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Topic: A Comparison of Teaching and Learning Pedagogies in Distance Education

at the University Of Ghana, And Massey University, of the University Of New


Zealand
Bossu, C., Bull, D., & Brown, M. (2012). Opening up Down Under: the role of open educational
resources in promoting social inclusion in Australia. Distance Education, 33, 151-164.
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Kinshuk. (2003). Online Education at Massey University in New Zealand. Educational
Technology, 43, 59-64.
Nafukho, F. (2007). The place of e-learning in Africas institutions of higher learning. Higher
Education Policy, 20, 19-43.
Oteng-Ababio, M. (2011). DOOR OF HOPE OR DESPAIR: Students' Perception of Distance
Education at University of Ghana. Turkish Online Journal of Distance Education
(TOJDE), 12, 241-258.
Sam-Tagoe, J. (2007) Teachers Perception and Needs of Distance Education in Ghana. Journal
of Educational Studies, 3, 393-410.
Tagoe, M. (2012). Students' perceptions on incorporating e-learning into teaching and learning at
the University of Ghana. International Journal of Education & Development Using
Information & Communication Technology, 8, 91-103.
Tagoe, M., & Abakah, E. (2014). Determining distance education students' readiness for mobile
learning at University of Ghana using the Theory of Planned Behavior. International
Journal of Education & Development Using Information & Communication Technology,
10, 91-106.

Taipjutorus, Widchaporn (2014) The relationship between learner control and online learning
self-efficacy: A thesis presented in partial fulfilment of the requirements for the degree of
Doctor of Philosophy in Education at Massey University, Manawatu, New Zealand
Ye, Jun (2008), A reusable peer-to-peer conversation tool for online second language learning:
a thesis presented in partial fulfilment of the requirements for the degree of Master of
Information Science in Computer Science at Massey University, Massey University
Palmerston North, New Zealand.
Zepke, N., & Leach, L. (2002). Appropriate Pedagogy and Technology in a Cross-cultural
Distance Education Context. Teaching In Higher Education, 7, 309-321.
doi:10.1080/13562510220144806

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