2024-03-28T23:36:38Z
https://jl4d.org/index.php/ejl4d/oai
oai:ojs.ejl4d.org:article/3
2015-02-07T04:38:37Z
ejl4d:ART
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"140905 2014 eng "
2311-1550
10.56059/jl4d.v1i3.3
doi
dc
E-Learning and Development: Lessons from Multi-Disciplinary Capacity Strengthening
Babu, Suresh Chandra
International Food Policy Research Institute
This paper documents the experience and lessons from implementing an e-learning program aimed at creating multidisciplinary research capacity. It presents a case study of bringing together a multidisciplinary group of professionals on-line to learn the skills needed to be a successful researcher in the context of HIV/AIDS and food security problems in Eastern and Southern Africa. Lessons from the experience for future development of similar courses indicate that some of the factors that can enhance the success of e-learning programs in developing countries are: assessing the needs of the participants, easy access to educational technology, addressing the differing learning styles of the participants, continuous interaction and commitment of course moderators, enabling access to open access learning materials and combining various pedagogical approaches. The paper concludes that enhancing the skills of professionals in developing countries through e-learning programs is imperative to meet the human capacity needs for greater economic development and service delivery.
Commonwealth of Learning
2014-09-08 11:13:34
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Journal of Learning for Development ; Vol. 1 No. 3 (2014): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/8
2014-09-08T18:15:52Z
ejl4d:ART
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"131219 2013 eng "
2311-1550
10.56059/jl4d.v1i1.8
doi
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Innovations in Learning and Development
Khatib, Hayat Al
Arab Open University - Lebanon
Abstract
The twenty-first century witnessed innovative practices in the advancement of learning in the developed world as a consequence of the technological revolution of the period and the increased demand for higher education (Bax, 2011; Barab, King and Gray, 2004; Roman, 2001). Education was perceived as the cornerstone for development, sustainability and modernisation (Fitzpatrick and Davies, 2003).
The booming of open, distance and e-learning changed the quality of lives for people as it offered additional venues to higher education that overcame problems of exclusivity and scarcity, specifically at times of shrinking public funding (Dhanarajan, 2011). The founding of the Open University in Britain in 1969 targeted limitless audience with innovative teaching and learning modes. Since it was founded, more than 1.5 million students have studied its courses. The Open University was rated “top university in England and Wales” for student satisfaction in 2005, 2006 and 2012.
The developing world sought to replicate the success afforded through innovative learning practices. The Arab region engaged in extensive reformation to allow for new systems of learning that would provide for accessible and diversified opportunities to learners at an acceptable cost. However, concerns were voiced along the axis of equality and social justice (Wilson, Liber, Johnson, Beauvoir, Sharples and Milligan, 2007; Dudeney, 2007). Arguments associated innovative learning modes with polarizing the developed and developing countries, the promotion of western thought, and furthering socioeconomic substrating. Debates emerged on the pedagogic fit of the new promoted approaches for the region, allegations of social isolation, drop rates, faculty strain, urban concentration, in addition to a number of scholastic uncertainties.
A survey was conducted on a random sample of learners studying through an innovative hybrid mode of learning to explore participants’ perception of the new system. Two thousand and five hundred students took the survey from all faculties at the Arab Open University in Lebanon. The survey was conducted for the periods of Fall and Spring 2012-2013. It ensured anonymity of participants for validity of results.
The findings are the following:
• Innovative learning systems have had an impact on the societies in the developing world
• Open learning has been a means for gaining academic qualifications and has provided a solution for mass education in the region
• It specifically helped develop learners from working backgrounds, underprivileged groups and females
Efforts need to focus on:
• Enhancing awareness campaigns on open education in the developing world
• Customizing material to suit the developmental needs of learners in the region as well as their cultural context
• Assuring quality of material used in nontraditional education in the region
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/8
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/10
2014-09-08T18:15:52Z
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"131220 2013 eng "
2311-1550
10.56059/jl4d.v1i1.10
doi
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Widening Access to Science-Oriented Programmes in Tertiary Institutions in Ghana Through Distance Education
Osei, Collins Kwabena
Kwame Nkrumah University of Science and Technology, Kumasi
Mensah, Joseph Addinyia
Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
An initiative in Science and Technology disciplines was introduced to expand access to KNUST programmes by distance. This study examined the level of access and challenges faced by learners in science oriented programmes offered by distance in KNUST. Analysis of data from 120 learners and 8 facilitators from three programmes indicated that the top-up programmes by distance increased enrolment and participation of learners. There were high rates of students’ persistence in the various programmes attributed to strong personal determination to succeed in achieving higher academic status, availability of learning materials for courses and support from family members. Lack of time as a result of work activities to delays in receiving course materials among students, and short contact hours to low remuneration for facilitators were challenges faced by respondents.
Commonwealth of Learning
2013-12-05 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/10
Journal of Learning for Development ; Vol. 1 No. 1 (2014): Issue 1
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/17
2017-10-27T23:04:54Z
ejl4d:ART
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"150320 2015 eng "
2311-1550
10.56059/jl4d.v2i1.17
doi
dc
Open and Distance Learning and Information and Communication Technologies- Implications on Formal and Non formal Education.
Situma, David Barasa
Africa International University, Kenya
The Population; female (% of total) in Kenya was last reported at 50.05 in 2011, according to a World Bank report published in 2012. Despite this higher percentage, women in Kenya are not well represented in education and training compared to their male counter parts (Kenya National Bureau of Statistics: Kenya Facts and Figures 2012 student enrolment by type of institution and sex). The need to empower girls and women through education is vital to achieve the Bill of Rights (Constitution of Kenya, 2010). Use of Information and communication technologies (ICT) for Open and distance learning (ODL) are some of the initiatives that seek to gap the gender parity in education in Kenya. In establishing the implications of ICT and ODL on girl and women education in Kenya, this paper seeks to: a) examine the current policies that supports the use of ICTs in formal and non formal education in Kenya, b) assess the objectives and strategies to facilitate widespread use of ICTs and how they affect girls and women Education in Kenya; c) assess the Implementation of policy objectives and strategies in support of ICTs and ODL for girls and women Education, d) Identify priority areas for implementation of ODL initiatives for women and Girls Education in Kenya; e) State lessons drawn from the ICT and ODL initiatives for girl and women Education ; f) propose strategies for addressing the challenges for implementation of ODL and ICT for girl and Women Education in Kenya. Literature provides very informative findings in support of ICT and ODL for Gender. A number of policies and initiatives are operating in Kenya to ensure ICT and ODL are fully maximized by both Genders. However, the said policies and initiatives have not fully achieved the objectives for which ICT and ODL ought to be implemented. There is need to factor in women and Girls in a curriculum development strategy concerning ICT and ODL.
Commonwealth of Learning
2015-03-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/17
Journal of Learning for Development ; Vol. 2 No. 1 (2015)
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/19
2014-09-08T18:15:31Z
ejl4d:ART
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"140313 2014 eng "
2311-1550
10.56059/jl4d.v1i2.19
doi
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The Jeffrey Town Model for Community Development
Gordon, Ivy Veronica
Jeffrey Town Farmers Association
Abstract:
The Jeffrey Town model for community development has been effectively applied to the rural community of Jeffrey Town in Jamaica with ICT as a key element. The farmers association is the vehicle that has driven the change.
Included is a brief outline of the community plus highlights of the tangible and intangible components of the model. Special attention is paid to the investment in the human capital to help build capacity of all locals without exploitation so that real empowerment could begin.
Jeffrey Town is a success story validating the modern development assistance programmes whereby communities are empowered, allowed to select their own imperatives and in this case redressing some of those difficulties with superb results.
Commonwealth of Learning
2014-03-18 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/19
Journal of Learning for Development ; Vol. 1 No. 2 (2014): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/23
2017-10-27T23:04:54Z
ejl4d:ART
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"150320 2015 eng "
2311-1550
10.56059/jl4d.v2i1.23
doi
dc
A Social Partnership Model to promote Educators’ Development in Mauritius through Formal and Informal Capacity-building Initiatives
Santally, Mohammad Issack
University of Mauritius
Cooshna-Naik, Dorothy
University of Mauritius
Conruyt, Noel
University of Reunion Island
Koa Wing, Caroline
Microsoft Indian Ocean and French Pacific
The organization Helping Our People has been setup in 2011 by a team of education professionals working at the Virtual Centre for Innovative Technologies (VCILT) at the University of Mauritius. In 2009, the VCILT embarked on the SIDECAP project, funded by the EU-ACP in a consortium regrouping the Open University of the UK, the University of the West Indies, the University of the South Pacific and the University of the Highlands and Islands. The work of the VCILT in the context of the SIDECAP project was essentially focused on the repurposing of Open Educational Resources to fit in the local Mauritian Context. At the same time, the VCILT received an internal grant to work on the development of interactive learning materials using the integration of text-to-speech technology in instructionally designed PowerPoint presentations. In this paper we report how the research activities of the two projects led to a series of development and applications in the real-world context for the continuous professional development of educators, the establishment of a social entity, an NGO called Helping Our People, a partnership with Microsoft Indian Ocean and French Pacific under the Partners in Learning Program and the Youth Empowerment Program to alleviate the suffering of those living in vulnerable conditions in the country.
Commonwealth of Learning
2015-03-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/23
Journal of Learning for Development ; Vol. 2 No. 1 (2015)
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/24
2014-09-08T18:15:31Z
ejl4d:ART
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"140313 2014 eng "
2311-1550
10.56059/jl4d.v1i2.24
doi
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Technology leadership and ICT use: Strategies for Capacity Building for ICT integration.
Mwawasi, Felix Mndenyi
The Aga Khan University, Institute for Educational Development - Eastern Africa.
Technology leadership is a fairly new concept in school leadership focus. It has become a concern for study in recent times, in tandem with the pedagogical change of integrating ICT in teaching and learning especially in the developed nations. However, few such studies have been done in Africa. A number of studies in the developed countries have advanced descriptive approaches on how Educators should go about the using of ICT in education. Teachers, therefore, need to have prerequisite skills to integrate ICT in teaching and learning and school leaders have a role in enabling the effective use of ICTs. This study aimed at investigating how school leaders help build capacities of teachers to be able to effectively integrate ICT in their teaching and learning, at school level, in a public secondary school in Kenya. Using a qualitative case study approach, five school leaders involved in the capacity building, were purposively sampled for interviews, four teachers were engaged in a Focus Group Discussion and two teachers were observed engaged in classroom practice. Further data was obtained by analysing official school documents. The data analysed indicate the school leaders facilitated increased access to ICT facilities to the teachers and supported them, alongside training, to enable them explore various ways of integrating ICT in teaching and learning.
Commonwealth of Learning
2014-03-18 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/24
Journal of Learning for Development ; Vol. 1 No. 2 (2014): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/42
2017-10-27T23:04:54Z
ejl4d:ART
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"150320 2015 eng "
2311-1550
10.56059/jl4d.v2i1.42
doi
dc
Effect of Community Factors on Primary School Learners’ Achievement in Rural Bangladesh
Alam, Md. Shafiqul
Bangladesh Open University
The community has important roles to play in child education. This research has identified the community factors that affect the learners’. The research uses case studies. Qualitative data were captured by semi-structured interviews. Data interpretation was underpinned by concepts derived from human capital and social capital theories. The research identified six factors which are: financial position, environment, educational status, communication and support given to schools, community child care, as well as unity and cooperation among community people which affect learner’s achievement (i.e. Quality of Education). The research also suggests that the notion of “rural community roles” would tend to be thought of as “doing something for the children”. There is also an ecological balance in the relations between the community and school. The research suggests that the human capital and social capital of the community and children reinforce each other in a reproductive loop. That means the human and social capital of family and community play a role in the creation of the human and social capitals of the children (quality education), and vice-versa. These observations on education quality add a new horizon to the knowledge base of primary education, and one that may contribute to policy-making and facilitate further research.
Commonwealth of Learning
2015-03-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/42
Journal of Learning for Development ; Vol. 2 No. 1 (2015)
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/64
2015-02-07T04:53:50Z
ejl4d:ART
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"150121 2015 eng "
2311-1550
10.56059/jl4d.v1i3.64
doi
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Curriculum Transaction in NIOS: Overcoming the Limitations of Packaged Instructions
Bose, Sutapa
Indira Gandhi National Open University http://www.ignou.ac.in
Low learning outcomes of Indian schools and the promotion of rote learning by their instructional systems have been documented time and again. Schools are therefore required to adopt India’s National Curriculum Framework (NCF) (2005) that includes guidelines for curriculum transaction. However, the learning outcomes and the kind of learning likely to be promoted by the instructional system of open schools of India, including the National Institute of Open Schooling (NIOS) remain excluded from these deliberations. So these two aspects of NIOS have been examined and it has been inferred that the learning outcomes are unsatisfactory; the instructional system is not designed for meaningful learning; and the self learning material used for delivering instructions is a barrier to the adoption of the NCF guidelines. Thereafter it has been proposed that the personal contact programme (PCP) is the only component of the instructional system of NIOS that will lend itself to the adoption of the NCF guidelines, provided it is designed suitably. Subsequently a PCP design based on the NCF directives for organising instructional processes has been suggested.
Commonwealth of Learning
2014-09-08 11:13:34
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https://jl4d.org/index.php/ejl4d/article/view/64
Journal of Learning for Development ; Vol. 1 No. 3 (2014): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/105
2015-11-02T22:18:52Z
ejl4d:ART
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"150806 2015 eng "
2311-1550
10.56059/jl4d.v2i2.105
doi
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Quality Assurance in Asian Open and Distance Learning: Policies and Implementation
Darojat, Ojat
Universitas Terbuka
Nilson, Michelle
Simon Fraser University
Kaufman, David
Simon Fraser University
Open universities have emerged as an innovative pillar in the expansion of access to higher education participation, with single-mode distance education providers broadening access in many countries through economies of scale supported by large enrolments. These models raise questions about the quality of education provided. This paper reports on a comparative case study of quality assurance (QA) programs in distance education at three open universities in Southeast Asia. Focusing on QA development and implementation in learner support services, the study explored QA policies, supporting management practices and structures, and the influence of internal and external environmental factors, as identified through thematic analysis of data from semi-structured interviews and policy documents. The results showed many similarities in QA for learner support at the three institutions. Their learner support services were determined to be responsive to government and external quality agencies, external cultural and language factors, and student feedback.
Editorial Note: Anak Bangsa Open University (ABOU) is a pseudonym used for another university, and there is no ABOU as such. All references are to actual documents and processes of the said university, but readers may not find the documents cited under ABOU in the references.
Commonwealth of Learning
2015-09-02 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/105
Journal of Learning for Development ; Vol. 2 No. 2 (2015): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/121
2015-11-02T22:18:52Z
ejl4d:ART
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"150818 2015 eng "
2311-1550
10.56059/jl4d.v2i2.121
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Developing and Piloting Interactive Physics Experiments for Secondary Schools in Tanzania
Msoka, Vidate Cyril
University Of Dar es Salaam http://udsm.ac.tz/
Kissaka, Mussa M
University Of Dar es Salaam http://udsm.ac.tz/
Kalinga, Ellen Charles
University Of Dar es Salaam http://udsm.ac.tz/
Mtebe, Joel S
University Of Dar es Salaam http://udsm.ac.tz/
Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as not attractive, difficult and irrelevant to understand the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and efficient, and therefore can be used as an alternative to physical experiments.
Commonwealth of Learning
2015-09-02 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/121
Journal of Learning for Development ; Vol. 2 No. 2 (2015): Issue 2
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/124
2015-11-20T02:26:46Z
ejl4d:ART
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"151108 2015 eng "
2311-1550
10.56059/jl4d.v2i3.124
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From Learning to Empowerment: A study of smallholder farmers in South West Uganda
Carr, Alexis M.
Commonwealth of Learning
Tenywa, Moses
Makerere University
Balasubramanian, K.
Commonwealth of Learning
The relationship between education and empowerment has been widely debated in development literature. In recent times, social capital and community-centric learning have been increasingly recognized as important variables in the empowerment process. This paper outlines the development of a Three-dimensional Framework for Empowerment, and looks at the relationship between a community-centric learning process and empowerment in selected villages in Uganda. Based on a comparative study of two villages, the paper evaluates the role of the Lifelong Learning for Farmers (L3F) programme, developed and supported by the Commonwealth of Learning (COL), in empowering farming communities. The study shows that the integration of human capital (viewed purely from learning, knowledge acquisition, reflective practices, skills and competencies) social capital and financial capital, has a positive impact on development outcomes such as empowerment.
Commonwealth of Learning
2015-11-19 18:26:46
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https://jl4d.org/index.php/ejl4d/article/view/124
Journal of Learning for Development ; Vol. 2 No. 3 (2015): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/125
2016-03-16T17:31:04Z
ejl4d:ART
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"160316 2016 eng "
2311-1550
10.56059/jl4d.v3i1.125
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Lecturers’ Experiences of Teaching STEM to Students with Disabilities
Ngubane-Mokiwa, Sindile
University of South Africa
Khoza, Simon Bheki
University of KwaZulu-Natal
Innovative teaching is a concept based on student-centred teaching strategies. Access to Science, Technology, Engineering and Mathematics (STEM) subjects has not been equitable due to use of traditional teaching strategies. These strategies tend to exclude students with disabilities who can effectively learn in environments that appropriately and innovatively integrate technology. Better use of technology in teaching also requires teachers to have the relevant skills to take advantage of the devices in their disposal. This article provides an overview of the literature and experiences of lecturers on the use of technology to facilitate access to STEM subjects at Technical and Vocational Education and Training (TVET) institutions. Using two TVET colleges as case studies, it seeks to clarify how technology is currently used in vocational training. Data gathering was done through in-depth e-interviews and observation of classes. Purposive convenience sampling was used to select the most accessible teachers that teach students with disabilities for this study. Understanding of prior practices and current teacher technological competency are the initial points in the development of TVET technology integration model. In this article, the experiences of teachers were used to guide the development of an inclusive and equitable technology integration model.
