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<p>This study focuses on the socio-emotional dimensions of blended learning in the context of teacher education settings in Ghana. The data stem from 23 focus group interviews with Ghanaian bachelor’s and master’s student-teachers, collected in 2023–2024 as part of a bigger project on remote teacher education in Ghanaian public universities. Through analysing the focus group discussions, we examine how student-teachers perceive and navigate their socio-emotional experiences amidst the transition from traditional face to face to blended learning. Specifically, the study delves into how student-teachers interpret and respond to the socio-emotional aspects of their learning experiences in a blended learning environment, identifies factors that contribute to both positive and negative socio-emotional experiences, and uncovers coping strategies employed or recommended by student-teachers to navigate the socio-emotional challenges of blended education. The findings from this study provide valuable insights for educators, policy makers, and support services to address the demands of blended education conditions in Ghana and enhance student-teachers’ well-being and academic success within this evolving educational environment.</p>

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Exploring socio-emotional experiences in blended learning: perspectives of Ghanaian student-teachers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月13日

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  • Haiqin Liu,
  • Roger Abogzuah Ayinselya,
  • Deborah C. Darling

摘要

This study focuses on the socio-emotional dimensions of blended learning in the context of teacher education settings in Ghana. The data stem from 23 focus group interviews with Ghanaian bachelor’s and master’s student-teachers, collected in 2023–2024 as part of a bigger project on remote teacher education in Ghanaian public universities. Through analysing the focus group discussions, we examine how student-teachers perceive and navigate their socio-emotional experiences amidst the transition from traditional face to face to blended learning. Specifically, the study delves into how student-teachers interpret and respond to the socio-emotional aspects of their learning experiences in a blended learning environment, identifies factors that contribute to both positive and negative socio-emotional experiences, and uncovers coping strategies employed or recommended by student-teachers to navigate the socio-emotional challenges of blended education. The findings from this study provide valuable insights for educators, policy makers, and support services to address the demands of blended education conditions in Ghana and enhance student-teachers’ well-being and academic success within this evolving educational environment.