2024-03-28T22:21:57Z
https://jl4d.org/index.php/ejl4d/oai
oai:ojs.ejl4d.org:article/51
2014-09-08T18:15:31Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/51
2014-09-08T18:15:31Z
Commonwealth of Learning
Vol. 1 No. 2 (2014): Issue 2
Using Community Radio in a Rural Women’s Post-literacy Programme in Nepal
Nagaoka, Chizuko; the National Institute for Educational Policy Research and Hosei University, Tokyo, Japan.
Karki, Manohar; the Skill and Education for Underprivileged (SEFU)
2014-06-10
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/51
Literacy
post-literacy
women
non-formal education
development
community radio
en_US
The paper examines the literacy and post-literacy needs of rural women in Nepal, describes a pilot study in using community radio to supplement a classroom-based post-literacy programme for these women, analyses the findings of this intervention and considers the implications for similar programmes in other settings.
oai:ojs.ejl4d.org:article/58
2018-01-04T20:16:09Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/58
2018-01-04T20:16:09Z
Commonwealth of Learning
Vol. 2 No. 1 (2015)
Recognition of Prior Learning (RPL) and Skill Deficit: The Role of Open Distance Learning (ODL)
Srivastava, Mamta; National Institute of Open Schooling
A24/25 sector 62 Institutional Area NOIDA India
Jena, Sitansu S; Former Chairman, National Institute of Open Schooling
A24/25 sector 62 Institutional Area NOIDA India
2015-03-20
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/58
training
non formal education
en_US
Skills acquisition is vital for any economy to compete and grow, particularly in an era of economic and technological change. Skill needs are widespread in most developing countries , including India . Vocational Education and Training (VET) is a direct means of providing workers with skills more relevant to the evolving needs and equitable but must be linked directly to industry needs and requirements. Skilling India may be the biggest challenge facing the country today. Training half a billion people by 2022 is the most ambitious goal ever set by any country in the field of education and training. On the other hand in India there are millions of people who have considerable level of skill in a particular area but they do not have any form of certification to testify their existing skills, as a result they are unable to use this to progress further for training or improved employment. Hence, there is need for a credit and qualifications framework against which individuals' skills could be mapped. Recognition of Prior Learning ( RPL) is a new concept for India. Presently no system is designed for assessment and certification of RPL.The Indian Government vide its executive orders notified the National Qualifications Education Framework, ( NVEQF) and assigned the task of assessment and certification of RPL for skills at the lower level of occupations mostly engaged in the unorganized sector to Open Schooling and along with the Industry through Sector Skills councils( SSC) . Recognition of Prior Learning is a crucial area in open and distance learning system. Given the magnitude of the skill development challenge, Recognition of prior learning enables effective and maximum utilization of human resources. Hence can be considered as a ‘tool’.This paper will portray the framework developed and discuss the issues related to the implementation of this RPL Framework in the diverse country like India. Key words ; Recognition of Prior Learning, skill deficit ,Sector Skills Councils
oai:ojs.ejl4d.org:article/97
2015-11-02T22:18:52Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/97
2015-11-02T22:18:52Z
Commonwealth of Learning
Vol. 2 No. 2 (2015): Issue 2
The Nexus between Stakeholder Engagement and Instructional Quality: The Case of The UWI Open Campus’s Awareness and Professional Development Towards a Quality Support Framework
Gilzene-Cheese, Florence; The University of the West Indies, Open Campus
2015-06-24
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/97
en_US
Abstract:With changes in the global economic landscape, universities are employing adjunct staff to instruct their online courses in new and expanding programs. Concomitantly, the growth of information and communication technology worldwide has facilitated the creation of classrooms without walls and universities without borders. The challenge for institutions is to create that nexus between programme quality and instructor engagement, especially where the instructors are just adjunct members of the staff. The University of the West Indies (UWI), through its virtual Open Campus (OC), has aligned its strategic objective of excellence to “…provide multiple, flexible paths for all constituencies to pursue tertiary education over their lifetime[i]” with the development of a framework that provides support for adjunct faculty members who are often “new to online”.This article is predicated on a quality framework established within the UWIOC at the start of the academic year 2012/13. It draws on the processes used with online educators while the university restructured its quality assurance (QA) procedures. I will discuss how a quality framework might affect instructional practices in distance education while broadening the understanding of what it means to facilitate focused student engagement. Data for the study will be generated through multiple methods: ethnographic observations; focus group interviews and document and artefact collection – reports on the use of two monitoring instruments. I will analyse key components of the OC quality structure; quality context issues and their contribution to success; and essential principles for ongoing assessment and planning to maintain the cycle.The discourse examines the possible effects of the changes, if any, through a practice-oriented perspective on quality amidst changes occurring within the UWI’s virtual campus. it also contemplates on how the process of increased monitoring and accountability works towards quality improvement. Key findings are presented with graphic and narrative arrangements supported by literature in the area of institutional quality.[i] UWI, Strategic Plan, 2012