Commonwealth of Learning
2016-03-16 10:14:44
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Journal of Learning for Development ; Vol. 3 No. 1 (2016): Issue 1
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/126
2016-03-16T17:31:04Z
ejl4d:ART
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"160316 2016 eng "
2311-1550
10.56059/jl4d.v3i1.126
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Positioning extension Massive Open Online Courses (xMOOCs) within the open access and the lifelong learning agendas in a developing setting
Nkuyubwatsi, Bernard
The University of Leicester http://www2.le.ac.uk/departments/education/postgraduate-study/research-degrees/phd-research/phd/bernard-nkuyubwatsi
Recent reports on xMOOCs indicated that underprivileged learners in need for higher education have minimally been reached by these courses. While the open access agenda is needed to reach such learners, most MOOCs were developed from societies that shifted toward the lifelong learning agenda. In this paper, xMOOCs are positioned in both the open access and the lifelong learning agendas in a developing country context. Findings from ten xMOOCs are presented and discussed. The findings suggested that two of the ten xMOOCs may contribute directly to the open access agenda and two xMOOCs may contribute indirectly to the same agenda. Nine xMOOCs were found to have the potential to contribute to the lifelong learning agenda. These findings may inform policies and practices that underpin opening up higher education and open education in general.
Commonwealth of Learning
2016-03-16 10:14:44
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https://jl4d.org/index.php/ejl4d/article/view/126
Journal of Learning for Development ; Vol. 3 No. 1 (2016): Issue 1
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/127
2015-11-20T02:26:46Z
ejl4d:ART
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"151108 2015 eng "
2311-1550
10.56059/jl4d.v2i3.127
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A Discourse Analysis of Teacher-Trainees’ Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language
Kabugo, David
Makerere University http://orcid.org/0000-0003-1288-5654
Masaazi, Fred Masagazi
Makerere University
Mugagga, Anthony Muwagga
Makerere University
While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), a few teachers of Luganda language graduate with learning experiences of integrating ETs in their teaching. One of the most crucial stages of gaining experiences in any subject or object of interest is making Abstract Conceptualizations (ACs) about it (Kolb, 1984). Whereas scaffolding ACs has potential to expand teacher’s knowledge of integrating ETs in teaching, it is difficult to enact in a pedagogically sound manner. This paper emerges from a Design Based Research in which 68 Luganda language teacher-trainees at Makerere University were enrolled into a semester-long (17 weeks) blended learning course aimed at cultivating their experiences of integrating ETs in teaching. The study was informed by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s model of conducting research in authentic e-learning contexts. Six distinct abstract conceptualisations of ETs emerged from trainees’ responses. This paper discusses the implications of such abstract conceptualization in the revitalisation of Luganda language.
Commonwealth of Learning
2015-11-19 18:26:46
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Journal of Learning for Development ; Vol. 2 No. 3 (2015): Issue 3
eng
Copyright (c) 2015 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/129
2016-03-16T17:31:04Z
ejl4d:ART
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10.56059/jl4d.v3i1.129
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Tracking Students’ Eye-Movements when Reading Learning Objects on Mobile Phones: A Discourse Analysis of Luganda Language Teacher-Trainees’ Reflective Observations
Kabugo, David
Makerere University http://orcid.org/0000-0003-1288-5654
Muyinda, Paul Birevu
Makerere University
Masagazi, Fred Masaazi
Makerere University
Mugagga, Anthony Muwagga
Makerere University
Mulumba, Mathias Bwanika
Makerere Univesity
Although eye-tracking technologies such as Tobii-T120/TX and Eye-Tribe are steadily becoming ubiquitous, and while their appropriation in education can aid teachers to collect robust information on how students move their eyes when reading and engaging with different learning objects, many teachers of Luganda language are yet to gain experiences of utilizing these technologies in their teaching. This paper emerges from a semester-long (17 weeks) study which followed a Design Based Research (DBR) approach and deployed qualitative techniques to cultivate the experiences of 68 Luganda language teacher-trainees in utilizing different emerging Educational Technologies (ETs) in their teaching. The study was guided by Kolb (1984)’s Experiential Learning Theory (ELT) and Reeves (2006)’s model of conducting research in authentic e-learning contexts. During the study, trainees concretely experienced, abstractly conceptualized and made observational reflections about their own active experimentations of different ETs in teaching Luganda language. In this paper, we describe how we supported the trainees to conduct an active experimentation of Tobii-T120 to track how students moved their eyes when reading and engaging with learning objects on an emulated smart phone. Following the observational reflections, which the trainees made about their active experimentation, this paper also presents a discourse analysis thereof.
Commonwealth of Learning
2016-03-16 10:14:44
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Journal of Learning for Development ; Vol. 3 No. 1 (2016): Issue 1
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/141
2016-07-19T02:15:56Z
ejl4d:ART
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"160617 2016 eng "
2311-1550
10.56059/jl4d.v3i2.141
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A Critical Look at Policy Environment for Opening up Public Higher Education in Rwanda
Nkuyubwatsi, Bernard
The University of Leicester http://www2.le.ac.uk/departments/education/postgraduate-study/research-degrees/phd-research/phd/bernard-nkuyubwatsi http://orcid.org/0000-0001-7295-9630
Policies play a critical role in the implementation of open, distance education and opening up higher education. To encourage participation of different stakeholders in related practices, policies may need to embody values and benefits for those stakeholders. It is in this perspective that this study was conducted to investigate the policy environment for opening up public higher education in Rwanda. An interview was conducted with a leader/policy maker at the University of Rwanda and three policy documents were analyzed. Results indicated that existing policies were unlikely to inform practices that contribute to opening up higher education. Related policy documents were decontextualized in some aspects. Different ways in which these policies may be contextualized to inform opening up higher education were recommended. The findings and recommendations are particularly important to policy makers and institutional leaders who are interested in opening up higher education in Rwanda and other settings.
Commonwealth of Learning
2016-07-18 19:12:54
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Journal of Learning for Development ; Vol. 3 No. 2 (2016): Issue 2
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/143
2016-11-12T18:37:08Z
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"161110 2016 eng "
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10.56059/jl4d.v3i3.143
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Towards Inclusive Education: A Case Study of IGNOU
Chaudhary, S. V. S.
Indira Gandhi National Open University, New Delhi
Khare, Pankaj
Indira Gandhi National Open University, New Delhi
Gupta, Sanjay
Indira Gandhi National Open University, New Delhi
Garg, Suresh
Indira Gandhi National Open University, New Delhi
Towards the end of the Eleventh Five Year Plan (2007 -2012), India catered to about 20 per cent of the youth in the age group 17 to 24 years. However, to achieve the threshold level of about 30 per cent by 2020, and address concerns which perpetuate inequalities in opportunities to higher education, Government of India (GoI) formulated positive discrimination policies. Establishment of Indira Gandhi National Open University (IGNOU) was one such positive step in this direction. Since 1987, IGNOU has been striving for inclusive education and reach all groups till the last mile. As a result of its dedicated efforts, at the end of 2012, it had reached 639 out of 659 districts in the country, including those in the red corridor (infested by Naxalite and Maoist extremists) passing through States of Andhra Pradesh, Chhattisgarh, Jharkhand, Maharashtra, Odisha, and West Bengal. IGNOU has been successfully imparting education and training to socially, economically, physically and/or geographically disadvantaged, in addition to women, minorities and jail inmates. Our results show that participation of rural women is particularly encouraging in all programmes but the dropout rate of these groups is rather high and success rate comparatively low.
Commonwealth of Learning
2016-11-10 09:37:30
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Journal of Learning for Development ; Vol. 3 No. 3 (2016): Issue 3
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/145
2016-07-19T02:15:56Z
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"160617 2016 eng "
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10.56059/jl4d.v3i2.145
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Mobile Learning: Challenges for Teachers of Indian Open Universities
Awadhiya, Ashish Kumar
Indira Gandhi National Open University, New Delhi, India http://www.ignou.ac.in/ignou/aboutignou/icc/iuc/staff/detail/Mr_Ashish_Kumar_Awadhiya-4441
Miglani, Anshu
Indira Gandhi National Open University, New Delhi, India http://www.ignou.ac.in/ignou/aboutignou/icc/iuc/staff/detail/Dr_Anshu_Miglani-4443
“Mobile Learning” (m-Learning) has emerged as a trend in the field of Open and Distance Learning (ODL). It is removing the time and geographical barriers for learning by placing learning opportunities at the fingertips of learners. ODL institutes in India are also adopting mlearning in different forms; however, it is not fully implemented due to various reasons. This paper aims to explore possible challenges faced by teachers of Open Universities of India in implementation of m-learning. In this context the teachers of Indian Open Universities were surveyed to identify and rate the intensity of various challenges in the successful implementation of m-learning in the ODL system. The findings from respondents (n = 72) revealed that out of thirteen (13) challenges presented to them, the three most important challenges were: (a) lack of support for instructional design for m-learning; (b) lack of institutional policy for m-learning and (c) lack of infrastructure/technological support. These barriers were extrinsic in nature as they were institution dependent. The least important challenges were found to be: (a) intrusion on personal time due to 24 x 7 access; (b) reluctance to adopt technology and (c) difficulty of use. These barriers were intrinsic in nature as they were person-driven. Challenges of m-learning were found to be the same irrespective of gender. Institutions need to provide adequate institutional support in terms of policy, infrastructure and instructional design for the successful implementation of m-learning.
Commonwealth of Learning
2016-07-18 19:12:54
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Journal of Learning for Development ; Vol. 3 No. 2 (2016): Issue 2
eng
Copyright (c) 2016 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/163
2017-04-06T21:08:40Z
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"170324 2017 eng "
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10.56059/jl4d.v4i1.163
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Mobile learning: readiness and perceptions of teachers of Open Universities of Commonwealth Asia
Miglani, Anshu
Indira Gandhi National Open University (IGNOU)
Maidangarhi, New Delhi-68 http://www.ignou.ac.in/ignou/aboutignou/icc/iuc/staff/detail/Dr_Anshu_Miglani-4443
Awadhiya, Ashish Kumar
Indira Gandhi National Open University (IGNOU)
Maidangarhi, New Delhi-68 http://www.ignou.ac.in/ignou/aboutignou/icc/iuc/staff/detail/Mr_Ashish_Kumar_Awadhiya-4441
Integration of ‘Mobile Learning’ (m-learning) in Open and Distance Learning (ODL) system can play a crucial role in reducing the ‘Digital Divide’ and strengthening ‘Democratization of Education’ by providing quality educational opportunities and access to information quickly at affordable cost in Commonwealth Asian countries. Successful implementation of m-learning will be determined by readiness and positive perception of the teachers towards it. This study examined the m-learning readiness and perception of the teachers of eighteen Open Universities spread across five Commonwealth Asian countries (Bangladesh, India, Malaysia, Pakistan and Sri Lanka). The analysis of responses obtained from 102 teachers indicates that they have device and skill readiness to impart m-learning. The study also revealed the presence of positive perception for m-learning among them. They affirmed that m-learning has the potential to engage the learner to a greater extent. It enhances the collaboration and didactic conversation, thereby reducing the feeling of isolation for learners in ODL system. However teachers were still not sure, if m-learning can replace e-learning through conventional devices.
Commonwealth of Learning
2017-03-31 16:39:21
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Journal of Learning for Development ; Vol. 4 No. 1 (2017): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/190
2017-07-20T00:09:01Z
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"170613 2017 eng "
2311-1550
10.56059/jl4d.v4i2.190
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Pre-Service Teachers’ Self-Efficacy Beliefs Towards Educational Technologies Integration in Tanzania
Raphael, Christina
Dar es Salaam University College of Education
Mtebe, Joel S.
University of Dar es Salaam, Tanzania
This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom.
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/190
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/192
2017-11-21T18:19:20Z
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"171120 2017 eng "
2311-1550
10.56059/jl4d.v4i3.192
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An Evaluation of the Usefulness and Ease of Use of the Aptus within the Samoan Education Context
Chan Mow, Ioana Tuugalei
National University of Samoa
Temese, Edna
National University of Samoa
Mose, Mose Nitreous
National University of Samoa
Patu, Tara
National University of Samoa
Mauai, Elisapeta
National University of Samoa
Sinclair, Ioana
National University of Samoa
Lafaele, Fiafaitupe
National Univeraity of Samoa
Namulauulu, Joseph
National University of Samoa
Tanielu, Misioka
National University of Samoa
Wong Soon, Agnes
National University of Samoa
Chan, Vensal
National University of Samoa
This paper describes the findings of the first trial of the Aptus device within the National University of Samoa. The Aptus is a device that enables wireless access to valuable educational resources in the absence of electricity and the Internet. The goals of this research were to explore the acceptance of using the Aptus to access e-resources within the context of education in Samoa, with user acceptance measured by evaluating the ease of use and usefulness of the Aptus. The findings of the trial indicated very positive perceptions of students and teachers at the university in terms of ease of use and usefulness of the Aptus within educational settings. From the results of Phase 1, a strong recommendation is made to adopt the Aptus as a technology for providing access to quality educational resources within the National University of Samoa. The study also recommends the need for training of teachers on the use of the Aptus and its applications, such as Moodle.
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/192
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/198
2017-07-27T16:10:46Z
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"170613 2017 eng "
2311-1550
10.56059/jl4d.v4i2.198
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Improving the Quality of Basic Education Through the Use of Gender-sensitive Student Councils: Experience of Six Selected Districts in Tanzania
Mnubi, Godfrey Magoti
Institute of Adult Education
This paper analyses whether the gender-sensitive and democratically elected student councils helped in strengthening school leadership and providing a platform for increased awareness and advocacy for male and female students to address their needs and rights in primary and secondary schools in Tanzania. The data was collected through qualitative methodology using in-depth interviews with purposively selected 29 school heads, 35 mentor teachers, 24 champions and 54 student leaders. Other data were obtained from focus-group discussions with 590 student leaders. The findings show that the student council plays a major role in strengthening school leadership and increasing the ability of students, particularly girls, to voice their needs and concerns. Some students’ needs and concerns were sexual harassment, the right to quality education and health services and the elimination of corporal punishment. The use of student councils helps to improve the delivery of quality education in schools.
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/198
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/202
2017-07-20T00:09:01Z
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"170613 2017 eng "
2311-1550
10.56059/jl4d.v4i2.202
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Understanding the Profile, Motivations and Current Status of Academic Graduates through Open and Distance Schooling in India
Jha, Jyotsna
Centre for Budget and Policy Studies
Ghatak, Neha
Centre for Budget and Policy Studies
Mahendiran, Shreekanth
Centre for Budget and Policy Studies
In India, Open and Distance Learning for secondary and higher secondary level is mainly provided by the National Institute of Open Schooling (NIOS). Secondary education in India pertains to class 9 and 10 catering to the age group of 15 to 16. Similarly, higher secondary education refers to class 11 and 12 catering to the age group of 17 to 18. Based on research supported by the Commonwealth of Learning (COL) this paper discusses the results from a telephone survey of close to 1000 learners who were enrolled with NIOS and completed secondary and higher secondary education during 2008-2012 in selected states. It emerged that nearly 81 per cent of respondents were gainfully employed and NIOS helped them look for better jobs, widen their job search, and gain more stable (permanent) and secure (government) jobs. NIOS has successfully enabled a good proportion of learners to continue with their higher education. Flexibility offered by open schooling is the main motivation to join NIOS; individuals facing various constraints in accessing regular secondary education have opted for this option. It appears that two different kinds of learners join NIOS at these two levels; the secondary level seems to have a bigger representation from lower socio-economic strata. The role of open schooling in reducing the gender gap at secondary level of schooling remains mixed.
Commonwealth of Learning
2017-07-19 16:30:14
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Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/209
2017-07-20T00:09:01Z
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10.56059/jl4d.v4i2.209
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MOOC Adaptation and Translation to Improve Equity in Participation
Wolfenden, Freda
The Open University, UK
Cross, Simon
The Open University,UK
Henry, Fiona
The Open University, UK
There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs.
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/209
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/210
2017-07-20T00:09:01Z
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10.56059/jl4d.v4i2.210
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Designing Reflective Practice in the Context of OER-based e-Learning
Karunanayaka, Shironica Priyanthi
The Open University of Sri Lanka
Naidu, Som
The University of the South Pacific
Rajendra, J.C.N.
The Open University of Sri Lanka
Ratnayake, H. U. W.
