Perceptions of adult learners\u27 readiness in Ghana for online instructions in higher education

Online learning has become an integral component of higher education in the 21st century. Harnessing this potential has resulted in an increase in enrollment without the corresponding wear and tear on main campus infrastructure. Many institutions of higher education have incorporated online learning into their programs while recognizing that online learners are more likely to be adult students. As such, adult learners must have basic online skills that make them ready for online learning. Also, online programs should be guided by andragogy -- a unique approach to educating the adult learner. And the adult learner must want to stay in an online program. For this reason, this study evaluated the perceptions of adult learners\u27 readiness, the extent to which instruction in Ghanaian universities employ andragogical principles online and, whether learners preferred online to traditional instruction. Findings from the study showed that only two variables (gender and educational background) were perceived to have had any significant influence on adult learners \u27readiness\u27 for online instruction

Assessing Willingness to pay for Information Delivery among Rural Women in Ghana

Abstract—This study used rural household survey datacollected from 1000 female household heads randomlyselected from all the ten administrative regions in Ghana toexamine rural women’s willingness to pay for informationdelivered via three technologies – community radio, privateradio, and extension agents. A contingent valuation methodwas used for the study.Household expenditures, household education, andmembership in community organizations emerged as theprincipal factors influencing rural women’s willingness topay for the various information technologies. This point tothe need to cast rural empowerment policies and programswithin the broader poverty reduction policies ofgovernment