oai:ojs.ejl4d.org:article/144
2016-07-19T02:15:56Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/144
2016-07-19T02:15:56Z
Commonwealth of Learning
Vol. 3 No. 2 (2016): Issue 2
Policies Regulating the Assignments of the Bachelor of Education Programme of Indira Gandhi National Open University: A Case Study
Bose, Sutapa; Indira Gandhi National Open University
2016-06-22
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/144
Distance teacher education
assignment
policies
critique
en_US
This case study examines the policies formulated by the Indira Gandhi National Open University (IGNOU), an open and distance learning university of India for regulating the practices related to the assignments of its Bachelor of Education programme. Following the examination it argues that some policies are formulated in the context of the pedagogic significance of assignments in distance education and aim to support learning, while others seem to have been formulated for coping with the financial and administrative limitations imposed by the high enrolment in the programme. It infers that the dichotomy in the policy objectives reflects the diverging perspectives of the policies that have not been reconciled during policy formulation. It also suggests the way the policies that subordinate quality to quantity can be revised.
oai:ojs.ejl4d.org:article/154
2017-04-06T21:13:11Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/154
2017-04-06T21:13:11Z
Commonwealth of Learning
Vol. 4 No. 1 (2017): ISSUE 1
Distance Learner’s Perspective on User-friendly Instructional Materials at the University of Zambia
Simui, Francis
Mundende, Kasonde
Mwewa, Godfrey
Kakana, Fabian
Namangala, Prof. Boniface
2017-03-24
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/154
Instructional materials
User-friendly module
Distance Learning
University of Zambia
en_US
This case study focuses on print-based instructional materials available to distance education learners at the University of Zambia. Using the Visual Paradigm Software, we model distance education learners’ voices into sociograms to make a contribution to the ongoing discourse on quality distance learning in lowly resourced communities. The key finding shows that out of the four modules (PEM 2082, PEM 2061, PEM 2071, PEM 3122) engaged in, learners rated PEM 2082 as the most user-friendly module at 65.9% while PEM 3122 was rated least at 2.3%. Emerging from this study are the ten elements that instructional designers will need to re-consider some of which are: (i) presentation and layout of content; (ii) use of interactive language; and (iii) inclusion of real life situations. In view of the foregoing, it is recommended that the university adheres to ODL instructional design fundamentals in all its instructional materials as a means to improved quality distance learning.
oai:ojs.ejl4d.org:article/200
2017-07-20T00:09:01Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/200
2017-07-20T00:09:01Z
Commonwealth of Learning
Vol. 4 No. 2 (2017): ISSUE 2
Building an Efficient and Effective Test Management System in an ODL Institution
Md Yusof, Safiah; Open University Malaysia
Lim, Tick Meng; Open University Malaysia
Png, Leo; IMPACT Media
Abd Khatab, Zainuriyah; Open University Malaysia
Dharam Singh, Harvinder Kaur; Open University Malaysia
2017-06-13
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/200
ODL
Assessment
MCQ
Question Bank
Item Bank
Test Management System
en_US
Open University Malaysia (OUM) is progressively moving towards implementing assessment on demand and online assessment. This move is deemed necessary for OUM to continue to be the leading provider of flexible learning. OUM serves a very large number of students each semester and these students are vastly distributed throughout the country. As the number of learners keeps growing, the task of managing and administering examinations every semester has become increasingly laborious, time consuming and costly. In trying to deal with this situation and improve the assessment processes, OUM has embarked on the development and employment of a test management system. This test management system is named OUM QBank. The initial objectives of QBank development were aimed at enabling the systematic classification and storage of test items, as well as the auto-generation of test papers based on the required criteria. However, it was later agreed that the QBank should be a more comprehensive test management system that manages not just all assessment items but also includes the features to facilitate quality control and flexibility of use. These include the functionality to perform item analyses and also online examination. This paper identifies the key elements and the important theoretical basis in ensuring the design and development of an effective and efficient system.