The Open University of Sri Lanka
Much is said about the importance of reflective practice especially in the professions. Yet much of what happens as part of reflective practice in the professions such as teaching is most of the time left to chance. Reflective practice allows practitioners to see the link between theory and practice by thoughtfully considering their own experiences, and applying knowledge to practice. In this paper we argue that for reflective practice to be meaningful and useful to professionals, it should be carefully designed with appropriate structure and guidance. We discuss how this was achieved by being pro-active about promoting and nurturing reflective practice within the context of a professional development program with Sri Lankan educators on OER (Open Educational Resources)-based e-Learning, and how it supported fostering Open Educational Practices (OEP). The OER-integrated online learning experience was designed with various strategies adopted to enhance reflection ‘in’ and ‘on’ action, within a situated learning pedagogical design – Scenariobased learning (SBL). Content analysis of the qualitative data mainly gathered through participants’ self-reflections, supplemented with course team members’ reflections, focus group interviews and the open-ended questions in questionnaire surveys, revealed that a scenario-based approach to learning incorporating authentic learning activities and assessment tasks, such as concept mapping, online discussions, reflective journal writing, and rubric-based feedback on assessment tasks, all helped scaffold participants' approach to reflective practice. Results show that these strategies that were adopted enhanced their critical thinking, creativity, and collaborative learning as well as self-esteem, also indicating a shift towards OEP. We conclude that careful design of the learning experiences is critical in promoting and supporting reflective practice among educators, and the use of such strategies in the design of OER-based e-Learning.
Commonwealth of Learning
2017-07-19 16:30:14
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Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/215
2017-11-18T00:46:02Z
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10.56059/jl4d.v4i3.215
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Social Networking Sites as Communication, Interaction, and Learning Environments: Perceptions and Preferences of Distance Education Students
Bozkurt, Aras
Anadolu University http://orcid.org/0000-0002-4520-642X
Karadeniz, Abdulkadir
Anadolu University
Koçdar, Serpil
Anadolu University
The advent of Web 2.0 technologies transformed online networks into interactive spaces in which user-generated content has become the core material. With the possibilities that emerged from Web 2.0, social networking sites became very popular. The capability of social networking sites promises opportunities for communication and interaction, especially for distance education students who are separated from their teachers, learning resources and other students in terms of time and/or space. Within this perspective, the aim of the study is to investigate distance education students’ perceptions and preferences regarding use of social networking sites for communication and interaction purposes. In this context, the study employed a quantitative cross-sectional methodology. Research findings were derived from a sample of 2065 distance education students and the data were gathered through an online questionnaire. The research findings indicate that social networking sites (SNSs) can be used to support social learning processes.
Commonwealth of Learning
2017-11-17 16:39:15
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Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/217
2017-07-20T00:09:01Z
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10.56059/jl4d.v4i2.217
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MOOCifying Courses: Delivery of a MOOC to Enhance University Course Activities
Ostashewski, Nathaniel
Athabasca University
Howell, Jennifer
Curtin University
Dron, Jon
Athabasca University
Since 2012 MOOCs have been heralded as a new way of learning outside of formal university programs of study and there has been much speculation regarding their impact. While MOOCs have provided millions of global learners with access to courses, they failed to deliver the types of learning experiences and completion requirements that were hoped for. One potential iteration of MOOCs might be to blend them with existing courses offered in universities supporting links and connections between study and the outside world. This MOOCification of full-fee courses may provide another next step in the delivery of real and authentic learning. Using an empirical case study design, this project explored the MOOCification of an undergraduate preservice education course at an Australian university. The study presents evidence that blending MOOCs with classroom-based or online learning does provide higher education learners with personalized active learning opportunities. Further research on scaffolded support enabling learners to capitalize on additional aspects of networked learning in MOOCs is needed.
Commonwealth of Learning
2017-07-19 16:30:14
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https://jl4d.org/index.php/ejl4d/article/view/217
Journal of Learning for Development ; Vol. 4 No. 2 (2017): ISSUE 2
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/223
2017-11-21T18:33:03Z
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"171120 2017 eng "
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10.56059/jl4d.v4i3.223
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Willingness to Engage in Open Educational Practices among Academics in Rwandan Public Higher Education and Responsive Actions
Nkuyubwatsi, Bernard
EUCLID University http://www2.le.ac.uk/departments/education/postgraduate-study/research-degrees/phd-research/phd/bernard-nkuyubwatsi http://orcid.org/0000-0001-7295-9630
Academics’ engagement in Open Educational Practices (OEPs) is critical for opening up higher education. It is in this perspective that the willingness to engage in such practices among academics in Rwandan public higher education was investigated with an agenda to trigger responsive actions. Via convenience/availability and volunteer sampling, 170 academics were invited to participate in the study and 85 of them completed and returned an email self-completion questionnaire. The results revealed that the majority of participants were willing to contribute to Open Educational Resources (OER) by publishing their work under an open licence. Participants were also willing to engage in diverse OEPs including 1) finding OER and evaluating their quality, 2) participating in and evaluating open courses, 3) aggregating OER, 4) adapting OER and open courses, and 5) assessing accomplishment from open learning based on OER and open courses for credit. National and institutional policies were found to be the potentially most important enablers of academics’ engagement in those practices. In the light of the findings, the researcher argues that the inclusion of more learners in the higher education system would make academics more impactful than simply the citation of their work, a stance that was reflected in subsequent responsive actions. This study may benefit institutions and policy makers who are interested in opening up higher education, especially the University of Rwanda that is expected to contribute significantly to the transformation of the country into a middle-income, knowledge-based society.
Commonwealth of Learning
2017-11-17 16:39:15
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https://jl4d.org/index.php/ejl4d/article/view/223
Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/224
2017-11-21T18:49:48Z
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"171120 2017 eng "
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10.56059/jl4d.v4i3.224
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Turkish Teachers’ Awareness and Perceptions of Open Educational Resources
Ozdemir, Ozgur
Indiana University - Bloomington
Bonk, Curtis
Indiana University
The purpose of this study is to explore K-12 teachers’ awareness of open educational resources (OER) as well as their perceptions of its potential opportunities and challenges for teaching practices. Data were gathered from 99 online survey respondents and six interviewees in this study. Findings showed that teachers are aware of OER to a certain degree; however, a misunderstanding exists between digital educational content on the Internet and openly licensed content compatible with the OER definition. Lack of knowledge regarding licensing mechanisms of OER is a major issue among teachers. Whereas, teacher perceptions that the use of OER leads to the improvement in student performance is highly beneficial, the time required to search, select, edit, and apply OER was discovered as the greatest challenge to OER utilization. Results of this study can inform potential OER movement contributors, such as teacher professional development specialists, developers of OER repositories, and academics interested in OER.
Commonwealth of Learning
2017-11-17 16:39:15
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Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/237
2018-03-21T00:01:06Z
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"180317 2018 eng "
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10.56059/jl4d.v5i1.237
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From policies to implementation of open distance learning in Rwanda: A genealogical and governmentality analysis
Mukama, Evode
University of Rwanda - College of Education http://www.ur.ac.rw
The purpose of this paper is to analyse the interplay between policy formulation and implementation in terms of the present historical and cultural practices of open distance learning (ODL) in Rwanda. This paper draws on the Foucauldian genealogical and governmentality analysis. The paper examines Government aspirations as depicted in policy statements starting from2001, ayear aligning with the beginning of the Government of Rwanda’s Vision 2020. This Vision aims at transforming the country from an agrarian to a knowledge-based and technology-led society. This study analysed discourses emerging from policy statements on ODL and scrutinised how Government aspirations were translated into concrete actions. Moreover, the study examined the rationality governing ODL practice and explored governing techniques adopted in relation to ODL discourses. The findings reveal that, though policies extol ODL potential to increase access, relevance and inclusion in education, and though they highlight the need to improve quality in higher education through affordable, scalable and sustainable technologies, implementing institutions tend to adopt contentious approaches to cope with a dual mode. The study suggests some concrete ideas to close the gap between ODL policy formulation and implementation.
Commonwealth of Learning
2018-03-20 16:57:03
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Journal of Learning for Development ; Vol. 5 No. 1 (2018): ISSUE 1
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/253
2018-03-22T20:39:52Z
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"180317 2018 eng "
2311-1550
10.56059/jl4d.v5i1.253
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Student perceptions of the creation and reuse of digital educational resources in a community development-oriented organisation
Paskevicius, Michael
University of Victoria http://orcid.org/0000-0001-7391-0783
Hodgkinson-Williams, Cheryl
University of Cape Town http://orcid.org/0000-0003-2794-8638
This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.
Commonwealth of Learning
2018-03-20 16:57:03
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Journal of Learning for Development ; Vol. 5 No. 1 (2018): ISSUE 1
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/269
2018-07-18T22:31:27Z
ejl4d:ART
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"180718 2018 eng "
2311-1550
10.56059/jl4d.v5i2.269
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A Critical Review of eLearning Research Trends in Tanzania
Mtebe, Joel S.
University of Dar es Salaam, Tanzania
Raphael, Christina
This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.
Commonwealth of Learning
2018-07-18 15:29:45
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https://jl4d.org/index.php/ejl4d/article/view/269
Journal of Learning for Development ; Vol. 5 No. 2 (2018): ISSUE 2
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/270
2022-12-06T23:56:50Z
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"171120 2017 eng "
2311-1550
10.56059/jl4d.v4i3.270
doi
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Community Engagement to End Child Early Forced Marriage – Experiences in Selected South Asian Countries
Ferreira, Frances J.
Commonwealth of Learning
Kamal, Mostafa Azad
Bangladesh Open University
Sustainable Development Goal (SDG) 5, “achieve gender equality and empower all women and girls”, emphasises the need for “providing women and girls with equal access to education, health care, decent work, and representation in political and economic decision-making processes [which] will fuel sustainable economies and benefit societies and humanity at large” (UN, 2015). Millions of girls are forced into early marriage for economic and cultural reasons and denied the opportunity for education. Within the context of sustainable development, it is critical to raise awareness among communities that child marriage has wide ranging negative consequences for development and that allowing girls to have education and training can add enormous value to their society as well as their personal and family lives. This study aims to identify the role of community engagement and local community organisations in contributing towards ending child, early and forced marriage (CEFM) through ensuring equitable access of marginalised and out-of-school girls to education and training. The study was based on data collected from surveys that had been administered to 755 out-of-school girls, affected by CEFM in both urban and rural areas of three selected South Asian Association for Regional Co-operation (SAARC) countries, that is, Bangladesh, Pakistan, and India.
Commonwealth of Learning
2017-11-17 16:39:15
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Journal of Learning for Development ; Vol. 4 No. 3 (2017): ISSUE 3
eng
Copyright (c) 2017 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/273
2018-07-18T22:31:27Z
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10.56059/jl4d.v5i2.273
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Implementing a Blended/Online Learning Policy on a Face-to-Face Campus: Perspectives of Administrators and Implications for Change
Thurab-Nkhosi, Dianne
The University of the West Indies http://orcid.org/0000-0003-0621-9241
Many universities are currently exploring the factors that impact implementation of blended learning policies and institutions. In the Caribbean this is particularly important as financial support by Governments in the region has dwindled in the context of a global recession and universities are seeking ways to reduce costs and increase access. The vision for blended learning on one Campus of a multi-campus, higher education institution in the Caribbean, was to enhance teaching and learning by offering students and staff greater flexibility, more opportunities for engagement and wider choices consistent with varying teaching and learning styles and needs. As this multi-campus university moves toward a re-engineered online policy and greater collaboration among the campuses, some administrators have expressed the view that they have been left out of the implementation strategies and are not clear on the status of the blended learning policy on their campus, nor their roles and responsibilities. This is a qualitative case study, focusing on the stage of blended learning implementation and the perceptions of Deans and Administrative Officers at a specific Higher Education Institution. The methods used were, review of the use of the Learning Management System, and interviews conducted with Deans and Administrative Officers. Thick descriptions of perceptions of administrators are provided. The implications of their perceptions for implementation are discussed and recommendations to close gaps where they exist are made. Findings confirm that change management strategies are required, such as establishing a sense of urgency, forming a powerful guiding coalition and creating a vision. Administrators need to provide clear direction on who should lead the initiative and senior management has a role in ensuring there is additional team support to increase programme development. Findings also indicate that while blended learning has the potential to reduce costs to Higher Education institutions, initial investments in software, hardware, appropriate staff and training require financial investments. Administrators have a role to play in sourcing funds for implementation of blended learning and also in performing audits, which can help in providing information on the existing technical skills, hardware and software available on the campus and how they are being used.
Commonwealth of Learning
2018-07-18 15:29:45
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Journal of Learning for Development ; Vol. 5 No. 2 (2018): ISSUE 2
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/282
2018-07-18T22:31:27Z
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10.56059/jl4d.v5i2.282
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Challenges of Adopting Open Educational Resources (OER) in Kenyan Secondary Schools: The Case of Open Resources for English Language Teaching (ORELT)
Orwenjo, Daniel Ochieng
The Technical University of Kenya
Erastus, Fridah Kanana
Kenyatta University
Kenya, like many African countries, has faced enormous challenges in the production of and access to quality relevant teaching and learning materials and resources in her primary and secondary school classrooms. This has been occasioned by a plethora of factors which include, but are not limited to a lack of finances, tradition, competence, and experience to develop such resources. Such a situation has persisted despite the existence and availability of many Open Educational Resources (OERs) that have been developed by many education stakeholders at enormous costs. Such freely available resources could potentially improve the quality of existing resources or help to develop new courses. Yet, their uptake and reuse in secondary and primary schools in Kenya continues to be very low. This paper reports the findings of a study in which Open Resources for English Language Teaching (ORELT) developed by the Commonwealth of Learning (COL), Canada, were piloted in sampled fifty (50) Kenyan secondary schools. The study applied the Model 1 – Distance and Dependence (Zhao et al 2002) model to investigate the challenges that hinder instructors to adopt and use ORELT materials. The study reported that poor infrastructure, negative attitudes, lack of ICT competencies, and other skill gaps among teachers and lack of administrative support are some of the implementation challenges that have continued to dog the implementation, adoption and use of OERs in Kenyan schools. The findings of the present study will go a long way in providing useful insights to the developers of OERs and Kenyan education stakeholders in devising strategies of maximum utilisation of OERs in the Kenyan school system.
Commonwealth of Learning
2018-07-18 15:29:45
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Journal of Learning for Development ; Vol. 5 No. 2 (2018): ISSUE 2
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/288
2018-11-20T02:03:19Z
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2311-1550
10.56059/jl4d.v5i3.288
doi
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Eliciting In-service Teachers’ Technological Pedagogical Content Knowledge for 21st-Century Skills in Tanzania
Mtebe, Joel S.
University of Dar es Salaam, Tanzania
Raphael, Christina
University of Dar es Salaam, Tanzania
The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using self-reported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy.
Commonwealth of Learning
2018-11-19 18:01:19
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Journal of Learning for Development ; Vol. 5 No. 3 (2018): ISSUE 3
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/290
2018-11-20T02:03:19Z
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10.56059/jl4d.v5i3.290
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Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education
Lambert, Sarah Roslyn
Deakin University http://orcid.org/0000-0003-2722-9684
This paper investigates the degree to which recent digital Open Education literature is aligned to social justice principles, starting with the first UNESCO definition of Open Educational Resources (OER). A critical analysis of 19 texts was undertaken to track dominant and alternative ideas shaping the development of Open Education since 2002 as it broadened and developed from OER to Open Educational Practices (OEP). The paper begins by outlining the method of texts selection, including defining the three principles of social justice (redistributive, recognitive and representational justice) used as an analytical lens. Next the paper sets out findings which show where and how the principles of social justice became lost within the details of texts, or in other digital agendas and technological determinist debates. Finally, a new social justice aligned definition for Open Education is offered. The aim of the new definition is to provide new language and a strong theoretical framework for equitable education, as well as to clearly distinguish the field of Open Education from mainstream constructivist eLearning.
Commonwealth of Learning
2018-11-19 18:01:19
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https://jl4d.org/index.php/ejl4d/article/view/290
Journal of Learning for Development ; Vol. 5 No. 3 (2018): ISSUE 3
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/311
2019-03-20T20:56:42Z
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"190320 2019 eng "
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10.56059/jl4d.v6i1.311
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Open Badges as Credentials in Open Education Systems: Case Studies from Greece and Europe
Papadimitriou, Sofia Theodor
Hellenic Open University https://eap.academia.edu/SofiaPapadimitriou http://orcid.org/0000-0002-7708-106X
Niari, Maria Ioannis
Hellenic Open University
Badges are digital representations of achievements or skills which describe the framework, significance, and outcomes of a learning procedure based on specific criteria. The Open Badges’ collection can be used as a virtual CV of skills and qualifications to their holder. The practice of development, issue, and use of Badges is connected with Gamification elements, as the incentive towards positive behavior and as a powerful pedagogical tool. Furthermore, the use of Open Badges could become an alternative certification system for skills and knowledge acquired in online, blended learning environments and other informal learning systems. In this paper, we present Case Studies where Open Badges have been used as credentials for evaluation of educational practices in pilot educational systems either in non-formal education or informal learning systems with specific emphasis on open learning environments. Key insights from analysing the Case Studies highlight Open Badges’ extended use and value stressing the need to make a common system of evaluation and accreditation in open online learning environments.
