden in der Vergangenheit unternommen, aber nur wenige konnten Erfolge vorweisen. Diese holprige Reise der deutschen Sprache in Ghana wird im vorliegenden Artikel aufgezeigt und mit Erfahrungsberichten der Autoren untermauert. Zunächst wird ein kurzer Einblick in die ersten Schritte des Deutschunterrichts in Ghanas Geschichte gegeben und ein Überblick über die Sprachlernmöglichkeiten auf allen Bildungsebenen vorgenommen, die es derzeit in Ghana gibt. Hierauf folgt eine Beschreibung der Entwicklung des Fremdsprachenunterrichts für DaF an der University of Education, Winneba. Im Fazit werden mögliche Perspektiven für den Deutschunterricht in Ghana aufgezeigt.

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5

Owusu-Ansah, Christopher M., Antonio Rodrigues, and Thomas Van Der Walt. "Factors Influencing the Use of Digital Libraries in Distance Education in Ghana." Libri 68, no. 2 (June 26, 2018): 125–35. http://dx.doi.org/10.1515/libri-2017-0033.

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Abstract The purpose of this study was to explore the extent to which individual factors such as academic tasks, preference for print sources and information skills influence distance learners’ use of digital libraries in a teacher distance education programme at the University of Education, Winneba in Ghana. The population of the study consisted of 1,834 distance students and from a sample size of 641 distance learners spread across three distance study centers, namely, Winneba (247), Kumasi (276) and Asante-Mampong (118). A total of 453 (70.67 percent) distance learners, selected randomly, completed a 31-item questionnaire. In addition, 30 distance education tutors, four coordinators and four librarians were purposively selected to participate in the study. The findings showed that academic tasks of distance learners did not require them to use digital library resources, which resulted in low or no academic use of digital libraries. The findings also pointed to a high preference for print resources among distance learners which resulted in the low use of digital library resources. Finally, it was noted that even though most of the distance learners possessed basic ICT skills, this did not result in their of use of digital library resources. To improve digital library use in distance education, it is recommended that academic librarians seek and foster collaboration in teaching information literacy and library instruction in distance education, an approach which must be backed by a policy that mandates the use of (digital) library scholarly resources in teaching and learning in distance education. It is also recommended that the Centre for Distance Education and the University Library collaborate to offer training programmes in specific digital resources and general information literacy courses for all distance education stakeholders in the university to boost digital library use.

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Qua-Enoo, Albert Arthur, Brandford Bervell, Paul Nyagorme, Valentina Arkorful, and John K. E. Edumadze. "Information Technology Integration Perception on Ghanaian Distance Higher Education: A Comparative Analysis." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 304–29. http://dx.doi.org/10.26803/ijlter.20.2.17.

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This study examined students’ perception on the integration of Information Technology (IT) in Ghanaian distance Education, and provided a comparative analysis of the levels of integration among public universities in Ghana. The research was conducted at the distance learning centres of the 4 major public universities, namely: University of Ghana (UG), University of Cape Coast (UCC), University of Education, Winneba (UEW) and Kwame Nkrumah University of Science and Technology (KNUST). Questionnaires were used to collect data from a sample of 297 students, using a cluster sampling technique and the data were analysed using One-Way ANOVA and chi-square statistics. The study showed that although computer literacy among distance learners was high, technology integration was low and varied among the institutions. Smart phones were the major internet access devices. The online learning tools for self-efficacy were vital to IT integration. Based on the gathered results, recommendations such as implementing a robust national IT infrastructure, among others, were provided for reflection by higher education institutions offering distance education in Ghana.

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Aggrey, Peter Kwegyir. "Assessment of Staff Retention in Private Universities in Ghana: A Study of the Perez University College, Winneba." Journal of Education and e-Learning Research 3, no. 4 (December 1, 2016): 130–37. http://dx.doi.org/10.20448/journal.509/2016.3.4/509.4.130.137.

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8

Segbenya, Moses, and Titus Berisie. "The Effect of Training and Development on the Performance of Senior Administrative Staff at the University of Education, Winneba, Ghana." International Journal of Business and Management 15, no. 2 (January 13, 2020): 49. http://dx.doi.org/10.5539/ijbm.v15n2p49.