oai:ojs.ejl4d.org:article/205
2017-07-20T00:09:01Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/205
2017-07-20T00:09:01Z
Commonwealth of Learning
Vol. 4 No. 2 (2017): ISSUE 2
Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education
Stutchbury, Kris; Faculty of Education and Language Studies
Open University, UK
Woodward, Clare; The Open University
2017-06-13
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/205
teacher learning
professional development
video
educational technology
developmental
en_US
You Tube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.
oai:ojs.ejl4d.org:article/219
2017-07-20T00:09:01Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/219
2017-07-20T00:09:01Z
Commonwealth of Learning
Vol. 4 No. 2 (2017): ISSUE 2
Use of Tablet Computers to Improve Access to Education in a Remote Location
Ally, Mohamed; Athabasca University
Balaji, Venkataraman; Commonwealth of Learning
Abdelbaki, Anwar; Reach Out To Asia
Cheng, Ricky; Commonwealth of Learning
2017-06-13
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/219
mobile learning
tablets
Aptus
en_US
A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.
oai:ojs.ejl4d.org:article/309
2018-11-20T02:03:19Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/309
2018-11-20T02:03:19Z
Commonwealth of Learning
Vol. 5 No. 3 (2018): ISSUE 3
Future Proofing Higher Education in the Pacific with Open and Flexible Learning
Naidu, Som; The University of the South Pacific
Roberts, Keith; Independent Higher Education Capacity Building Scholar and Fulbright Specialist at University of South Pacific
2018-11-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/309
Open Educational Practice
Open Educational Resources
Flexible Learning
Policy
Pacific
Fiji
en_US
Affordable access to higher education is a major challenge for small Pacific island nations. The University of the South Pacific which is owned and governed by twelve island nations in this region plays a special role in meeting this challenge. In its fiftieth year, a few recent developments at USP provide a useful case study for how this challenge can be addressed to provide affordable access to educational opportunity for residents of twelve Pacific Island nations in various stages of development.The island nations served by the University of the South Pacific are spread over 33 million square kilometers of the Pacific, with several official languages and many more indigenous languages, and use seven distinct currencies. As USP celebrates its fiftieth year in 2018, it has embarked upon two specific initiatives that will enable the university to map out a pathway for the future of education for the next generation and within the context of current and new strategies for the design and implementation of meaningful education throughout the member nations. These initiatives are the development of a flexible learning policy and an Open Education Resources policy. Taking pages from the fields of Technology, Education (Learning and Teaching), and Design, these two USP policies seek to “future proof” the university for the next generation and others after that. Being future proofed means being able to stand the test of time in the face of changing contexts and challenges. University policies are most effective when they are designed to withstand and accommodate prospective changes in the educational landscape. These policies reflect agreed-upon principles that will withstand social and political changes. This paper is a commentary on the content of these policy initiatives around flexible learning and open education practices, their values and principles.
oai:ojs.ejl4d.org:article/326
2019-03-20T20:56:42Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/326
2019-03-20T20:56:42Z
Commonwealth of Learning
Vol. 6 No. 1 (2019): ISSUE 1
The Effects of Institutional Support Factors on Lecturer adoption of eLearning at a Conventional University
Makhaya, Barbara Khavugwi; Maseno University
Ogange, Betty O.
2019-03-20
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/326
lecturer adoption
eLearning
Institutional support
perceived usefulness
perceived Ease of Use
en_US
Conventional Higher Education Institutions in Kenya are in the process of implementing eLearning projects. These initiatives are, however, fraught with challenges. At the Maseno University eCampus, an evaluation of statistics on the institutional LMS after two years of implementation revealed that many lecturers had minimal or no log-in statistics, an indication that there was a gap in the adoption of eLearning. This study investigated factors explaining lecturer adoption of eLearning. A sample of 55 lecturers was selected and a questionnaire administered on their personal and institutional support factors for eLearning adoption. The findings revealed that the lecturers had a positive perception of the usefulness of eLearning and high self-efficacy in the adoption of eLearning. The gap in eLearning adoption was perceived by respondents to be a result of inadequate institutional support. The results suggest that lecturers are likely to be better adopters of eLearning not only when knowledge management processes and policies related to eLearning are developed but also where the institution works towards building and supporting a community of eLearning adopters.
oai:ojs.ejl4d.org:article/339
2020-07-20T22:51:25Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/339
2020-07-20T22:51:25Z
Commonwealth of Learning
Vol. 7 No. 1 (2020): ISSUE 1; 90-107
Promoting Youth Employment through Information and Communication Technologies in Vocational Education in Tanzania
Mtebe, Joel S.; University of Dar es Salaam, Tanzania
Kissaka, Mussa M.