Commonwealth of Learning
2019-03-20 13:51:49
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https://jl4d.org/index.php/ejl4d/article/view/311
Journal of Learning for Development ; Vol. 6 No. 1 (2019): ISSUE 1
eng
Copyright (c) 2019 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/316
2018-11-20T02:03:19Z
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"181119 2018 eng "
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10.56059/jl4d.v5i3.316
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Governance of Open Universities — A Few Observations on Trends in Asia
Kaushik, Madhulika
Usha Martin University, India
Dhanarajan, Gajaraj
Like all organisations, good governance is a fundamental requirement for the responsible and accountable management of universities in general and open universities in particular. This is to ensure that these (open) universities remain relevant to their mission of facilitating unfettered access to higher education for citizens and at the same time continue being reliable contributors to personal and institutional developments, the vital ingredients to maintaining sustained national development. While several studies have, in the past, been conducted on governance of universities, almost all of them have centred around conventional, face-to-face institutions. Not much published literature is in evidence on the governance of Open Universities. This paper, drawing from a study on the governance of a few open universities in Asia, tries to discuss the nature of their challenges, and the lessons that can be drawn from their practices and experience. The study focused on aspects relating to institutional autonomies such as curriculum, budgeting and financial management, admission standards, conferment of qualifications, academic staff appointments, development and promotions and research policies. Our findings indicate that, similar to conventional systems, the state plays a crucial role in many aspects of governance both in publicly funded and privately supported institutions. Recent attempts at governance transformation towards greater institutional autonomies is beginning to show limited changes in some but not all jurisdictions studied.
Commonwealth of Learning
2018-11-19 18:01:19
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Journal of Learning for Development ; Vol. 5 No. 3 (2018): ISSUE 3
eng
Copyright (c) 2018 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/331
2020-03-20T23:27:41Z
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"190718 2019 eng "
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10.56059/jl4d.v6i2.331
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Early Years of the Journal of Learning for Development: A Combination of Bibliometrics and Thematic Analysis
Mishra, Sanjaya
COL
The paper analyses the contributions to Journal of Learning for Development (JL4D) from volume one to five using bibliometrics and content analysis techniques. Analysing the 91 papers in various categories of JL4D, the paper identifies authorship pattern, topics covered, research methods used, types of documents used in citations, core journals and the median age of citations to JL4D. The finding of the study reveals that JL4D has created a niche for itself as a specialised research journal focusing on innovations in learning contributing to development.
Commonwealth of Learning
2019-07-18 16:37:56
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https://jl4d.org/index.php/ejl4d/article/view/331
Journal of Learning for Development ; Vol. 6 No. 2 (2019): ISSUE 2
eng
Copyright (c) 2019 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/336
2020-03-20T23:27:41Z
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10.56059/jl4d.v6i2.336
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Creating Open Online Courses with Learner Representative Partners to Widen Participation in Higher Education
Coughlan, Tim
The Open University, UK http://orcid.org/0000-0002-0891-5438
Goff, Jenny
The Open University, UK
Open online courses could provide stepping stones for audiences that are under-represented in higher education (HE). However, there are concerns that these instead proliferate forms of exclusion and do not address known difficulties for widening participation. We explore how organisations that represent the perspectives of particular underserved audiences for HE can act as ‘Learner Representative Partners’ to support the creation of appropriate courses and to highlight practices that exclude. Six course development processes where a university worked with different partners are analysed using interviews, documentation of resource use, and data on learner behaviour. The analysis utilises previously identified challenges to widening participation and collaborative course creation. Getting partners to directly engage in authoring the course was particularly beneficial but all partners prompted critical thought and greater understanding of the intended audiences. We suggest principles to support such partnerships effectively. These include adapting to a variable capacity of partners to contribute, to encourage reuse or creation of resources by partners, and to facilitate partners to feel confident in expressing their views.
Commonwealth of Learning
2019-07-18 16:37:56
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https://jl4d.org/index.php/ejl4d/article/view/336
Journal of Learning for Development ; Vol. 6 No. 2 (2019): ISSUE 2
eng
Copyright (c) 2019 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/346
2020-03-20T23:44:51Z
ejl4d:ART
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"191119 2019 eng "
2311-1550
10.56059/jl4d.v6i3.346
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Getting to Open at a Closed Institution: A Case Study of Evolving and Sustaining Open Education Practices
Morgan, Tannis
BCcampus and Justice Insitute of British Columbia
This study examined a Canadian post-secondary institution in the period between 2010 and 2014, with a follow-up assessment in 2018 in order to understand its evolution with open educational resources (OER) and open educational practices (OEP). In the first timeline, the study looked at drivers that contributed to the uptake of OER in relation to the type of OER and factors contributing to the diffusion of OER. In the second timeline, the study looked at whether OEPs are being sustained and how they evolved at the institution. Results show that within the institution there are both benefits and tensions to being open, and an institutional approach that considers openness on a case-by-case basis is appropriate. In looking at these two time periods, the study fills a gap in OER research by providing a more longitudinal view of an institutional shift towards initiating and sustaining openness.
Commonwealth of Learning
2019-11-19 10:04:08
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Journal of Learning for Development ; Vol. 6 No. 3 (2019): ISSUE 3
eng
Copyright (c) 2019 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/350
2020-03-20T23:44:51Z
ejl4d:ART
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"191119 2019 eng "
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10.56059/jl4d.v6i3.350
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Mining Students’ Data to Analyse Usage Patterns in eLearning System of Secondary Schools in Tanzania
Mtebe, Joel S.
University of Dar es Salaam, Tanzania
Kondoro, Aron W.
University of Dar es Salaam, Tanzania
The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students are actually use them. Existing studies tend to focused on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and Keel as data mining tools to analyze students’ usage patterns and trends using 6,8827 individual records from log file of Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and, in the decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics had the lowest. Students from Dar es Salaam, Mwanza, and Arusha in that order had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and help educators to find ways of maximizing systems usage.
Commonwealth of Learning
2019-11-19 10:04:08
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Journal of Learning for Development ; Vol. 6 No. 3 (2019): ISSUE 3
eng
Copyright (c) 2019 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/367
2020-03-20T23:44:51Z
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10.56059/jl4d.v6i3.367
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Supporting Open Practices with Teachers in Zambia
Stutchbury, Kris
Faculty of Education and Language Studies
Open University, UK
Gallastegi, Lore
The Open University
Woodward, Clare
The Open University
This paper demonstrates how the features and affordances of open learning have been developed in new and productive ways to provide school-based continuing professional development for teachers in Zambia. It presents and critically reviews data from 200 teachers who have taken part in phase 1 of the Zambian Education School-based Training (ZEST) – a project which, over the next three years, will be scaled-up across Zambia. The project is underpinned by the belief that knowledge about teaching is co-constructed through participation in, and reflection on, practice. Thus, the emphasis is on empowering teachers to work together to develop practices appropriate to their context – open practices. In the study, we describe an on-going process of realist evaluation which enables us to establish at an early stage what works in which contexts and informs on-going project planning. It concludes that this approach to evaluation has the potential to be helpful in understanding open practices and how they can be developed.
Commonwealth of Learning
2019-11-19 10:04:08
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Journal of Learning for Development ; Vol. 6 No. 3 (2019): ISSUE 3
eng
Copyright (c) 2019 Journal of Learning for Development - JL4D
oai:ojs.ejl4d.org:article/376
2020-07-20T22:51:25Z
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10.56059/jl4d.v7i1.376
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Analysis of ICT Competencies Among Distance Learning Students in selected Study Centres of the National Open University of Nigeria
Amini, Clifford Moses
RETRIDOL - National Open University of Nigeria. http://orcid.org/0000-0001-9860-8150
Oluyide, Oluwaseun
Regional Training and Research Institute for Distance and Open Learning (RETRIDOL) - National Open University of Nigeria.
The research evaluated the ICT competencies of Distance learning students of the National Open University of Nigeria, as a pre-requisite for their effectiveness in a computer-based learning environment. 186 students (66 males and 120 females) responded to the questionnaire: Learners’ Competency in the use of ICT (LC in CT), which was adopted from the UNESCO Competency Standard (2008). Results show that distance learning students of the National Open University of Nigeria show competencies in the use of ICT to deepen knowledge. However, only a few can use technology and ICT to create knowledge. This is despite many of the students showing a high level of literacy in computer and technology. The result of hypotheses shows that students’ qualification influences their competency in ICT but their gender never affects ICT competency. The research recommends the strengthening of General Studies (GST) course in computer and technology.
Commonwealth of Learning
2020-03-20 17:36:45
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Journal of Learning for Development ; Vol. 7 No. 1 (2020): ISSUE 1
eng
Copyright (c) 2020
oai:ojs.ejl4d.org:article/378
2020-07-21T20:42:52Z
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10.56059/jl4d.v7i2.378
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Agricultural Extension Agents' Use of Learning-Based Extension Methods in Trinidad and Tobago
Ramjattan, Jeet
The University of the West Indies
Chowdhury, Ataharul
University of Guelph Canada
Ganpat, Wayne
University of the West Indies
Abstract: Agricultural extension agents are highly credited for their roles of providing advice to farmers and supporting their learning and decision-making to improve livelihoods. The use of appropriate methods to promote learning in developing countries, including Trinidad and Tobago, has often been highlighted as a development priority. Nevertheless, agricultural extension agents encounter difficulties in applying new competencies. Understanding and utilising appropriate methods based on farmers’ learning needs is critical. This study sought to investigate extension agents’ use of learning-based extension methods. A survey was conducted with 106 extension agents. Descriptive statistics and logistic regression analysis were used to analyse data. The findings show that male agents prefer Plant Clinics and Farmer Field School learning methods. Social influence and networking among organisations had a significant influence on the use of Discovery Based Learning methods. The positive influence of social pressure motivated the agents. The study recommends supporting facilitative conditions through a coordinated programme and to focus on farmers’ learning as a critical consideration for improving the use and impact of learning-based methods
Keywords: Learning-based methods, agricultural extension, extension agent, Trinidad and Tobago
Commonwealth of Learning
2020-07-20 18:15:10
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Journal of Learning for Development ; Vol. 7 No. 2 (2020): ISSUE 2
eng
Copyright (c) 2020 Jeet Ramjattan, Ataharul Chowdhury, Wayne Ganpat
oai:ojs.ejl4d.org:article/380
2020-07-20T22:51:25Z
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10.56059/jl4d.v7i1.380
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Technology Tools and Instructional Strategies for Designing and Delivering MOOCs to Facilitate Self-monitoring of Learners
Zhu, Meina
Wayne State University
Bonk, Curtis J.
Indiana University
This mixed-methods study examines the design and delivery of MOOCs to facilitate student self-monitoring for self-directed learning (SDL). The data collection methods included an online survey (n = 198), semi-structured interviews of MOOC instructors (n = 22), and document analysis of MOOCs (n = 22). This study found that MOOC instructors viewed self-monitoring skills vital for SDL. MOOC instructors reported that they facilitated students’ self-monitoring with both internal and external feedback. Students’ internal feedback is related to cognitive and metacognitive processes. Among the methods used to facilitate cognitive processes were quizzes, tutorials, learning strategies, learning aids, and progress bars. To foster metacognition, MOOC instructors provided reflection questions and attempted to create learning communities. In addition, MOOC instructors, teaching assistants, and peers provided external feedback for students’ self-monitoring. In addition, synchronous communication technologies, asynchronous communication technologies, and feedback were used with diverse purposes in supporting student’s self-monitoring.
Commonwealth of Learning
2020-03-20 17:36:45
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Journal of Learning for Development ; Vol. 7 No. 1 (2020): ISSUE 1
eng
Copyright (c) 2020
oai:ojs.ejl4d.org:article/384
2020-07-20T22:51:25Z
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10.56059/jl4d.v7i1.384
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Can e-Authentication Raise the Confidence of Both Students and Teachers in Qualifications Granted Through the e-Assessment Process?
Whitelock, Denise
Interim Director, Institute of Educational Technology
The Open University UK https://iet.open.ac.uk/people/denise.whitelock
Edwards, Chris
Lecturer, Institute of Educational Technology
Open University https://iet.open.ac.uk/people/chris.edwards
Okada, Alexandra
Educational Researcher
The Faculty of Wellbeing, Education and Language Studies
The Open University UK http://wels.open.ac.uk/people/alpo3
The EU-funded TeSLA project - Adaptive Trust-based e-Assessment System for Learning (http://tesla-project.eu) has developed a suite of instruments for e-Authentication. These include face recognition, voice recognition, keystroke dynamics, forensic analysis and plagiarism detection were designed for integration within a university's virtual learning environment. These tools were trialed across the seven partner institutions: 4,058 participating students, including 330 Students with special educational needs and disabilities (SEND); 54 teaching staff.
This paper describes the findings of this large-scale study where over 50% of students gave a positive response to the use of these tools. In addition, over 70% agreed that these tools were 'to ensure that my examination results are trusted' and 'to prove that my essay is my own original work'. Teaching staff also reported positive experiences of TeSLA: the figure reaching 100% in one institution. We show there is evidence that a suite of e-authentication tools such as TeSLA can potentially be acceptable to students and staff and be used to increase trust in online assessment. Also, that whilst not yet perfected for SEND students it can still enrich their experience of assessment. We find that care is needed when introducing such technologies to ensure the building of the layers of trust required for their successful adoption.
Commonwealth of Learning
2020-03-20 17:36:45
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Journal of Learning for Development ; Vol. 7 No. 1 (2020): ISSUE 1
eng
Copyright (c) 2020
oai:ojs.ejl4d.org:article/387
2020-11-20T16:42:10Z
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10.56059/jl4d.v7i3.387
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Effectiveness of Multimodal Microlearning for In-service Teacher Training
Allela, Melisa Achoko
Technical University of Kenya http://tukenya.ac.ke/ http://orcid.org/0000-0002-8150-1186
Ogange, Betty Obura
Commonwealth of Learning https://www.col.org/
Junaid, Muhammad Ibn
Usmanu Danfodiyo University, Sokoto, Nigeria http://udusok.edu.ng
Charles, Prince Brainard
Freetown Teachers' College
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Commonwealth of Learning
2020-11-20 08:42:10
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https://jl4d.org/index.php/ejl4d/article/view/387
Journal of Learning for Development ; Vol. 7 No. 3 (2020): ISSUE 3
eng
Copyright (c) 2020 Melisa Achoko Allela, Betty Obura Ogange, Muhammad Ibn Junaid, Prince Brainard Charles
oai:ojs.ejl4d.org:article/389
2020-07-29T15:39:27Z
ejl4d:ART
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"200720 2020 eng "
2311-1550
10.56059/jl4d.v7i2.389
doi
dc
Developing Self-regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment by Using KWL Method
De Silva, D. V. M.
Open University of Sri Lanka
ABSTRACT
Open and Distance Learning (ODL) is considered an important strategy for increasing educational access. However, students learning in ODL environments face many challenges. Studies have indicated that students with self-regulated learning (SRL) skills are more likely to succeed in ODL environments. Studies have demonstrated that through instructional strategies, tutors can teach and help improve SRL skills. This development of SRL skills may lead to reduced drop-out rates. To examine the suitability of SRL skills development strategies, the researcher of this study utilised a KWL (What I Know, What I Want to Know, What I Learned) method in the ODL environment in Sri Lanka to help develop SRL skills in university students. This study adopted an action research approach, and twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka were the participants. Zimmerman & Moylan's (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students' SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The study's findings indicated that the KWL method contributed to the improvement of self-regulated learning skills among student participants.
Keywords: self-regulated learning skills, Open and Distance Learning environment, KWL method.
Commonwealth of Learning
2020-07-20 18:15:10
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https://jl4d.org/index.php/ejl4d/article/view/389
Journal of Learning for Development ; Vol. 7 No. 2 (2020): ISSUE 2
eng
Copyright (c) 2020 Vajira Manjarie De Silva
oai:ojs.ejl4d.org:article/390
2020-07-20T22:51:25Z
ejl4d:ART
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"200320 2020 eng "
2311-1550
10.56059/jl4d.v7i1.390
doi
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Fostering Digital Education among Teachers and Learners in Sri Lankan Schools
Karunanayaka, Shironica Priyanthi
The Open University of Sri Lanka
Weerakoon, W.M.S.
The Open University of Sri Lanka
The Commonwealth Digital Education Leadership Training in Action (C-DELTA) programme provides a framework for fostering digital education for lifelong learning by developing digital education leaders. The Faculty of Education at the Open University of Sri Lanka implemented an action research project to promote the adoption of C-DELTA among teachers and students of secondary schools in Sri Lanka, and evaluate its impact on the teaching-learning process. A group of 41 teachers participated in the intervention and implemented C-DELTA in their schools. A variety of data were collected throughout the process via questionnaires, concept maps, focus group interviews, implementation reports, and log records in the C-DELTA platform. Findings revealed that despite challenges such as inadequate ICT facilities, time constraints and limitation in English language competencies, the adoption of C-DELTA has supported improving digital literacy, enacting changes in thinking and digital behaviour among teachers and students, and enhancing teachers’ digital education leadership skills.
