Samuel Amponsah
Biographic Data
| ID | 1549075 |
|---|---|
| NAME | Samuel Amponsah |
| GIVEN NAMES | Samuel |
| FAMILY NAME | Amponsah |
| SIGNATURE | AMPONSAH S |
| AFFILIATIONS | University of Ghana |
| ORCID | 0000-0002-4303-4863 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A Systematic Review of Ethical Integration of Generative AI in Higher Education
The rapid expansion of generative AI (GenAI) in higher education offers transformative opportunities but raises complex ethical concerns that demand rigorous examination. The existing literature is dominated by Global North perspectives, with African contexts accounting for only 11.4% of studies and Ghana for only 2.8%, leaving significant gaps in understanding ethical GenAI integration in post-colonial, multilingual and resource-constrained envi…
Evaluating the teaching ‘fitness’ of Ghanaian teachers with disabilities to instruct online in a pandemic era
Societal relevance of higher education
An Afrocentric framework of higher education societal relevance is proposed. • African indigenous knowledge systems can rejuvenate higher education relevance. • Higher education relevance as multidimensional, multiscalar and dynamic. • An alternative to the colonial higher education model proposed. • Aligns with decolonization movements, Pan Africanism and sustainable development. Recognizing the colonial legacy of African higher education, which…
Global citizenship education curriculum through the lens of Indigenous knowledge systems
Addressing the role of technology in internationalization at a distance
The past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub‐Saharan Africa, due to increased use of digital technologies and high de…
Adult learning and education for expanding access to higher education
Achieving human potential through community learning centres in Ghana
This article uses Sen's Capabilities Approach (CA), which prioritises access and equality, to critically investigate distance education (DE) programmes in the community learning centres (CLCs) as a programme that sheds light on how to best promote a community's residents' quality of life in Ghana. According to this study, encouraging distance learning in CLCs can have an impact on community development. To investigate how DE in CLCs aids communit…
Professional development among in-service teachers
While research indicates that teachers’ continuing professional development (TCPD) is highly significant for the successful implementation of effective classroom instruction, few research studies to date have explored the role of TCPD in Ghana. This paper aims to map the pathways of TCPD for in-service teachers in Ghana while exploring the motivations and coping strategies of these adult learners. The study employs a cross-sectional survey design…
An exploratory study of instructors' perceptions on inclusion of culturally responsive pedagogy in online education
The rapid growth of diverse learners in online learning has made it imperative for online instructors to incorporate multicultural resource curricula and instructional activities. This research aimed to explore online instructors' perceptions of culturally responsive pedagogy in online education; examine how instructors integrate culturally responsive pedagogy strategies in the online learning environment; and explore the challenges in facilitati…
African philosophy for successful integration of technology in higher education
Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology‐enhanced teaching an…
Technology integration in higher education in Africa
The ‘shadow pandemic’ in online learning
The emergence of COVID-19 accelerated the integration of digital technologies in teaching and learning to expand access to education. However, one cannot ascertain if visually impaired students learning online benefited from this innovation, a phenomenon this netnographic study explored. Social media tools were used to interview 12 visually impaired students from a Ghanaian and an Egyptian higher education institution. Analysis of the data reveal…
Akan folklore as a philosophical framework for education in Ghana
Philosophies of education serve as frameworks for producing lifelong learners and a knowledgeable and skilled human workforce who brace up their societies for changes in the 21st century. However, the Ghanaian education system continues to relegate its rich Indigenous philosophies to the back burner, favouring Western educational philosophies to drive its educational policies and practices. Ghana cannot continue to pursue a lifelong education age…
Core conceptual features of successful blended learning in higher education
COVID-19 has “taught” universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately expl…
Coping experiences of graduate students on full-time employment and full-time academic programmes
There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structure…
Exploring the dominant learning styles of adult learners in higher education
Ghanaian mature students’ motivation to pursue degree programmes through distance education
Coping experiences of graduate students on full-time employment and full-time academic programmes
There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structure…
Exploring the dominant learning styles of adult learners in higher education
Ghanaian mature students’ motivation to pursue degree programmes through distance education
Akan folklore as a philosophical framework for education in Ghana
Philosophies of education serve as frameworks for producing lifelong learners and a knowledgeable and skilled human workforce who brace up their societies for changes in the 21st century. However, the Ghanaian education system continues to relegate its rich Indigenous philosophies to the back burner, favouring Western educational philosophies to drive its educational policies and practices. Ghana cannot continue to pursue a lifelong education age…
Ghanaian mature students’ motivation to pursue degree programmes through distance education