Raphael, Christina
Steven, Josephine
2020-03-20
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/339
en_US
Africa is the most youthful continent in the world with approximetly 20% of the global youth population and is expected to increase by 42% by the end of 2030. This great number of youth which can be used as a huge asset for the country’s economic growth and development is largely unemployed. As a result, governments have introduced Vocational Education and Training (VET) by providing occupation oriented trainings in a bid to reduce unemployment amongst youth. Despite these efforts, the majority of VET graduates remain unemployed due to the inadequate employability skills needed in the current job market. This study implemented a project aiming at enhancing employability skills through ICT in four centres: Nangwa VTC, Manyara VTC, Arusha VTC, Mto wa Mbu FDC, and Ketumbeine secondary school with a total of 100 students and 20 teachers. Through participating in the project, it was expected that students would gain the ICT skills as well as the 21st-Century skills required in the current workplace. At the end of the project, an evaluation was conducted using a self-administered survey where a total of 80 students were involved in the four centres. Moreover, Focus Group Discussions (FGDs), non-participatory observation, and documentary review were adopted as qualitative data instruments. It was found that that students’ perceived competence and skills levels on technology knowledge of multimedia as moderate (M=3.63) while that of CISCO were found to be high with 76 students graduated and obtained a CISCO certification. In terms of the 21st-Century skills, it was found that students’ self-reported confidence levels in all four 21st-Century skills domains were found to be high with collaboration skills (M=4.5) being the highest followed by communication skills (M=4.26), leadership (4.20) and creativity and innovation (4.06). Nonetheless, the lowest 21st-Century skills element was critical thinking skills (M=3.9). The findings from this study show that with some planned activities within colleges, students can easily acquire the needed employability skills. The implication of these findings are discussed.
oai:ojs.ejl4d.org:article/360
2020-03-20T23:27:41Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/360
2020-03-20T23:27:41Z
Commonwealth of Learning
Vol. 6 No. 2 (2019): ISSUE 2
Promoting student support in Open and Distance learning using Information and Communication Technologies
Mayanja, Jamiah; Makerere University Uganda
2019-07-18
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/360
Information and Communication Technologies
Student Support
Open and Distance Learning
en_US
The study investigated the use of ICTs in students support in Open and Distance learning (ODL) at Makerere University. The study adopted a survey design with 327 ODL students, and the data from participants were collected using self-administered questionnaires and individual interviews. The results showed that, Makerere University has enhanced student support through the introduction of the learning management systems, web-based application, registration and accessing results to ensure student’s satisfaction and retention in ODL system. However limited electronic support is extended to ODL students through e-mails, mobile phones, social media applications, radio and television. The study concludes with recommendations to policy makers at Makerere University. Although, this study has been based in Uganda, the findings may be of relevance to institutions in other developing countries.
oai:ojs.ejl4d.org:article/365
2020-03-20T23:44:51Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/365
2020-03-20T23:44:51Z
Commonwealth of Learning
Vol. 6 No. 3 (2019): ISSUE 3
How Directing Formal Students to Institutionally-Delivered OER Supports their Success
Law, Patrina; The Open University
2019-11-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/365
open educational resources
higher education
policy
retention
MOOCs
distance learning
online learning.
en_US
The OpenLearn platform was launched in 2006 with the aim of delivering excerpts of the Open University’s (UK) (OU) curriculum as open educational resources (OER). Now reaching over 8.5m learners a year, the platform delivers free courses, educational interactives, videos and articles across a broad range of subjects reflecting what is delivered formally to students and through topical, engaging content. The OU is the UK’s largest university for undergraduate education with around 170,000 enrolled students primarily engaged in online, distance education.Whilst previous studies on OpenLearn had revealed the demographics of learners using the platform (Law et al., 2013; Perryman et al., 2013; Law & Jelfs, 2016), platform-derived analytics showed that a high proportion of OU students were also using OpenLearn, despite it not performing any formally directed role in the delivery of undergraduate and postgraduate degrees. This paper discusses research undertaken with OU students in 2017 to examine their experience and motivations for using OpenLearn and the potential impact on their learning. Surveys were issued to 10,000 students with the resulting data informing university strategy around the function of OER as a means to motivate, prepare and retain students.Data showed that students are using OpenLearn for module choice, as a taster of OU study before signing up, for study preparedness, time-management planning, confidence-building, assessment support and professional development. In addition, OU students who use OpenLearn are more likely to be retained and to progress to their next course.This paper will also discusses recommendations and actions taken from this research that were realised in 2018 and early results from this, ostensibly the impact of a project to integrate OER into the student induction process.The data revealed in this paper will be of interest to the wider academic community, HE policy-makers, those involved in delivering non-accredited learning and the impact of OER.