Commonwealth of Learning
2020-03-20 17:36:45
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https://jl4d.org/index.php/ejl4d/article/view/390
Journal of Learning for Development ; Vol. 7 No. 1 (2020): ISSUE 1
eng
Copyright (c) 2020
oai:ojs.ejl4d.org:article/391
2020-07-21T20:48:50Z
ejl4d:ART
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"200720 2020 eng "
2311-1550
10.56059/jl4d.v7i2.391
doi
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An Analysis of Heutagogical Practices through Mobile Device Usage in a Teacher Training Programme in Malawi
Chimpololo, Andrew
University of Malawi
Abstract:
This paper analyses the mediation of heutagogical practices using mobile devices in a teacher training programme in Malawi. Existing literature suggests that the use of mobile devices facilitates the development of heutagogy, an educational approach characterised by interdependent learning, double- and triple-loop learning and participation in communities of practice. The study draws on three major heutagogical principles for its theoretical foundation. It adopts the case study method, and uses questionnaire, semi-structured interviews, focus group discussions and personal diaries for data collection. Mobile phone ownership is almost universal at the college and most of the student-teachers possess at least one Internet-enabled device. Despite laptop ownership and institutional access to computers being low, a relatively high number of student-teachers frequently use computers in their studies to complement mobile phones. Regarding heutagogical practices, few student-teachers claim to engage in interdependent learning as well as double- and triple-loop learning. Conversely, most of them tend to participate in communities of practice, particularly those involving students only. In addition, few student-teachers hold the intention to use their devices in their own teaching.
Keywords: heutagogy, teacher education, learner-centred, mobile devices.
Commonwealth of Learning
2020-07-20 18:15:10
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https://jl4d.org/index.php/ejl4d/article/view/391
Journal of Learning for Development ; Vol. 7 No. 2 (2020): ISSUE 2
eng
Copyright (c) 2020 Andrew Chimpololo
oai:ojs.ejl4d.org:article/401
2022-06-03T18:22:52Z
ejl4d:ART
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"210318 2021 eng "
2311-1550
10.56059/jl4d.v8i1.401
doi
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Learning Software Development through Modeling using an Object Oriented Approach with Unified Modeling Language: A Case of an Online Interview System
Kalinga, Ellen Ambakisye
University of Dar es Salaam. Tanzania
This paper demonstrates the learning of software engineering through modeling using Object-Oriented Analysis and Design approach with Unified Modeling Language. An online interview management system case project to the whole class was used to develop the software requirement specification. Through modelling, the processes to be considered in software development were also elaborated, where it starts with the identification of major or basic processes of the domain of application, followed by the identification of activities to be performed under each basic process and, finally, transforming the activities highlighted in the functional requirements presentation. Modeling was practised by students through group case projects, and students were active, engaging and focusing on the learning process in such a way that more than 85.9% of students had the courage to attempt design questions during university examinations.
Commonwealth of Learning
2021-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/401
Journal of Learning for Development ; Vol. 8 No. 1 (2021): ISSUE 1
eng
Copyright (c) 2021 Ellen Ambakisye Kalinga
oai:ojs.ejl4d.org:article/410
2020-07-22T17:20:14Z
ejl4d:ART
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"200720 2020 eng "
2311-1550
10.56059/jl4d.v7i2.410
doi
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Participatory Management, Professional Development, and Teachers’ Job Performance in Public Secondary Schools
Ajetunmobi, Funmilayo Grace
University of Lagos, Lagos, Nigeria
Oladejo, Maruff
University of Lagos, Lagos, Nigeria
Muhidden
University of Lagos, Lagos, Nigeria
This correlational survey study examined professional development, participatory management, and teachers’ job performance in public secondary schools in Ogun State, Nigeria. The sample size comprised 504 participants selected through a multi-stage sampling technique from 12,745 teachers in 217 public secondary schools. The study was guided by two null hypotheses, tested at 0.05 level of significance. Two researcher-designed instruments namely. Participatory Management and Professional Development Questionnaire (PM/PDQ) and Teachers’ Job Performance Scale (TJPS), were used to collect data. The Pearson Product-Moment Correlation statistical tool was used for data analysis. Results showed that teachers’ job performance was significantly and positively related to both professional development and participatory management respectively. The study concluded that teachers’ job performance could be enhanced through these two management intervention strategies. It was therefore, recommended among other things, that concerned authorities should improve on existing teachers’ professional development programmes and encourage participatory management among the teachers.
Keywords: management intervention strategies, professional development, participatory management, teachers’ job performance.
Commonwealth of Learning
2020-07-20 18:15:10
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https://jl4d.org/index.php/ejl4d/article/view/410
Journal of Learning for Development ; Vol. 7 No. 2 (2020): ISSUE 2
eng
Copyright (c) 2020 Funmilayo Grace Ajetunmobi, Maruff Oladejo, Muhidden
oai:ojs.ejl4d.org:article/412
2020-11-20T16:42:10Z
ejl4d:ART
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"201119 2020 eng "
2311-1550
10.56059/jl4d.v7i3.412
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Is Blended Learning Better than Online Learning for B.Ed Students?
Ranjan, Prabhas
Patna Womens College, Patna University, Patna http://orcid.org/0000-0002-0602-8659
Blended learning is a newly emerging area of research and practice in educational institutions. It is defined as a useful and reasonable combination of online and face-to-face learning and is acclaimed as a successful mode of teaching. The recent growth of online education, which is without classroom interaction, in a developing country like India therefore presents a reason to verify the relative effectiveness of these teaching modes. This study was an experimental study spread over two years, to compare the effectiveness of the blended learning mode and the online learning modes (including their specific teaching-learning strategies) for a B.Ed curriculum. A randomly selected sample of students with a comparable level of intelligence quotient (IQ) was subjected to both controlled (face-to-face) and experimental treatments (online and blended learning). The participants were the students of a predominantly face-to-face mode of a B.Ed Course. The researcher found that the average achievement scores of the blended learning mode were higher than the online learning mode. It appears that the interaction of the instructor and the learners was a critical factor for the better performance of blended learning. This research also suggests that blended learning resulted in better learning attainment and motivation. Blended learning has potential to support learner-centric teaching-learning endeavours. It is an important finding for the emerging trend towards online learning in India. It is also relevant in the context of the conditions created by the COVID-19 pandemic, which has put constraints on the face-to-face mode of teaching.
Commonwealth of Learning
2020-11-20 08:42:10
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https://jl4d.org/index.php/ejl4d/article/view/412
Journal of Learning for Development ; Vol. 7 No. 3 (2020): ISSUE 3
eng
Copyright (c) 2020 Prabhas Ranjan
oai:ojs.ejl4d.org:article/413
2022-06-03T18:22:52Z
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"210318 2021 eng "
2311-1550
10.56059/jl4d.v8i1.413
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(Re)Designing Augmented Reality Applications to Facilitate Intercultural Telecollaborations
Hadjistassou, Stella
KIOS Research and Innovation Center of Excellence
Avgousti, Maria-Iosifina
KIOS Research and Innovation Center of Excellence
Louca, Petros
University of Cyprus
This paper draws on design-based research to develop a real-world classroom Augmented Reality (AR) scenario which was accompanied by tasks used to mediate intercultural telecollaboration. It investigates the role of these tasks and AR scenario in enacting affordances to enrich students’ learning experiences, to establish a connection between classroom management techniques, their local context and future teaching practices and to promote insightful reflections on such practices. The trajectories upon which these tasks were designed were practice-oriented inviting students to explore three options in dealing with classroom misbehavior and reserved students. Using their mobile devices, students could view in AR a classroom setting, a student’s disruptive behavior and three possible approaches in dealing with such behavior. Upon exploring the three options in handling classroom misbehavior, students across the two participating academic institutions in Europe could post their comments on a newly created platform, ReDesign.
Commonwealth of Learning
2021-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/413
Journal of Learning for Development ; Vol. 8 No. 1 (2021): ISSUE 1
eng
Copyright (c) 2021 Stella Hadjistassou
oai:ojs.ejl4d.org:article/417
2020-11-20T16:42:10Z
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"201119 2020 eng "
2311-1550
10.56059/jl4d.v7i3.417
doi
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A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement
Erdem, Cahit
Afyon Kocatepe University
Kaya, Metin
This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.
Commonwealth of Learning
2020-11-20 08:42:10
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https://jl4d.org/index.php/ejl4d/article/view/417
Journal of Learning for Development ; Vol. 7 No. 3 (2020): ISSUE 3
eng
Copyright (c) 2020 Cahit Erdem, Metin Kaya
oai:ojs.ejl4d.org:article/427
2022-06-03T18:23:21Z
ejl4d:ART
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"210719 2021 eng "
2311-1550
10.56059/jl4d.v8i2.427
doi
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Challenges to the Effective Teaching and Learning of Geography through ODeL at the Zimbabwe Open University
Tanyanyiwa, Vincent Itai
Zimbabwe Open University
Madobi, Rejoice
Lecturer - Zimbabwe Open University
ODeL offers a lot of opportunities and unique challenges for adult learners. In this paper, the authors sought to examine the main problems that influence the effective teaching and learning of geography and environmental studies in Zimbabwe through ODeL as perceived by the students at the ZOU's Harare/Chitungwiza Regional Campus. This single case study employed vital informant semi-structured interviews, documentary analysis and observations to solicit information from ten students and four tutors in the Geography and Environmental Studies Department (DGES) over three months. Thematic analysis and review of qualitative gained insight into the challenges that are faced by ODeL students in the DGES. The study found out that students in the department face personal and socio-economic challenges as well as related institutional challenges. The study recommends that the ZOU DGES should offer more academic support and improve its communication to the students so that they are aware of all university-related developments that impact on their studies.
Keywords: challenges, teaching, learning, ODL, ODeL
Commonwealth of Learning
2021-07-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/427
Journal of Learning for Development ; Vol. 8 No. 2 (2021): ISSUE 2
eng
Copyright (c) 2021 Vincent Itai Tanyanyiwa, Rejoice Madobi
oai:ojs.ejl4d.org:article/429
2021-12-02T22:35:49Z
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"200720 2020 eng "
2311-1550
10.56059/jl4d.v7i2.429
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Integration of Information Communication Technology in Teaching: The Underpinning Factors Among Kenya’s Primary School Teachers
Mutisya, Sammy Muteti
Maasai Mara University
This study was carried out with 86 primary school teachers in Kenya’s Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R2 =0.325, P=0.001) and was statistical significant. Attitude was found to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (β=0.259, p<0.05) while Performance expectancy (β=0.148, p>0.05), Effort expectancy (β=-0.185, p>0.05), Social influence (β=0.029, p>0.05), facilitating condition (β=0.194, p>0.05), Self-efficacy (β=0.195, p>0.05) and anxiety (β=0.074, p>0.05) were not significant predictors. The study recommends training of teachers on subject specific ICT technologies, laptops and computers be availed for use by teachers and pupils, school heads be trained on how to monitor and support integration of ICT by teachers and governments to provide schools with requisite ICT infrastructures.
Commonwealth of Learning
2020-07-20 18:15:10
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https://jl4d.org/index.php/ejl4d/article/view/429
Journal of Learning for Development ; Vol. 7 No. 2 (2020): ISSUE 2
eng
Copyright (c) 2020 Sammy Muteti Mutisya
oai:ojs.ejl4d.org:article/433
2020-11-20T16:42:10Z
ejl4d:ART
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"201119 2020 eng "
2311-1550
10.56059/jl4d.v7i3.433
doi
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Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational Technology
Jordan, Katy
University of Cambridge
The Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.
Commonwealth of Learning
2020-11-20 08:42:10
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https://jl4d.org/index.php/ejl4d/article/view/433
Journal of Learning for Development ; Vol. 7 No. 3 (2020): ISSUE 3
eng
Copyright (c) 2020 Katy Jordan
oai:ojs.ejl4d.org:article/443
2022-06-03T18:22:52Z
ejl4d:ART
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"210318 2021 eng "
2311-1550
10.56059/jl4d.v8i1.443
doi
dc
To Use or not Use Collaborative Learning Techniques in Teleconference Teaching? A Case Study from the Hellenic Open University
Niari, Maria
Hellenic Open University
The purpose of the small-scale qualitative research study was to examine the use and perceived value of integrating collaborative learning techniques at teleconferences at the School of Humanities of the Hellenic Open University (HOU). Qualitative semi-structure interviews with tutors from the School of Humanities at the HOU were conducted in order for the research plan to be fundamentally heuristic and generate original results. Purposeful sampling was chosen for the data collection process, cross-sectional organization for the data classification and thematic analysis for the data analysis. The results of the present research study indicate the parameters need to be taken into account in order for the tutors to use collaborative learning techniques at teleconference teaching at HOU. Adequate teleconference platform, tutors’ training on distance collaborative learning and group dynamics, and a common understanding regarding distance learning and group dynamics in e-learning environments are some of the most significant findings derived from this research study. The role of students, as well as the role of the distance-learning provider, in integrating and adopting distance collaborative learning strategies is also highlighted by the results.
Commonwealth of Learning
2021-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/443
Journal of Learning for Development ; Vol. 8 No. 1 (2021): ISSUE 1
eng
Copyright (c) 2021 Maria Niari
oai:ojs.ejl4d.org:article/444
2022-06-03T18:22:52Z
ejl4d:ART
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"210318 2021 eng "
2311-1550
10.56059/jl4d.v8i1.444
doi
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Faculty Members’ Communication Needs with Regards to Technology
Uzorka, Afam
Kampala International University
Educators are interested in the impact of technology on education and are supported by regulatory bodies promoting technology standards, recruiters seeking teachers with technology skills, legislated technology in the curriculum, and a demand for a technology skilled workforce. In response to the interest in technology in education, and faculty members incorporating technology in their work, this study was launched to investigate the communication needs of faculty members. This qualitative study selected a convenience sample of 120 faculty and administrators. Using an interview guide, interviewers met with 100 participants. Data was transcribed and entered into a database for analysis. Findings reported were about technology in communication. Concluding statements report that participants use technology in their communication. Faculty members look to early enablers to share best technology practices.
Commonwealth of Learning
2021-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/444
Journal of Learning for Development ; Vol. 8 No. 1 (2021): ISSUE 1
eng
Copyright (c) 2021 Afam Uzorka
oai:ojs.ejl4d.org:article/472
2022-06-03T18:23:21Z
ejl4d:ART
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"210719 2021 eng "
2311-1550
10.56059/jl4d.v8i2.472
doi
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The Perception of Educational Stakeholders on Utilization of E-learning Technology for Quality Instructional Delivery in Universities in Rivers State, Nigeria
Owo, Offia
Rivers State University, Port Harcourt, Nigeria. http://orcid.org/0000-0001-8754-3531
Udoka, Isaac
Federal College of Education (Technical), Omoku, Nigeria.
The study was conducted in Rivers State, South-South, Nigeria. Descriptive survey design was adopted for the study, which comprised 168 subjects (44 lecturers and 124 students). Two research questions were posed by the researchers to guide the study. The study used questionnaires to elicit information from respondents. Mean and standard deviation were descriptive statistical tools used to answer the research questions. The findings of the study revealed, amongst others, that many universities in Nigeria lacked digital facilities for quality e-teaching and learning and, again, university lecturers and students required core digital skills for effective e-learning. Based on these findings, it was recommended, amongst others, that the Nigerian government, in collaboration with university authorities, should ensure adequate provision of ICT equipment and facilities in universities for quality e-teaching and learning. Furthermore, adequate ICT training programmes should be set up for the training of lecturers and students in digital technology in order to realise effective e-learning in the Nigerian university system.
Commonwealth of Learning
2021-07-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/472
Journal of Learning for Development ; Vol. 8 No. 2 (2021): ISSUE 2
eng
Copyright (c) 2021 OFFIA OWO, Isaac Udoka
oai:ojs.ejl4d.org:article/477
2022-06-03T18:23:21Z
ejl4d:ART
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"210719 2021 eng "
2311-1550
10.56059/jl4d.v8i2.477
doi
dc
A Learning Design for Deep Learning for a Distance Teacher Education Programme
Bose, Sutapa
Indira Gandhi National Open University http://www.ignou.ac.in
Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.
Commonwealth of Learning
2021-07-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/477
Journal of Learning for Development ; Vol. 8 No. 2 (2021): ISSUE 2
eng
Copyright (c) 2021 Sutapa Bose
oai:ojs.ejl4d.org:article/479
2022-06-03T18:22:52Z
ejl4d:ART
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"210318 2021 eng "
2311-1550
10.56059/jl4d.v8i1.479
doi
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Rethinking Problem-Solving Teaching Strategies in the Primary Sector for both Face-to-Face and Online Delivery
Kuboni, Olabisi
Independent Consultant (formerly Senior Lecturer of the University of the West Indies) http://buildinglearningskills.org
This paper reports on a review of a series of video tutorials that were developed for offering at a distance to primary school students of Trinidad and Tobago during the pandemic. The materials selected for the review focused on the teaching of problem-solving skills based on topics drawn from the mathematics curriculum. The tutorials were developed and presented by primary school teachers with support from the Ministry of Education. The main purpose of this review was to assess the instructional strategies employed in the delivery of the video tutorials. An inductive-deductive approach was employed for this purpose. The review also sought to examine the effectiveness of video broadcast to support instructional delivery. The reviewer’s overall conclusion was that greater attention should be paid to formulating strategies specifically for the task of solving a given class of problems rather than simply relying on the procedures derived from the underpinning mathematical operations. The reviewer made some brief recommendations about the development of a technology-use policy intended to deploy educationally-appropriate modern technology to support the learning of primary school students.
