TITLE:
Blended Learning Model: A Practical Approach for the Professional Development of University Students in Cameroon
AUTHORS:
Kibinkiri Eric Len
KEYWORDS:
Blended Learning, Face-to-Face Mode, Online Learning, Self-Learning, Social Presence, Cognitive Presence, Teaching Presence, Professional Development
JOURNAL NAME:
Creative Education,
Vol.10 No.3,
March
15,
2019
ABSTRACT: The consistent increase in student population in university campuses without a corresponding infrastructural development and consequently limited professional competences developed motivated the researcher to carry out this study. Related literature based on blended learning, distance education and professional development constituted the conceptual framework of the work. The Goal Theory and the Theory of Change were used to give meaning to the problem of study. Qualitative approach was applied to carry out the study. The target population consisted of graduates of the Distance Education programme (2016/2017 graduation batch). The accessible population was made up of graduates of Yaounde Study Centre. Interviews were carried out with eight (8) cases that were selected using purposeful sampling technique. The data collectedwereanalysed thematically following the objective of the study. Overall results of the study revealed that the blended learning model influencedprofessional development of university students in Cameroon. The results have shown that students are more comfortable with face-to-face learning mode as compared to online learning mode and self-learning mode. Consequently, recommendations are made to universities to adopt this model in their training programmes.