Coping experiences of graduate students on full-time employment and full-time academic programmes
There are full-time employed graduate students who undertake full-time studies at universities in other countries but there is minimal documentation of such engagements in Ghana. This study explored the coping experiences of full-time workers who are pursuing full-time graduate studies in a Ghana higher institution. Purposeful sampling was deployed to recruit ten graduate students from whom information was gathered using one-on-one semi-structure…
Exploring the dominant learning styles of adult learners in higher education
Core conceptual features of successful blended learning in higher education
COVID-19 has “taught” universities worldwide that using digital technologies to support purely online or blended learning is a survival strategy. This lesson plus the inclusion of technology in continental, national, and university policies and strategic plans implicate significant technology integration, especially blended learning, in higher education in the post-pandemic era. However, there lacks sound theoretical frameworks to adequately expl…
Professional development among in-service teachers
While research indicates that teachers’ continuing professional development (TCPD) is highly significant for the successful implementation of effective classroom instruction, few research studies to date have explored the role of TCPD in Ghana. This paper aims to map the pathways of TCPD for in-service teachers in Ghana while exploring the motivations and coping strategies of these adult learners. The study employs a cross-sectional survey design…
An exploratory study of instructors' perceptions on inclusion of culturally responsive pedagogy in online education
The rapid growth of diverse learners in online learning has made it imperative for online instructors to incorporate multicultural resource curricula and instructional activities. This research aimed to explore online instructors' perceptions of culturally responsive pedagogy in online education; examine how instructors integrate culturally responsive pedagogy strategies in the online learning environment; and explore the challenges in facilitati…
African philosophy for successful integration of technology in higher education
Due partly to the multimodal and multiscalar nature of technology applications, there lacks theories to explain successful technology integration in teaching and learning in higher education. Such multidisciplinary theories developed primarily within Western contexts as behaviourism, cognitivism, constructivism, connectivism, collaborationism, TPACK framework and authentic learning theory have been used to underpin technology‐enhanced teaching an…
Technology integration in higher education in Africa
The ‘shadow pandemic’ in online learning
The emergence of COVID-19 accelerated the integration of digital technologies in teaching and learning to expand access to education. However, one cannot ascertain if visually impaired students learning online benefited from this innovation, a phenomenon this netnographic study explored. Social media tools were used to interview 12 visually impaired students from a Ghanaian and an Egyptian higher education institution. Analysis of the data reveal…
Akan folklore as a philosophical framework for education in Ghana
Philosophies of education serve as frameworks for producing lifelong learners and a knowledgeable and skilled human workforce who brace up their societies for changes in the 21st century. However, the Ghanaian education system continues to relegate its rich Indigenous philosophies to the back burner, favouring Western educational philosophies to drive its educational policies and practices. Ghana cannot continue to pursue a lifelong education age…
Achieving human potential through community learning centres in Ghana
This article uses Sen's Capabilities Approach (CA), which prioritises access and equality, to critically investigate distance education (DE) programmes in the community learning centres (CLCs) as a programme that sheds light on how to best promote a community's residents' quality of life in Ghana. According to this study, encouraging distance learning in CLCs can have an impact on community development. To investigate how DE in CLCs aids communit…
Societal relevance of higher education
An Afrocentric framework of higher education societal relevance is proposed. • African indigenous knowledge systems can rejuvenate higher education relevance. • Higher education relevance as multidimensional, multiscalar and dynamic. • An alternative to the colonial higher education model proposed. • Aligns with decolonization movements, Pan Africanism and sustainable development. Recognizing the colonial legacy of African higher education, which…
Global citizenship education curriculum through the lens of Indigenous knowledge systems
Addressing the role of technology in internationalization at a distance
The past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub‐Saharan Africa, due to increased use of digital technologies and high de…
Adult learning and education for expanding access to higher education
A Systematic Review of Ethical Integration of Generative AI in Higher Education
The rapid expansion of generative AI (GenAI) in higher education offers transformative opportunities but raises complex ethical concerns that demand rigorous examination. The existing literature is dominated by Global North perspectives, with African contexts accounting for only 11.4% of studies and Ghana for only 2.8%, leaving significant gaps in understanding ethical GenAI integration in post-colonial, multilingual and resource-constrained envi…
Evaluating the teaching ‘fitness’ of Ghanaian teachers with disabilities to instruct online in a pandemic era
Pedagogy (14 works) · Sociology (14 works) · Political science (11 works) · Psychology (9 works) · Higher education (8 works) · Social science (7 works) · Online and Blended Learning (6 works) · Curriculum (5 works) · Mathematics education (5 works) · Global Educational Policies and Reforms (4 works)