Commonwealth of Learning
2021-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/479
Journal of Learning for Development ; Vol. 8 No. 1 (2021): ISSUE 1
eng
Copyright (c) 2021 Olabisi Kuboni
oai:ojs.ejl4d.org:article/482
2022-06-03T18:22:52Z
ejl4d:ART
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"210318 2021 eng "
2311-1550
10.56059/jl4d.v8i1.482
doi
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The Effects of Authentic Learning Practices on Problem-Solving Skills and Attitude towards Science Courses
Aynas, Naciye
Hakkari University
Aslan, Mecit
Van Yüzüncü Yıl University
This study aims to investigate the effects of authentic learning methods — applied in science courses — on the problem-solving skills and attitudes towards those courses. As a research design, a quasi-experimental design with pre-test and post-test control groups was used in the study. The data of the study were collected from 92 students at the level of 6th grade in Van, Turkey in the 2017-2018 academic year. As data collection tools, the Problem-Solving Skills Test and Science Attitude Scale were used throughout the study. During the data analysis phase, descriptive statistics, one-factor analysis of variance for unrelated samples, t-test for related samples, Kruskal Wallis-H and Wilcoxon Signed Rank Test were used. As a result of the study, it was realised that there was a significant difference between the experimental group and control groups' problem-solving skills total scores in favour of the experimental group. Furthermore, it was ascertained that authentic learning practices improved the problem-solving skills of the experimental group students to a significant extent. In terms of attitude points towards science, it was determined that the post-test scores of the experimental group were significantly higher than the control groups and authentic learning practices had a positive effect on attitude.
Commonwealth of Learning
2021-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/482
Journal of Learning for Development ; Vol. 8 No. 1 (2021): ISSUE 1
eng
Copyright (c) 2021 Naciye AYNAS, Mecit ASLAN
oai:ojs.ejl4d.org:article/485
2022-06-03T18:23:21Z
ejl4d:ART
nmb a2200000Iu 4500
"210719 2021 eng "
2311-1550
10.56059/jl4d.v8i2.485
doi
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Technology Enabled Delivery of Medical Programmes through ODL : A Case of Training Medical Doctors in Geriatric Medicine
Kuba, Ruchika
Indira Gandhi National Open University
COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92%) and lack of communication from the university (32%) as well as training centres (42%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90% were willing to attend online classes and 65% to 77% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85% of students. Most students attended the online classes and 68% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements.
Commonwealth of Learning
2021-07-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/485
Journal of Learning for Development ; Vol. 8 No. 2 (2021): ISSUE 2
eng
Copyright (c) 2021 ruchika kuba
oai:ojs.ejl4d.org:article/494
2022-06-03T18:22:52Z
ejl4d:ART
nmb a2200000Iu 4500
"210318 2021 eng "
2311-1550
10.56059/jl4d.v8i1.494
doi
dc
Interplay between Literacy and Health Services Access: The Case of Elderly Exemption Beneficiaries in Tanzania
Edward, Joshua
Institute of Adult Education
Over the last two decades research has indicated an unpleasant experience for the elderly with exemptions. An important question for this paper is whether the unpleasant exempted experience for the elderly in accessing health services is linked to illiteracy. Since illiteracy can affect how services are used and its results, the answer to this paper’s question could affect how health services are accessed and their associated outcomes. Policy implementors are operating without a solid knowledge of this relationship. The study used a mixed methods approach. Purposive random sampling was applied to select 879 elderly and was guided by research assistants in filling in the questionnaires. Also, purposive sampling was used to recruit 23 key informants. Results indicates a significant relationship between illiteracy and selected indicators of health service access: awareness, acceptability and adequacy. This paper argues for more training opportunities through non-formal programs among adults and communication capacity building among health providers based on the results of implementing the elderly exemption policy in Ubungo and Mbarali districts in Tanzania.
Commonwealth of Learning
2021-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/494
Journal of Learning for Development ; Vol. 8 No. 1 (2021): ISSUE 1
eng
Copyright (c) 2021 Joshua Edward
oai:ojs.ejl4d.org:article/495
2022-06-03T18:23:52Z
ejl4d:ART
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"211117 2021 eng "
2311-1550
10.56059/jl4d.v8i3.495
doi
dc
Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis
Doğan, Yunus
Fırat University
Batdı, Veli
An increase in research on teaching of creativity in learning environments is being witnessed as more studies continue to reveal its effects on learning outcomes and academic achievement. Thus, any investigative attempt to examine the relevant approaches to teaching of creative thinking skills is appreciated within the creativity literature. However, it is evident that the research on brainstorming as a creativity-promoting technique within educational context has been overlooked for a while. Therefore, this research sythesis tried to recombine and reinterpret the results of some qualitative studies on the impacts of brainstorming technique on learners’ achievement. To this end, 34 studies were reached and 7 of them were found to be conducive to the meta-thematic analysis. The results of the meta-thematic analysis suggest that the brainstorming technique has positive effects on learners’ cognitive skills and affect. It is believed that designing instruction with brainstorming could foster students’ creativity, by directing them to solving problems via critical thinking. The study further dwells on the reported drawbacks that are encountered during the implementation of this technique within classroom, and discusses some possible solutions as implications.
Commonwealth of Learning
2021-11-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/495
Journal of Learning for Development ; Vol. 8 No. 3 (2021): ISSUE 3
eng
Copyright (c) 2021 Yunus Doğan, Veli Batdı
oai:ojs.ejl4d.org:article/496
2022-06-03T18:23:21Z
ejl4d:ART
nmb a2200000Iu 4500
"210719 2021 eng "
2311-1550
10.56059/jl4d.v8i2.496
doi
dc
Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis
Pullenayegem, Judy
The Open University of Sri Lanka http://orcid.org/0000-0002-9230-7936
De Silva, K. Radhika M.
The Open University of Sri Lanka https://orcid.org/0000-0001-6526-8444
Jayatilleke, Buddhini, Gayathri
The Open University of Sri Lanka http://orcid.org/0000-0001-6253-4823
This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach. Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course.
Commonwealth of Learning
2021-07-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/496
Journal of Learning for Development ; Vol. 8 No. 2 (2021): ISSUE 2
eng
Copyright (c) 2021 Judy Pullenayegem, K. Radhika M. De Silva, Buddhini, Gayathri Jayatilleke
oai:ojs.ejl4d.org:article/503
2022-06-03T18:23:52Z
ejl4d:ART
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"211117 2021 eng "
2311-1550
10.56059/jl4d.v8i3.503
doi
dc
Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria
Luwoye, Akindeyi
Department of Science Education, University of Ilorin, Ilorin, Nigeria
Bello, Ganiyu
Department of Science Education, University of Ilorin, Ilorin, Nigeria
Adeoye, Gabriel Ademakinwa
Kwara State College of Education, Oro, Nigeria http://orcid.org/0000-0002-5004-2861
This study investigated the effects of demo kit on remediating misconceptions held by senior school students’ in mitosis and meiosis. The quasi-experimental design of the pre-test, post-test, non-equivalent control group was adopted for the study. Multistage sampling technique was used to select 60 male and female biology students from two senior secondary schools in Ilorin metropolis. The instruments used for data collection was Mitosis and Meiosis Achievement Test (MMAT). Frequencies and chi-square were used to answer the research questions and test the null hypothesis respectively. The findings revealed that biology students’ held misconceptions on mitosis and meiosis before and after instructions. However, there was a significant difference in the number of misconceptions held by students taught using demo kit and those taught with the conventional method. It was recommended that biology teachers adopt the use of the demo kit for remediating students pre- and post-instructional misconceptions on mitosis and meiosis.
Commonwealth of Learning
2021-11-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/503
Journal of Learning for Development ; Vol. 8 No. 3 (2021): ISSUE 3
eng
Copyright (c) 2021 Akindeyi Luwoye, Ganiyu Bello, Gabriel Ademakinwa Adeoye
oai:ojs.ejl4d.org:article/507
2022-06-03T18:23:21Z
ejl4d:ART
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"210719 2021 eng "
2311-1550
10.56059/jl4d.v8i2.507
doi
dc
Developing Partnerships to Acquire Impact: The Role of Three Regional Centres’ Capacity Building Efforts for ODL Adoption in the Emerging World
Perris, Kirk
Commonwealth of Learning
McGreal, Rory
Athabasca University
Partnerships are central to the awareness, implementation and development of open and distance learning (ODL). It is an attribute that is distinct in the higher education sector, where ODL has made a large footprint by dispelling the notion that university enrolment is reserved for a narrow and elite demographic. The Commonwealth of Learning (COL) operates to advance the uptake of ODL amongst the 54 member states of the Commonwealth. COL leverages its work through various channels, and the COL Regional Centres play a pivotal role as partners to COL and, in turn, to acquire new partners that may benefit from COL’s technical expertise. The Regional Centres, strategically located across the Commonwealth, engage primarily in capacity building for ODL. Their constituents include governments, institutions, and individual learners. This paper explores the role of COL Regional Centres to grow existing partnerships and to form new ones in the pursuit of ODL expansion. The formation of partnerships is understudied in the ODL space, yet it has been pivotal in augmenting the visibility and importance of ODL around the world. Drawing on data from an evaluation of three COL Regional Centres conducted at the end of 2019, and reporting on follow-up activities to the mid-point of 2021, this paper highlights how the RCs are achieving their mandate to engage partners and, in the process, have achieved short- and long-term outcomes since 2018. Findings provide insight into the effectiveness of RC activities, relative to the number of institutions and individuals reached, complemented with inputs from RC stakeholders, mostly comprised of RC staff. Recommendations are offered, with the paper positing that the role of the Regional Centres should continue and expand to other areas of the Commonwealth premised on their ability to build and sustain partnerships through capacity building efforts.
Commonwealth of Learning
2021-07-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/507
Journal of Learning for Development ; Vol. 8 No. 2 (2021): ISSUE 2
eng
Copyright (c) 2021 Kirk Perris, Rory McGreal
oai:ojs.ejl4d.org:article/508
2022-06-03T18:23:21Z
ejl4d:ART
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"210719 2021 eng "
2311-1550
10.56059/jl4d.v8i2.508
doi
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Postgraduate Students’ Perception of the Use of E-portfolios as a Teaching Tool to Support their Learning in an Open and Distance Education Institution
Modise, Mphoentle Puleng
University of South Africa
E-portfolios have been used for decades in education; however, it is still a new trend in some developing countries as they continue to adopt e-learning practices. The study investigated postgraduate students’ experiences and perceptions of using an e-portfolio as a teaching tool to support their learning in an open and distance e-learning (ODeL) university in South Africa. A sample of 74 students registered for an online module were selected and an online questionnaire administered via Lime Survey. The results show that more than half of the respondents (71%) were using the e-portfolio for the first time. The study also revealed the contrasting views of the support received from the lecturer and institution for the e-portfolio platform, especially with technical issues. This study suggests that distance education institutions that are using e-portfolios need to strategically choose user-friendly technology tools and design appropriate student support strategies for delivering online modules. Higher education institutions that are planning to implement e-portfolios may find the results of this paper useful; however, further investigation of the learners’ needs, and available tools may assist with creative and appropriate designs of support strategies for their contexts.
Commonwealth of Learning
2021-07-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/508
Journal of Learning for Development ; Vol. 8 No. 2 (2021): ISSUE 2
eng
Copyright (c) 2021 Mphoentle Puleng Modise
oai:ojs.ejl4d.org:article/511
2022-06-03T18:23:21Z
ejl4d:ART
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"210719 2021 eng "
2311-1550
10.56059/jl4d.v8i2.511
doi
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Open Pedagogy: A Systematic Review of Empirical Findings
Clinton-Lisell, Virginia
University of North Dakota
Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.
Commonwealth of Learning
2021-07-20 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/511
Journal of Learning for Development ; Vol. 8 No. 2 (2021): ISSUE 2
eng
Copyright (c) 2021 Virginia Clinton-Lisell
oai:ojs.ejl4d.org:article/515
2022-06-03T18:23:52Z
ejl4d:ART
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"211118 2021 eng "
2311-1550
10.56059/jl4d.v8i3.515
doi
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The Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa
Mphahlele, Ramashego
University of South Africa
Seeletso, Mmabaledi
Botswana Open University https://orcid.org/0000-0003-1953-8591
Muleya, Gistered
University of Zambia, Zambia https://orcid.org/0000-0001-8719-8483
Simui, Francis
University of Zambia, Zambia https://orcid.org/0000-0002-7199-2970
Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.
Commonwealth of Learning
2021-11-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/515
Journal of Learning for Development ; Vol. 8 No. 3 (2021): ISSUE 3
eng
Copyright (c) 2021 Ramashego Mphahlele, Mmabaledi Seeletso, Gistered Muleya, Francis Simui
oai:ojs.ejl4d.org:article/517
2022-06-03T18:23:52Z
ejl4d:ART
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"211118 2021 eng "
2311-1550
10.56059/jl4d.v8i3.517
doi
dc
Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia
Kadhila, Ngepathimo
University of Namibia
Nyambe, John
University of Namibia
Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platforms to keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological access through the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system.
Commonwealth of Learning
2021-11-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/517
Journal of Learning for Development ; Vol. 8 No. 3 (2021): ISSUE 3
eng
Copyright (c) 2021 Ngepathimo Kadhila, John Nyambe
oai:ojs.ejl4d.org:article/522
2022-06-03T18:23:52Z
ejl4d:ART
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"211117 2021 eng "
2311-1550
10.56059/jl4d.v8i3.522
doi
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Factors Inhibiting Sports Lecturer’s Publication Productivity in International Journals
Hanief, Yulingga Nanda
Universitas Negeri Malang https://www.scopus.com/authid/detail.uri?authorId=57216749638 https://orcid.org/0000-0003-2791-9845
Haqiyah, Aridhotul
Universitas Islam 45 Bekasi
Winarno, Mashuri Eko
Universitas Negeri Malang
Pratama, Budiman Agung
Universitas Nusantara PGRI Kediri
Sinulingga, Albadi
Universitas Negeri Medan
Scientific publication is an essential part of research dissemination, irrespective of the productivity effects on lecturers' careers. Therefore, this study aims to determine the internal and external factors inhibiting the productivity of sports lecturers' publication in international journals. This is qualitative descriptive research with a survey method and questionnaire used to collect data from 74 sports lecturers in Indonesia by using Google form. The data were further analyzed to reduce the number of the original variables using the factor analysis method with the validity tests includes KMO (Kaiser Meyer Olkin), Bartlett, and MSA (Measure of Sampling Adequacy) used for reliability. The results showed that the sports lecturer’s writing ability and cost are responsible for inhibiting publications' productivity in international journals as opposed to gender analysis. The majority had limited time to write because most of their activities were carried out in the field. Grants offered by both the government and universities are expected to be absorbed to support the sports lecturers' publication activities in Indonesia. Further studies need to be carried out by analyzing the college type, academic position, and age as considerations for stakeholders to take strategic steps to overcome publication challenges.
Commonwealth of Learning
2021-11-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/522
Journal of Learning for Development ; Vol. 8 No. 3 (2021): ISSUE 3
eng
Copyright (c) 2021 Yulingga Nanda Hanief, Aridhotul Haqiyah, Mashuri Eko Winarno, Budiman Agung Pratama, Albadi Sinulingga
oai:ojs.ejl4d.org:article/531
2022-06-03T18:23:52Z
ejl4d:ART
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"211117 2021 eng "
2311-1550
10.56059/jl4d.v8i3.531
doi
dc
Implementation of Problem Based Learning to Increase Scientific Explanation Skill in Biology Learning about the Environment
Laksmi, Monika Lintang
Sebelas Maret University
Sari, Dewi Puspita
Sebelas Maret University
Rinanto, Yudi
Sebelas Maret University
Sapartini, Raden Rara
One Senior High School
This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of thirty four students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning.
Commonwealth of Learning
2021-11-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/531
Journal of Learning for Development ; Vol. 8 No. 3 (2021): ISSUE 3
eng
Copyright (c) 2021 Monika Lintang Laksmi, Dewi Puspita Sari, Yudi Rinanto, Raden Rara Sapartini
oai:ojs.ejl4d.org:article/538
2022-07-20T00:20:44Z
ejl4d:ART
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"220719 2022 eng "
2311-1550
10.56059/jl4d.v9i2.538
doi
dc
Investigation of Pre-service Teachers’ Readiness Levels for Online Learning and Engagement Levels in the Online Environment
Zeybek, Gülçin
Karamanoğlu Mehmetbey University https://orcid.org/0000-0002-5509-5129
The aim of this study was to examine pre-service teachers’ readiness levels for online learning and engagement levels in the online environment in terms of various variables and to determine the relationship between readiness levels for online learning and engagement levels in the online environment. The design of the research is the correlational survey model, one of the quantitative research designs. The study group of the research consisted of pre-service teachers who were studying in the faculty of education at a state university in Turkey. In the study, a personal information form, the “Online Learning Readiness Scale” and the “Student Engagement Scale” were used as measurement tools. Within the framework of quantitative data analysis, descriptive statistical techniques, Mann-Whitney U test, Kruskal-Wallis H test and Pearson correlation technique were used. When the research findings were examined, it was seen that the pre-service teachers’ readiness for online learning was high in all dimensions; when it comes to engagement in the online environment, it was observed that they obtained high mean scores in the total scale, and the behavioral engagement and cognitive engagement dimensions, while they obtained a moderate mean score in the affective engagement dimension. In addition, it is one of the important results of the study that there was a medium-level, positive and significant relationship between pre-service teachers’ readiness levels for online learning and engagement levels in the online environment.
