Conceptualizing the Implementation of Distance Learning System at the Higher Teacher’s Training College of Maroua (Cameroon)

doi:10.20431/2349-0381.0405006

Cited by 1 publication

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“…To ensure that effective training continued, the Ministries of Basic and Secondary Education in a joint order requested an intensification of the use of the blended learning strategy (Akumbu, Teneng & Ngu, 2020;Béché, 2020). With interruptions in the traditional in-class learning, the low level of appropriation of digitalization by Cameroon teachers (Akumbu et al citing Josue, 2007;Béché, 2013Béché, , 2017Karsenti, 2009;Mbangwana, 2008;Ndongfack, 2015;Njebakal & Teneng, 2017), it became necessary to examine the extent to which the blend of the distance learning, self-directed learning, flipped, and teacher-directed learning modes influence student teacher's acquisition of the required professional skills during the crisis period. The influence of the blended learning strategy on elementary student-teachers' professional development during the crisis period was the gap in knowledge that this study sought to fill.…”

Section: Statement Of the Problemmentioning

confidence: 99%

Blended Learning and Professional Development of Student-Teachers in the English- Speaking Regions of Cameroon

Isidor,

Kibinkiri

2023

JETM

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Aim: This study examined blended learning and the professional development of student-teachers in the two English-speaking regions of Cameroon, within the context of the socio-political crisis and the COVID-19 pandemic. Methods: The argument for this study anchored on Vygotsky’s Social Constructivism Theory, Tchombe’s Mediated Mutual Reciprocity Theory, Harasim’s Online Collaborative Learning Theory, Garrison’s Self-directed Learning Model, and Pavlov’s Classical Conditioning Theory. A cross-sectional survey research design, with a quantitative approach for data collection was used. A sample of 288 student-teachers, derived using two probability (proportionate stratified and simple random) sampling techniques and one non-probability (purposive) sampling technique, participated in this study. A 39-item self-designed structured blended learning questionnaire for student teachers was used to collect data. The data obtained were analyzed using both descriptive and inferential statistics. The Principal Component Analysis and Ordinary Least Squares Regression Model were used to test the specific null hypotheses. Results: Findings showed that, teacher-directed learning has a positive but insignificant influence on student-teachers’ professional development (Coef. .0009534; P>t=0.988), distance learning has a negative but significant influence on student-teachers’ professional development (Coef. -.1169*; P>t=0.072), self-directed learning (Coef. .1985***; P>t=0.002 and flipped learning (Coef. .23711***; P>t=0.000) both have a positive and significant influence on student-teachers’ professional development. Conclusion: The study conclude that blended learning has a significant influence on the professional development of student teachers in the English-speaking regions of Cameroon. Recommendation: The study recommend that the blended learning strategy with relevant objectives and content be provided in the training of student-teachers, as well as the training of teacher-trainers on the didactics of the blended learning model integrating information and communication technologies.

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