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The study examined the effect of training and development on senior administrative staff’s performance at the University of Education, Winneba, Ghana. Quantitative approach and the descriptive survey research design were adopted for the study. Simple random sampling technique was used to sample 152 respondents from a population of 357 using Yamane’s formula for determining sample size. Self- administered closed ended questionnaire was used as the data collection instrument and data was analysed with frequencies, percentages, person correlation, standard regression, t-test and analysis of variance.  The study found that training and development techniques used were job rotation and study leave with pay. There was general lack of support from supervisors and colleagues for trainees to transfer skills/knowledge acquired unto their jobs. Training and development significantly relate and affect employees’ performance. It was recommended that management of human resource department of the University of Education, Winneba should adopt some other training and development techniques like mentoring and coaching; and provide the needed resources and encourage work colleagues and supervisors to create the enabling environment and provide the necessary support for trainees to be able to transfer skills acquired through training and development unto their jobs.

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Amoatemaa, Abena. "The Perception of Staff on Hawking at the College of Technology Education, University of Education, Winneba." Advances in Research 13, no. 2 (January 25, 2018): 1–8. http://dx.doi.org/10.9734/air/2018/37920.

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Amoatemaa, Abena, Dorcas Kyeremeh, and Yarhands Arthur. "Students Perception of Campus Safety: A Case of Kumasi Campus of University of Education, Winneba, Ghana." Asian Research Journal of Arts & Social Sciences 3, no. 1 (January 10, 2017): 1–9. http://dx.doi.org/10.9734/arjass/2017/32265.

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Books on the topic "University College of Education (Winneba, Ghana)"

1

Ghana English Studies Association. Inaugural meeting. English in Ghana: Proceedings of the Inaugural Meeting of the Ghana English Studies Association, held at the University College of Education, Winneba, June 13-15, 1996. Accra: The Association, 1997.

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ICM/T policies and strategies. [Accra]: Ghana AGRIS Pilot Project, 2009.

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Association, Ghana English Studies. English in Ghana: Proceedings of the Inaugural Meeting of the Ghana English Studies Association, held at the University College of Education, Winneba, June 13-15, 1996. The Association, 1997.

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Book chapters on the topic "University College of Education (Winneba, Ghana)"

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Appiah-Adjei, Gifty. "Journalism Education and Ethnic Journalism in Ghana: The Case Study of Ghana Institute of Journalism and University of Education, Winneba." In Palgrave Studies in Journalism and the Global South, 23–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76163-9_3.

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Madichie, Nnamdi O., Masud Ibrahim, Diyawu Rahman Adam, and Yazidu Ustarz. "Entrepreneurial Intentions Amongst African Students: A Case Study of the University of Education, Winneba, Ghana." In Entrepreneurial Universities, 169–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48013-4_8.

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Kobo, Ousman Murzik. "Islamic Institutions of Higher Learning in Ghana: The Case of the Islamic University College." In Muslim Institutions of Higher Education in Postcolonial Africa, 179–91. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_11.

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4

Asunka, Stephen. "Use of Social Media for Knowledge Sharing by Instructors in a Higher Education Institution." In Social Media for Knowledge Management Applications in Modern Organizations, 116–43. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2897-5.ch006.

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Against the backdrop that universities are required to generate and disseminate relevant and applicable knowledge for the general good, and with the understanding that social media can be an effective vehicle for such knowledge sharing practices, this study explored the use of social media for knowledge sharing by academics at a university college in Ghana. The study thus examined how instructors use social media for sharing academic knowledge, the factors that promote such knowledge sharing practices, and the barriers to effective knowledge sharing in the academic environment. 47 instructors participated by completing an online questionnaire, whilst 7 participated in focus group discussions. Findings reveal a regular, though not daily, use of social media platforms for academic knowledge sharing. Personal, technological and institutional factors were determined to be contributing in fostering as well as hindering such activities. Implications of these findings as well as suggestions for future research are accordingly discussed.

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Conference papers on the topic "University College of Education (Winneba, Ghana)"

1

Antwi-Boampong, Ahmed. "FACULTY PERSPECTIVES ON BARRIERS OF BLENDED-LEARNING ADOPTION: A GHANA TECHNOLOGY UNIVERSITY COLLEGE CASE STUDY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2210.

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Antwi-Boampong, Ahmed. "INSTITUTIONAL PERSPECTIVE OF DRIVERS INFLUENCING THE ADOPTION OF BLENDED LEARNING IN HIGHER EDUCATION: THE CASE OF GHANA TECHNOLOGY UNIVERSITY COLLEGE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2211.

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