Commonwealth of Learning
2022-07-19 17:01:18
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https://jl4d.org/index.php/ejl4d/article/view/538
Journal of Learning for Development ; Vol. 9 No. 2 (2022): ISSUE 2
eng
Copyright (c) 2022 Gülçin Zeybek
oai:ojs.ejl4d.org:article/540
2022-07-20T00:21:41Z
ejl4d:ART
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"220719 2022 eng "
2311-1550
10.56059/jl4d.v9i2.540
doi
dc
Rethinking the Relationship between the Growth of the Secondary Education System and Employment: Evidence from Turkey
Balkar, Betül
Çukurova University https://orcid.org/0000-0002-4774-9727
The contribution of the secondary education system to employment is among the priority areas of educational policy since it has employment-related aims for students who do not/cannot continue on to higher education. In Turkey, the secondary education system has increasingly grown with students and schools included in the system. Consequently, secondary school graduates have increasingly demanded access to employment opportunities. Therefore, this paper investigates the relations between the growth based on the number of students and schools in the secondary education system and the employment of secondary school graduates in Turkey. Long- and short-run relationships between the growth in the secondary education system and employed secondary school graduates were investigated by employing Autoregressive Distributed Lag (ARDL) Bounds Testing approach. Although analysis pointed out a cointegration between the growth in the secondary education and employment, long-run coefficients of variables were found to be insignificant.
Commonwealth of Learning
2022-07-19 17:01:18
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https://jl4d.org/index.php/ejl4d/article/view/540
Journal of Learning for Development ; Vol. 9 No. 2 (2022): ISSUE 2
eng
Copyright (c) 2022 Betül Balkar
oai:ojs.ejl4d.org:article/542
2022-07-19T22:02:46Z
ejl4d:ART
nmb a2200000Iu 4500
"220315 2022 eng "
2311-1550
10.56059/jl4d.v9i1.542
doi
dc
Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education
Kassim, Halima-Sa'adia
The University of the West Indies
Rampersad, David
Higher Education Consultant
This paper considers the widening access and participation agenda, its implications for higher education institutions (HEIs) and contends that it must be underpinned by strategic measurement and monitoring. Access is viewed through of the following lenses: (i) supporting participation, and (ii) facilitating equity. Using mixed methods, the paper draws on data from The University of the West Indies (UWI) and provides examples from key plans and initiatives over 20 years to showcase how the UWI has increased access. Concurrently, the need for more nuanced and complex datasets to assess the extent of equity is highlighted with metrics drawn from the Times Higher Education University Impact Ranking. The authors argue that the strategic use and management of data can promote public accountability associated with access and boost institutional reputation. However, universities will have to be innovative and accelerate measures to survive/thrive in the post-pandemic environment by identifying their institutional scope and “system of interest” in widening access.
Commonwealth of Learning
2022-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/542
Journal of Learning for Development ; Vol. 9 No. 1 (2022): ISSUE 1
eng
Copyright (c) 2022 Halima-Sa'adia Kassim, David Rampersad
oai:ojs.ejl4d.org:article/570
2022-07-19T22:02:46Z
ejl4d:ART
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"220315 2022 eng "
2311-1550
10.56059/jl4d.v9i1.570
doi
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Decrypting the Learners’ Retention Factors in Massive Open Online Courses
Pant, Harsh Vardhan
Amrapali Institute, Haldwani / Graphics Era Hill University, Bhimtal Campus
Lohani , Manoj Chandra
Graphic Era Hill University, Bhimtal Campus
Pande, Jeetendra
Uttarakhand Open University, Haldwani, India
Massive Open Online Courses (MOOCs) have recently become attractive at most universities, and the number of MOOCs has risen significantly, particularly in India. Despite their popularity, previous research has revealed a low course completion rate and a scarcity of research on the factors that influences learners’ retention in MOOCs. Therefore, it is a good idea to investigate previous research to understand the factors behind the learners’ retention so that an ideal learning model can be created. This study used Structural Equation Modelling to find out the unexplored learner retention factors in MOOCs and create a model, which may extend the satisfaction. MOOC data sets were collected from different Indian universities in Uttarakhand state. This study has explored the majority of influencing factors correlated with learners’ satisfaction. The findings show that MOOC usage intention is influenced by a willingness to credit mobility, the allure of the latest trendy course, content localisation and perceived effectiveness.
Commonwealth of Learning
2022-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/570
Journal of Learning for Development ; Vol. 9 No. 1 (2022): ISSUE 1
eng
Copyright (c) 2022 Harsh Vardhan Pant, Manoj Chandra Lohani , Jeetendra Pande
oai:ojs.ejl4d.org:article/581
2022-07-19T22:02:46Z
ejl4d:ART
nmb a2200000Iu 4500
"220315 2022 eng "
2311-1550
10.56059/jl4d.v9i1.581
doi
dc
Examining the Practices and Challenges of Distance Education of PhD Candidates in the Context of COVID-19
Fast, Olha
Department of Pedagogy and Phycology, Faculty of Primary Education and Physical Culture, The Municipal Higher Educational Institution “Lutsk Pedagogical College” of the Volyn Regional Council
Semenog, Olena
Department of Ukrainian Language and Literature, Faculty of Foreign and Slavic Philology, Sumy State Pedagogical University named after AS Makarenko
Vovk, Myroslava
Department of Pedagogical Education Content and Technologies, Ivan Ziaziun Institute of Pedagogical and Adult Education NAES of Ukraine, Kyiv
Buhaichuk, Nazar
Department of Physical Culture and Sport, Faculty of Primary Education and Physical Culture, The Municipal Higher Educational Institution “Lutsk Pedagogical College” of the Volyn Regional Council
Golya, Galyna
Academic Services Office, The Municipal Higher Educational Institution “Lutsk Pedagogical College” of the Volyn Regional Council
The distance education system is actively developing in the world due to the COVID-19 pandemic. The sharp transition of PhD candidates to distance education caused difficulties in organising the educational process. The aim of this study was to analyse the methods of distance education for postgraduate students in the context of a COVID-19 pandemic. A survey of graduate students was conducted through specially- designed and semi-standardised interviews of focus groups of producers and consumers of educational services. The study showed that the process of adaptation of postgraduate students majoring in Physical Culture and Sports and Biology was much more difficult than in the major Educational, Pedagogical Sciences and Philology. The reasons for the problems of distance education of PhD candidates included the complexity of creating educational and methodological materials for distance learning; lack of a centralised system of certification and accreditation of electronic courses; insufficient motivation of teachers; shortage of teachers who could competently develop distance learning courses in higher education. The study identified opportunities to implement promising areas of online learning in the system of training of academic and teaching staff: retraining of a large proportion of the teaching staff, implementation of a system approach to the development of the online environment of educational institutions, development of skills and abilities to use educational content. Prospects for further research include the study of problems of violation of academic integrity by postgraduate students in the course of distance learning.
Commonwealth of Learning
2022-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/581
Journal of Learning for Development ; Vol. 9 No. 1 (2022): ISSUE 1
eng
Copyright (c) 2022 Olha Fast, Olena Semenog, Myroslava Vovk, Nazar Buhaichuk, Galyna Golya
oai:ojs.ejl4d.org:article/607
2022-07-19T22:02:46Z
ejl4d:ART
nmb a2200000Iu 4500
"220315 2022 eng "
2311-1550
10.56059/jl4d.v9i1.607
doi
dc
Comparative Advantages of Offline Digital Technology for Remote Indigenous Classrooms in Guatemala (2019-2020)
Wiebe, Adrienne
Change for Children
Crisostomo, Luis Javier
AMMID - Maya-Mam Association for Research and Development
Feliciano Perez, Ruben
AMMID - Maya-Mam Association for Research and Development
Anderson, Terry
Athabasca University
Technology has been viewed as a means to improve the quality of education for children globally, particularly in remote and marginal communities. This study examines the comparative advantages of the use of appropriate technology (off-line servers with digital libraries connected to a classroom set of laptops) in ten intervention schools in Indigenous communities in Guatemala for one school year. The study was too short (due to pandemic restrictions) to demonstrate statistically significant differences for learning outcomes. However, using an instructional core model as a framework, qualitative findings supported four previously identified comparative advantages, and identified four additional ones relevant to remote Indigenous communities. The intervention validated the ability of technology to improve standardized instruction, differentiated instruction, opportunities for practice, and learner engagement. Newly identified advantages are: access to high-quality educational resources (substitution for print materials), teacher capacity-building, student technical skills and digital literacy, and sharing cultural knowledge.
Commonwealth of Learning
2022-03-19 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/607
Journal of Learning for Development ; Vol. 9 No. 1 (2022): ISSUE 1
eng
Copyright (c) 2022 Adrienne Wiebe, Luis Javier Crisostomo, Ruben Feliciano Perez, Terry Anderson
oai:ojs.ejl4d.org:article/610
2022-07-20T00:13:14Z
ejl4d:ART
nmb a2200000Iu 4500
"220719 2022 eng "
2311-1550
10.56059/jl4d.v9i2.610
doi
dc
Mobile Pedagogical Technologies and Teachers’ Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools
Mfaume, Hamisi
DAR ES SALAAM UNIVERSITY COLLEGE OF EDUCATION http://www.duce.ac.tz https://orcid.org/0000-0002-4596-2188
Emerging mobile technologies have significant educational benefits and raise several ethical concerns. This study examined the use and abuse of mobile phones by teachers in secondary schools in Tanzania. It employed a qualitative phenomenological research design that involved three secondary schools and 44 participants, including teachers, school heads, Teachers' Service Commission officers, Education officers, and students in Kinondoni District in the Dar es Salaam region. Data were sought through semi-structured interviews, Focus Group Discussions, and documentary reviews and were subjected to thematic data analysis procedures. The findings indicated that teachers do not fully utilise their mobile phones for academic purposes in schools. Also, abuse of mobile phones by teachers is commonplace in schools. The study recommends the need for a framework to guide teachers on the ethical use of the devices and for the curricula at all educational levels to incorporate content related to ICT use ethics.
Commonwealth of Learning
2022-07-19 17:01:18
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https://jl4d.org/index.php/ejl4d/article/view/610
Journal of Learning for Development ; Vol. 9 No. 2 (2022): ISSUE 2
eng
Copyright (c) 2022 Hamisi Mfaume
oai:ojs.ejl4d.org:article/617
2022-07-20T00:22:29Z
ejl4d:ART
nmb a2200000Iu 4500
"220719 2022 eng "
2311-1550
10.56059/jl4d.v9i2.617
doi
dc
Rethinking Evaluating the Use of Distance Learning Systems in the Context of the Unified Theory of Acceptance and Use of Technology-2
Kalinkara, Yusuf
Gaziantep Islam Science and Technology University https://orcid.org/0000-0001-6077-9800
Talan, Tarik
Gaziantep Islam Science and Technology University https://orcid.org/0000-0002-5371-4520
Various theories and models are used to understand the impact of technology in education. One of these models is the UTAUT-2 model. This model allows us to understand the acceptance and use of technology. In this study, students' intentions and behaviours related to using the UBYS system, which is used as a learning management system, were examined within the framework of the UTAUT-2 model. The structural equation model was also used in the study. Smart PLS 3.3.5 and IBM SPSS Statistics v20.0 programmes were used for all data analyses. The study was conducted with 208 university students in 2021-2022. The result of structural equation modeling is that performance expectancy, effort expectancy, facilitating conditions, and hedonic motivation are among the variables that influence the use and acceptance of UBYS. The components of the model explain 75% of behavioural intentions. With the knowledge gained in this study, it may be possible to increase the usefulness of the UBYS system used. At the same time, the results of this study should make an important contribution to the literature on the UTAUT-2 model.
Commonwealth of Learning
2022-07-19 17:01:18
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https://jl4d.org/index.php/ejl4d/article/view/617
Journal of Learning for Development ; Vol. 9 No. 2 (2022): ISSUE 2
eng
Copyright (c) 2022 Yusuf KALINKARA, Tarik TALAN
oai:ojs.ejl4d.org:article/619
2022-07-20T00:06:29Z
ejl4d:ART
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"220719 2022 eng "
2311-1550
10.56059/jl4d.v9i2.619
doi
dc
Students’ Attitudes Towards Online Teaching and Communication During the Coronavirus Pandemic
Juraković, Linda
Juraj Dobrila University of Pula https://orcid.org/0000-0002-2027-8814
Tatković, Sanja
Juraj Dobrila University of Pula https://orcid.org/0000-0002-2027-8814
Radulović, Petko
High School of Economics
The relevance of the researched problem is due to the need for monitoring online teaching during the coronavirus pandemic and improving teachers' skills in the process of online teaching and communication with students. The purpose of the research was to find whether there were statistically significant differences in students' positive attitudes towards online teaching conducted in three different study programmes and the communication between students and professors during the coronavirus pandemic. The following methods were used in the research: theoretical (analysis, synthesis, generalisation), diagnostic (Likert scale), statistics and graphical presentation of the results. Our research also shows that students have positive attitudes towards online teaching and communication with teachers. A contribution to such students' attitudes was probably given by the university teachers' existing online teaching skills as well as students' digital skills and competencies owed to the use of social networks. The research aimed to draw attention to the factors that are important for the implementation of quality online teaching in faculties at the time of the pandemic. It emphasised the importance of researching students' perception of the quality of online teaching and various aspects of communication with teachers at a time when they were unable to communicate live. Therefore, the research results can stimulate similar research in higher education to identify those factors that could contribute to the satisfaction of students and teachers with this type of teaching.
Commonwealth of Learning
2022-07-19 17:01:18
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https://jl4d.org/index.php/ejl4d/article/view/619
Journal of Learning for Development ; Vol. 9 No. 2 (2022): ISSUE 2
eng
Copyright (c) 2022 Linda Juraković, Sanja Tatković, Petko Radulović
oai:ojs.ejl4d.org:article/621
2022-12-06T23:59:34Z
ejl4d:ART
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"221121 2022 eng "
2311-1550
10.56059/jl4d.v9i3.621
doi
dc
Gender Equality and Women’s Empowerment Capacity Building of Organisations and Individuals
Kuppuswami , Damodaram
Independent consultant https://orcid.org/0000-0001-9348-0928
Ferreira, Frances
Commonwealth of Learning
To ensure its partners have the capacity to implement gender responsive projects, COL introduced an online training programme on gender equality and women’s empowerment. This paper reports the methodology and results in measuring the efficacy of this online training at individual and organisational levels. The ability of individuals and organisations to plan and implement transformative actions with a gender perspective require adequate knowledge, skills and a change in attitudes. Given this need, the commonly used Knowledge, Attitude, Skills (KAS) model was used to measure the efficacy of this online training at individual and organisational levels by defining different dimensions of capacities with three learning domains — Cognitive, Affective, Psychomotor (Bloom’s Taxonomy). The baseline and the end line of KAS at the individual level on the six core gender capacities was established for comparison. Two questionnaires were designed to assess the learning achievements of the participants and to measure the efficacy of the training. An analysis of the study registers a clear trend of positive outcomes at the individual level regarding improved knowledge, attitudes and skills on gender equality that could be applied in their work. Furthermore, the paper reports that the organisations demonstrate an enabling environment for more gender equal policies, structures and practices and proposes ways to convert the success of this training by integrating it into the broader gender equality strategy of these organisations.
Commonwealth of Learning
2022-11-21 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/621
Journal of Learning for Development ; Vol. 9 No. 3 (2022): ISSUE 3
eng
Copyright (c) 2022 Damodaram Kuppuswami and Frances Ferreira
oai:ojs.ejl4d.org:article/638
2022-07-20T00:04:44Z
ejl4d:ART
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"220719 2022 eng "
2311-1550
10.56059/jl4d.v9i2.638
doi
dc
Using Wikis as a Teaching Tool for Novice Teachers – Pedagogical Implications
Sula, Gerda
University of Tirana https://orcid.org/0000-0001-7977-3249
Sulstarova, Anila
University of Tirana
The present study reports on research conducted on novice teachers’ use of wikis with their high school students. These teachers had been previously exposed to wikis as a collaborative learning tool during their teaching preparation programme. The aim was to explore whether their experience with wiki usage helped them in their teaching. Participants included fifteen novice teachers in their first year of teaching foreign languages in Albania, who held their teaching partly online during the school year 2020-2021, due to the COVID-19 pandemic. Data collected through in-depth interviews include their own reflections. These reflections indicate that the use of a wiki at the university level helped them feel at ease in using wikis in their online teaching. The study proved the use of wikis to be a feasible means of online collaboration, which facilitated constructing new knowledge for their students. As a result, wikis provide a collaborative medium of technology integration into their teaching.
