Managing the Paradigm Shift to E-Learning in Distance Education (A Case Study at CoDE, UCC)
study sought to find out how e-learning staff in the College of Distance
Education of University of Cape Coast (CoDE, UCC) are prepared and vested in
the management of paradigm shift to e-learning. Diagrams of Educational
Management Paradigm of the past and that of today were looked at. There have
been a number of earlier comparative studies e.g. Peter’s(2003) which indicate
that paradigm shift includes a transition from modern curricula to post-modern
curricula. The population for the study consisted of all 15 staff of CoDE in
UCC who are managing the e-learning platform. All the 15 staff were used as the
sample for the study. The instrument used for data collection was an interview
guide. Data were analysed using themes. All the respondents agreed that e-learning
platform is a forum for knowledge sharing and it is also a space for
collaboration and interactivity. They also agreed that the Goal of e-learning
is to create a transformative learning environment. They also stated that they
have the skills in implementing e-learning at CoDE in UCC. However, their main
challenges were that students are not given the chance to control e-learning
platform. It is recommended that staff should be very clear about their
multiple roles they are prepared for and take on while implementing e-learning.
The staff should also have the corresponding changing role-related skills and
competencies in order to provide high quality platform for distance learners.
 Anderson, T. (2005). Distance learning – Social software’s killer app?
Retrieved: September 18, from: http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20Anderson.pdf
 Arsun, O. I. & Kuru, S. (2006) Innovative, Inclusive, Interactive
& Intercultural learning campus Draft Exploitation Model. In: O.I. Arsun
& S. Kuru (edt.) Retrieved: March 12, 2007 from:http://edu.wu-wien.ac.at/icamp/fileadmin/deliverables/D5.2_icamp_exploitation-
 Bates, T. (2005). Technology e-learning and Distance Education.(2nd Edition).
 Beaudoin, M. (1990) The Instructor’s Changing Role
in Distance Education. The American Journal
of Distance Education, 4(2), (1990)
 Berge, Z. L. (1992). The Role of the Online
Instructor/facilitator Retrieved from http://www.emoderators.com/moderators/teach_online.html
 Borja, B. and Rhea R. (2005). Cyber Schools’ Status.
Education Week.1 (24)35.
 Bracher, M. (2009). Radical Pedagogy: Identity,
Generativity, and Social Transformation. New York & Hampshire: Palgrave
 Darmaningtyas (D.E.) & Subkhan, E. (2012). Manipulasi
Kebijakan Pendidikan. Yogyakarta: Resist Book.
 Davis, N.E. & Roblyer, M.D. (2005). Preparing
Teachers for the Schools That Technology Built. Journal of Research on Technology in Education. 3(7)4.
 De Lissovoy, N. (2008). Power, Crisis, and
Education for Liberation: Rethinking Critical Pedagogy. New York & Hampshire: Palgrave Macmillan.
 Feenberg, A. (2002). Transforming Technology: A
Critical Technology Revisited. Oxford: Oxford University Press.
 Freire, P. (2005). Pedagogy of the Oppressed.
30th Anniversary Edition. New York & London: Continuum.
 Garrison, D. R. and Shale, D. “Mapping the
Boundaries of Distance Education: Problems in Defining the Field”, American Journal of Distance Education,
 Gray, D. L. “Virtual High Schools: A Case Study to
Explore Why Students, Parents, and Teachers Choose This Type of Alternative
Education”, Doctorial Dissertation, University of Denver, (2005) “K-12 Issues
News, Reviews, Resources, and Tools Technology Teaching”, retrieved from
 Keegan, D. “Problems in Defining the Field of
Distance Education”, American Journal of Distance
Education, 2(2), (1988)
 Knowles, M.S. “The
Modern Practice of Adult Education: From Pedagogy to Andragog”, Prentice
Hall, Englewood Cliffs, NJ, (1980)
 Moore, M. G. and Anderson, W. G., “Handbook of
Distance Education”, Mahwah, NJ, (2003)
 Moore, M. G. “Constructivists: Don’t Blame the Tools”, American Journal of Distance Education
(18)2, 67-72, (2004)
 Moore, M. and Kearsley, G., “Distance Education A Systems View”, Thomson Wadsworth, (2005)
 Muirhead, B. “Practical Strategies for Teaching
Computer-Mediated Classes”, Ed Journal (15)50(2001),retrievedfromhttp://www.usdla.org/html/journal/may01_Issue/article02.htl.
 Rothermel, M. “Development and Management of Virtual
Schools: Issues and Trends”, The Quarterly Review of Distance Education (6)2,
pps 173-176, (2005)
 Sellers, R. “Learning to Teach in a Virtual
Environment: A Case Study of the Louisiana Virtual Classroom Teachers”,
Doctoral dissertation, Louisiana State University, (2001)
 Sherry, L. “Issues in Distance Learning”. International Journal of Educational Telecommunications
1(4), 337-365, (1995)
 Smith, T. C., “Fifty-One Competencies for Online
Instruction”, Journal of Educators
Online, (2)2, (2005)
 Tam, M. “Constructivism, Instructional Design, and
Technology: Implications for Transforming Distance Learning”, Educational
Technology and Society (3)2, (2000)
 Wolf, P. D. “Best Practices in the Training of
Faculty to Teach Online”, Doctorial Dissertation, University of Maryland,