The Role of E-Learning in the Professional Development of Student Teachers in Cameroon: A Discourse in Curriculum

Mutendwahothe Walter Lumadi; Kibinkiri Eric Len

Authors

Mutendwahothe Walter Lumadi Department of Curriculum and Instruction, College of Education, University of South Africa, South Africa
Kibinkiri Eric Len Department of Curriculum and Instruction, College of Education, University of South Africa, South Africa

Abstract

This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges.

DOI: 10.5901/mjss.2013.v4n13p791