Commonwealth of Learning
2022-07-19 17:01:18
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https://jl4d.org/index.php/ejl4d/article/view/638
Journal of Learning for Development ; Vol. 9 No. 2 (2022): ISSUE 2
eng
Copyright (c) 2022 Gerda, Dr
oai:ojs.ejl4d.org:article/645
2022-07-20T00:02:37Z
ejl4d:ART
nmb a2200000Iu 4500
"220719 2022 eng "
2311-1550
10.56059/jl4d.v9i2.645
doi
dc
Rethinking Digital Technology versus Paper and Pencil in 3D Geometry
Viseu, Floriano
Universidade do Minho https://orcid.org/0000-0002-8221-6870
Rocha, Helena
Faculdade de Ciências e Tecnologia – Universidade NOVA de Lisboa https://orcid.org/0000-0003-3865-7422
Monteiro, José Manuel
Escola Secundária Carlos Amarante https://orcid.org/0000-0001-7172-571X
Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.
Commonwealth of Learning
2022-07-19 17:01:18
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https://jl4d.org/index.php/ejl4d/article/view/645
Journal of Learning for Development ; Vol. 9 No. 2 (2022): ISSUE 2
eng
Copyright (c) 2022 Floriano Viseu, Helena Rocha, José Manuel Monteiro
oai:ojs.ejl4d.org:article/648
2022-12-02T20:55:46Z
ejl4d:ART
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"221121 2022 eng "
2311-1550
10.56059/jl4d.v9i3.648
doi
dc
A Systematic Study of the Literature on Career Guidance Expert Systems for Students: Implications for ODL
Gunwant, Shilpa
Uttarakhand Open University https://orcid.org/0000-0001-5180-391X
The continual evolution of employment opportunities in the present industrial era has raised the need for career-long expert advice. Similar to other fields, thankfully technology has come to our rescue in the area of career guidance also. This paper presents a systematic review of Expert Systems (ES) developed for career guidance, course selection and evaluation of students in the past ten years. The popular research databases Google Scholar and Science Direct were used for obtaining the relevant research papers through broad keywords. The keywords were refined to identify the articles related to rule-based, case-based and fuzzy logic-based ES used for career guidance. A total of twenty-five peer-reviewed relevant articles with full-text available online was selected for the final study. In order to avoid duplicity, technical reports and unreferenced literature were excluded. The review identifies the relatively high weight given by the researchers to rule-based systems owing to their simplicity and broad applicability. However, the relative merits and demerits of rule-based, case-based and fuzzy logic-based ES are highly dependent on the field of application. Nevertheless, ES find wide applications in the area of career guidance and have the potential to enhance the career guidance accessibility of the most remote students.
Commonwealth of Learning
2022-11-21 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/648
Journal of Learning for Development ; Vol. 9 No. 3 (2022): ISSUE 3
eng
Copyright (c) 2022 Shilpa Gunwant
oai:ojs.ejl4d.org:article/662
2022-11-29T17:55:24Z
ejl4d:ART
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"221121 2022 eng "
2311-1550
10.56059/jl4d.v9i3.662
doi
dc
Enhancing the Digital Literacy Experience of Teachers to Bolster Learning in the 21st Century
Aluko, Folake Ruth
Unit for Distance Education Faculty of Education, University of Pretoria http://www.up.ac.za https://orcid.org/0000-0003-0499-042X
Ooko, Mary Atieno
University of Pretoria https://orcid.org/0000-0001-7499-3103
The interconnected constructs of education in the 21st century cannot be divorced from teacher training. This article reports on the digital literacy experience of teachers amidst the worldwide recommendations of using distance learning and open educational applications to address education during the COVID-19 pandemic lockdown. Altogether, 840 participants were purposively selected from urban, semi-urban, and rural areas in South Africa; 217 completed an online qualitative survey, while 23 took part in three virtual focus-group discussions. Van Dijk’s Resources and Appropriation Theory guided the study. Data analysis involved descriptive statistics and thematic analysis. The findings revealed the gaps between what is expected of teachers and their own realities, besides teachers’ eagerness to be involved in digital literacy. Recommendations include the need to continually align the teacher education curriculum with the country’s skills need and to provide teachers with the required support. Associated directions for further research are suggested.
Commonwealth of Learning
2022-11-21 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/662
Journal of Learning for Development ; Vol. 9 No. 3 (2022): ISSUE 3
eng
Copyright (c) 2022 Ruth Aluko, Mary Atieno Ooko
oai:ojs.ejl4d.org:article/664
2022-11-24T21:27:54Z
ejl4d:ART
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"221121 2022 eng "
2311-1550
10.56059/jl4d.v9i3.664
doi
dc
Students' Perception about the Use of an Educational Web Application During the COVID-19 Pandemic
Salas-Rueda, Ricardo-Adán
Instituto de Ciencias Aplicadas y Tecnología, Universidad Nacional Autónoma de México https://orcid.org/0000-0002-4188-4610
Martínez-Ramírez , Selene-Marisol
Instituto de Ciencias Aplicadas y Tecnología, Universidad Nacional Autónoma de México.
Ramírez-Ortega , Jesús
Instituto de Ciencias Aplicadas y Tecnología, Universidad Nacional Autónoma de México.
Alvarado-Zamorano , Clara
Instituto de Ciencias Aplicadas y Tecnología, Universidad Nacional Autónoma de México https://orcid.org/0000-0001-9122-7590
SARS-CoV-2 virus has caused universities to update their courses in the distance modality. The general aim of this mixed research was to build and analyse the use of a web application for the educational process about the t-test considering data science. In particular, the professor of the Teaching of Mathematics II course needed to update the school activities because of the new educational demands caused by the COVID-19 pandemic. To facilitate the educational process of math, this teacher decided to build a web application that presents the formulas and calculation of the mean, standard deviation and statistical error to understand the use of the t-test. This technological tool allows the personalisation of learning through the simulation of data. The participants were 42 students from a Mexican university. The results of machine learning indicated that the contents of the web application positively influenced the assimilation of knowledge, satisfaction during the learning process, development of mathematical skills and learning in the distance modality. The decision tree technique allows the construction of four (4) predictive models about the use of the web application for the educational process about the t-test. Finally, educators have the opportunity to improve the teaching-learning conditions during the SARS-CoV-2 virus through the design and construction of web applications.
Commonwealth of Learning
2022-11-21 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/664
Journal of Learning for Development ; Vol. 9 No. 3 (2022): ISSUE 3
eng
Copyright (c) 2022 Ricardo-Adán Salas-Rueda, Selene-Marisol Martínez-Ramírez , Jesús Ramírez-Ortega , Clara Alvarado-Zamorano
oai:ojs.ejl4d.org:article/665
2022-11-24T21:24:32Z
ejl4d:ART
nmb a2200000Iu 4500
"221121 2022 eng "
2311-1550
10.56059/jl4d.v9i3.665
doi
dc
Online Learning as an Alternative Learning Modality in Ecuador’s Education Institutions Amidst Crises and Outbreaks: A SWOT Analysis
Rochina-Chisag, Ángel Geovanny
Ministerio de Educación https://scholar.google.com/citations?user=hIFtsikAAAAJ&hl=en&oi=ao https://orcid.org/0000-0002-1570-9624
Tabuena, Almighty Cortezo
Philippine Normal University https://www.scopus.com/authid/detail.uri?authorId=57260774300 https://orcid.org/0000-0002-5875-3617
The primary objective of this paper is to analyse the weaknesses, threats, strengths, and opportunities (SWOT matrix analysis) of online teaching and learning in educational institutions (primary, secondary, and higher education) in Ecuador during the COVID-19 pandemic. A qualitative study of the descriptive documentary type was conducted, where the information obtained from virtual education in times of crisis and outbreaks was collected and analysed. It was found that educational centers at different levels of schooling still continued to use traditional teaching methods and processes subject to old procedures as a basis for their incursion into virtuality, although other establishments began to handle combined modalities such as blended and hybrid online (e-learning) modes of learning. In conclusion, the deadly coronavirus disease (SARS-COV-2) abruptly halted much human activity worldwide. This forced hesitant educational systems that still used traditional face-to-face teaching methods in classrooms to move and change to online learning in many regions, regardless of the socioeconomic level and demographics of the students. Aside from determining how to deal with the problems and challenges of virtual education during epidemics and natural disasters, it is clear that the number of technology-driven educational start-ups has increased significantly.
Commonwealth of Learning
2022-11-21 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/665
Journal of Learning for Development ; Vol. 9 No. 3 (2022): ISSUE 3
eng
Copyright (c) 2022 Ángel Geovanny Rochina-Chisag , Almighty Cortezo Tabuena
oai:ojs.ejl4d.org:article/672
2023-07-18T19:43:44Z
ejl4d:ART
nmb a2200000Iu 4500
"230718 2023 eng "
2311-1550
10.56059/jl4d.v10i2.672
doi
dc
Student Perceptions of Online Examinations as an Emergency Measure during Covid-19
Biccard, Piera
University of South Africa https://orcid.org/0000-0002-2663-8454
Mudau, Patience Kelebogile
University of South Africa https://orcid.org/0000-0002-5389-6942
van den Berg, Geesje
University of South Africa https://orcid.org/0000-0002-0306-4427
This article explores student perceptions of writing online examinations for the first time during the Covid-19 pandemic. Prior to the pandemic, examinations at an open and distance learning institution in South Africa were conducted as venue-based examinations. From March 2020, all examinations were moved online. Online examinations were introduced as an emergency measure to adhere to safety and health protocols. Although students in developed countries have indicated benefits to online examinations, less is known about students living in the Global South when it comes to writing examinations online. Not enough is known about the benefits and challenges of online examinations since they were implemented as an emergency measure. We aimed at exploring student perceptions of writing online examinations for the first time, improve examination processes by including student views. Through an analysis of 336 written responses to an open-ended question posed at the end of an online survey, we established that digital access, duration of the examination, and the examination system interface affected students’ success in online examinations. Based on the findings, we recommend that students need to be given tools and data to participate in online examinations. Furthermore, students should be granted ample opportunity to practise writing online examinations while receiving the necessary support.
Commonwealth of Learning
2023-07-18 12:36:14
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https://jl4d.org/index.php/ejl4d/article/view/672
Journal of Learning for Development ; Vol. 10 No. 2 (2023): ISSUE 2
eng
Copyright (c) 2023 Piera Biccard, Patience Kelebogile Mudau, Geesje van den Berg
oai:ojs.ejl4d.org:article/677
2023-07-18T19:44:56Z
ejl4d:ART
nmb a2200000Iu 4500
"230718 2023 eng "
2311-1550
10.56059/jl4d.v10i2.677
doi
dc
Learning Behind the Bars: Implications for ‘Learning-for-Development’
Akin, Gulden
Ankara University https://orcid.org/0000-0002-7875-5898
This study aimed to determine the learning patterns and experiences of incarcerated adults within correctional settings and how their prison learning transforms their lives after they are released. In this qualitative research, semi-structured interviews were conducted to obtain the opinions of eight formerly incarcerated people who experienced educational practices during their serving time in prison. The snowball sampling technique was used to reach the target group of the study. Thematic analysis method was used during the data analysis process. The results of the paper, which are limited to the opinions of the participants in the study, showed that the change in the educational level of the prison population had led to a transformation in group dynamics among inmates in Turkey. Although former inmates experienced a permanent transformation in their lives after attending literacy courses, they could not carry on their religious practices after being released due to the struggle to make a living. Inmates who were not interested in educational programmes within prison managed their own learning processes as self-directed learners. Moreover, although inmates are certified through vocational training programmes, they have challenges in finding jobs when they re-enter society. Educational disruptions due to Covid-19 demonstrate that it is urgent to transform the prison education system into a technologically enriched learning environment in Turkey.
Commonwealth of Learning
2023-07-18 12:36:14
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https://jl4d.org/index.php/ejl4d/article/view/677
Journal of Learning for Development ; Vol. 10 No. 2 (2023): ISSUE 2
eng
Copyright (c) 2023 Gulden Akin
oai:ojs.ejl4d.org:article/684
2022-11-28T22:48:00Z
ejl4d:ART
nmb a2200000Iu 4500
"221121 2022 eng "
2311-1550
10.56059/jl4d.v9i3.684
doi
dc
Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes
Sianturi, Murni
The University of New South Wales https://orcid.org/0000-0002-2898-7084
Suliantin, Riska
Muhammadiah Junior High School, Merauke
Fitrianti , Hariani
Musamus University, Papua
This article explores the link between cognitive styles and Indigenous students’ mathematics academic outcomes. There were three different groups of Indigenous West Papuan students participating in this study: 9 junior high school students, 12 senior high school students, and 46 university students. Data were collected from the results of the group embedded figure test and the previous semester's scores and analysed using a quantitative approach. In contrast to previous studies, the results indicated no significant correlation between cognitive styles and mathematics academic outcomes for junior and senior high school students. However, the different cognitive styles showed a significant contribution for university students. As Indigenous students pursue a higher level of education, their cognitive styles would influence their mathematics academic outcomes.
Commonwealth of Learning
2022-11-21 00:00:00
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https://jl4d.org/index.php/ejl4d/article/view/684
Journal of Learning for Development ; Vol. 9 No. 3 (2022): ISSUE 3
eng
Copyright (c) 2022 Murni Sianturi, Riska Suliantin, Hariani Fitrianti
oai:ojs.ejl4d.org:article/688
2022-11-24T21:22:45Z
ejl4d:ART
nmb a2200000Iu 4500
"221121 2022 eng "
2311-1550
10.56059/jl4d.v9i3.688
doi
dc
COVID-19 Pandemic: Development of Digital Technologies that Provide Connection, Collaboration and Lifelong Learning
Otamas, Inna H.
State Institution of Higher Education “University of Educational Management”
Anishchenko, Viktoriia O.
Academy of the State Penitentiary Service
Ovsiankina, Liudmyla A.
Borys Grinchenko Kyiv University
Afanasyeva, Inna A.
Bogomolets National Medical University
Bieliatynskyi, Andrii
North Minzu University
The topicality of the problem under research is due to the changes in educational systems (from elementary to higher) in Ukraine and throughout the world caused by COVID-19. The authors believe digital technologies that allow keeping in contact under COVID-19 while studying or working should be examined. The article determines which groups of the population use these technologies and the consequences it has. The article aims to reveal the essence of initiatives of international organizations on the educational institutions in the world and Ukraine during the COVID-19 period. The aim also involves highlighting and analyzing the quality of education and ensuring continuous updating of its content based on the latest technological advances, including innovative methods in the educational process during COVID-19. A main set of methods was as follows: 1) analysis, synthesis, comparison, generalization to study scientific literature, legislative and regulatory documents; 2) historical and pedagogical analysis to determine the features of the open education development. The questionnaire was adapted to ensure the statistical accuracy and relevance of the data obtained from Google Forms, a web service with limited access to the electronic questionnaire (only by link). The data obtained show the following: the regional affiliation and profiles of educational institutions; the experience of the teaching staff in using distance learning technologies in the education process; assessment of the prospects for distance learning implementation in the Ukrainian educational system; readiness to master distance learning technologies. The empirical data obtained were analyzed and organized by the electronic survey with Google Forms web service with limited access to the form. The significance of the article is to provide a holistic view of online teaching and learning activities under lockdown to eliminate academic disorders and ensure the resumption of educational activities and discourses as a normal process.
Commonwealth of Learning
2022-11-21 00:00:00
application/pdf
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application/epub+zip
https://jl4d.org/index.php/ejl4d/article/view/688
Journal of Learning for Development ; Vol. 9 No. 3 (2022): ISSUE 3
eng
Copyright (c) 2022 Inna H. Otamas, Viktoriia O. Anishchenko, Liudmyla A. Ovsiankina, Inna A. Afanasyeva, Andrii Bieliatynskyi
oai:ojs.ejl4d.org:article/705
2022-11-24T21:21:38Z
ejl4d:ART
nmb a2200000Iu 4500
"221121 2022 eng "
2311-1550
10.56059/jl4d.v9i3.705
doi
dc
Assessment of Tutors’ Level of ICT Competencies in Teaching in Teacher Education in Tanzania
Lubuva, Elisei Emili
Local Government Training Institute https://orcid.org/0000-0002-2708-9178
Ndibalema, Placidius
The University of Dodoma https://orcid.org/0000-0002-9119-4255
Mbwambo, Esther
The University of Dodoma
This study assessed tutors’ level of ICT competencies and factors that influenced application of ICT-pedagogical competencies in teaching in two Teachers’ Colleges. It adopted the level of ICT competencies from the UNESCO ICT-Competence Framework for Teachers. A self-rating questionnaire was used to collect numeric data involving 70 tutors. Two Focus group Interviews involving eight (8) participants in each college among the 70 respondents were used to collect qualitative data. Mean scores and independent sample t-test were used to compare respondents’ level of ICT competencies. Standard multiple regression was used to evaluate the contribution of factors in predicting ICT-pedagogical competencies. The findings revealed that knowledge acquisition was high, which signifies confidence in basic ICT skills. Knowledge deepening was low, which signifies low application of ICT-pedagogical competencies in teaching across subjects. Regression results revealed that practice had a positive unique influence in predicting tutors’ competencies in knowledge deepening. These findings suggest that tutors need more hands-on training in applying ICT-pedagogical competencies in their classroom practice.
Commonwealth of Learning
2022-11-21 00:00:00
application/pdf
text/html
application/epub+zip
https://jl4d.org/index.php/ejl4d/article/view/705
Journal of Learning for Development ; Vol. 9 No. 3 (2022): ISSUE 3
eng
Copyright (c) 2022 Elisei Emili Lubuva, Placidius Ndibalema, Esther Mbwambo
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