Sandwich Mode of Learning: A Just-In-Time Intervention for Making Education Accessible

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VII, July 2020 | ISSN 2454–6186

Sandwich Mode of Learning: A Just-In-Time Intervention for Making Education Accessible

Jacob Manu, PhD, Eric Twum Ampofo, Robert Ampomah
University of Education, Winneba (College of Agriculture Education)

Abstract: – The purpose of the current study was to identify the perception of Sandwich students on the recognition of the Sandwich programmes, employability of Sandwich graduates and the prospects of the Sandwich programmes. The researchers used descriptive survey as the research design. The questionnaire was planted online on respondents’ WhatsApp platform to collect data on the variables. In all, 220 students were used in the study. At the end of the study, the researchers found that the Sandwich mode of learning has become an integral part of tertiary education. Second, there seem to be some level of discrimination against Sandwich graduates as compared to graduates from the regular mode. Third, the prospects of Sandwich programmes run in institutions, to a greater extent, will be determined by the recognition of the school as well as the ability of its graduates to get employment. The implication for practice is discussed.

Keywords: Sandwich Students, Recognition, Employability, Prospects, Sandwich Programme

I. INTRODUCTION

The concept of distance learning is derived from the correspondence classes at many higher institutions in Europe in the early twentieth century in which both learners and teacher were separated based on the course design (Guthrie, 2009). At that time, many distance learning programmes used traditional mails as a means of communication between students and teachers. As the time progresses with the advancement of technology, some forms of technology have been incorporated into many educational settings such as email, video and audio clips (Erichsen & Bolliger, 2011). The advent of the internet brought convenience and accessibility to higher education with the distribution of online multimedia, granting learners and practitioners an unprecedented outlook pertaining to how learning is formed in a virtual world (Broome, Halstead, Pesut, Rawl, & Boland, 2011). In terms of how distance learning is defined, Albion (2006) describes it as a teaching setting in which a variety of technologies are employed for the increased interaction. Carnevale (2007) defines it as a consequence of teacher and student separation using technology in an educational setting for convenience and freedom. Taylor (2008) defines it as a combination of the latest technology including live and recorded audio or video computer technologies for the purpose of communicating in a synchronous or asynchronous fashion.

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