The State and Challenges of Technology Enhanced Learning in Cameroon’s English Subsystem of Education: Case Study of Colleges

DOI

10.2991/assehr.k.200521.026How to use a DOI?

Keywords

Cameroon, education, technology, enhance learning

Abstract

Technology enhanced learning refers to the support of teaching and learning through the use of technology and can be used synonymously with e-learning. The thesis of this paper is that technology enhanced learning is still at its premature stage in Cameroon and that despite the rapid paradigm shift of traditional method of teaching and learning in the classroom to modern method of teaching and learning, many teachers still show great opposition to the current method and many student still practice the old style of learning. A brief online survey was done to find out what extend some schools in Cameroon specifically in Bamenda, the capital city of the Northwest region has partially or fully incorporated the new system of technology enhanced leaning style such as the use of information communication technologies into their schools. From the results obtained, it was observed that many schools still practice the old system of learning, mainly by using textbooks and lecture materials given by teachers for learning. Meanwhile some of the teachers still maintained that they prefer the old method of teaching (in this case the chalk-chalk, textbooks, face to face approach, etc) given that they lack the time, human, and financial resources to train themselves on such a domain.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Patterson Nji Mbakwa
PY  - 2020
DA  - 2020/05/22
TI  - The State and Challenges of Technology Enhanced Learning in Cameroon’s English Subsystem of Education: Case Study of Colleges
BT  - Proceedings of the International Conference on Online and Blended Learning 2019 (ICOBL 2019)
PB  - Atlantis Press
SP  - 121
EP  - 124
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200521.026
DO  - 10.2991/assehr.k.200521.026
ID  - Mbakwa2020
ER  -