oai:ojs.ejl4d.org:article/368
2020-07-21T20:52:06Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/368
2020-07-21T20:52:06Z
Commonwealth of Learning
Vol. 7 No. 2 (2020): ISSUE 2; 246-260
Re-writing Stories of Child Early and Forced Marriages through Vocational and Entrepreneurship Skills: Experience from the “Girls Inspire Project” in Tanzania
Mnubi, Godfrey Magoti; Institute of Adult Education
2020-07-20
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/368
en_US
This paper highlights experiences of young mothers, victims of child, early and forced marriages (CEFM) as pertaining to their basic rights, social wellbeing and sustainable livelihood four years after their participation in the Girls Inspire project. CEFM is still a critical issue in Tanzania and one of the obstacles toward girls’ and women’s empowerment. Data was collected from six districts in the regions of Dodoma, Rukwa and Lindi between 2016-2018 through the use of questionnaires for a random sample of 367 as well as in-depth interviews with 34 young mothers between 13 to 19 years old who were purposively selected. Other data was generated from the use of focus group discussions for a non-random sample of 137 young mothers. The findings show how the provision of alternative learning through ODL, coupled with skills development in areas of vocation and entrepreneurship can help vulnerable girls and young women be involved in shaping decisions that affect their lives as well as enhance their well-being, employability and sustainable livelihoods.
Keywords: Child marriages, teenage pregnancies, gender equality and sustainable livelihood.
oai:ojs.ejl4d.org:article/377
2020-07-29T20:26:42Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/377
2020-07-29T20:26:42Z
Commonwealth of Learning
Vol. 7 No. 2 (2020): ISSUE 2; 218-232
Foundation Level Workplace Training Programmes
Alkema, Anne; Independent Researcher
2020-07-20
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/377
en_US
This paper outlines the scale of the adult literacy and numeracy issue in New Zealand and describes a policy intervention designed to upskill employees in workplaces to help resolve the issue for them. This is the Workplace Literacy and Numeracy (WLN) Fund, which enables around 7000 employees a year to complete a 25- to 80-hour learning programme, usually in their workplace and during work time. The paper also describes what happens in workplaces while programmes are underway, and the short-term wellbeing, social, and economic outcomes that occur for individual employees.
In this context, literacy and numeracy relates to the way in which adults use skills that involve reading, writing, speaking, listening, and mathematics in everyday life. It also includes digital skills in relation to how adults engage and interact with Information and Communication Technologies (ICT). These skills are those that individuals need for learning, life, and work in the 21st Century.
Keywords: adult literacy and numeracy, workplace-based learning, wellbeing, social and economic outcomes.
oai:ojs.ejl4d.org:article/381
2020-07-29T20:28:34Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/381
2020-07-29T20:28:34Z
Commonwealth of Learning
Vol. 7 No. 2 (2020): ISSUE 2; 233-245
The Implementation of Notesmaster as a Learning Platform for Secondary Education - A Case of the Namibian College of Open Learning (NAMCOL)
Nitschke, Jan Jacobus; Namibian College of Open Learning (NAMCOL)
Louw, Wilhelmina; Namibian College of Open Learning (NAMCOL)
2020-07-20
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/381
en_US
The Namibian College of Open Learning (NAMCOL) is a government-funded educational institution that provides study opportunities to adults and out-of-school youth. NAMCOL has adopted the Notesmaster platform as a learning portal for its secondary education programme. This study aims to share the NAMCOL experience, in using Notesmaster as a preferred platform for OER in open schooling, including experiences of the content developers, tutors and learners. Data was gathered from learners, tutors and content developers to assess their involvement and determine to what extent the platform has contributed to their success in teaching and learning.
In documenting and sharing the successes and challenges experienced by NAMCOL, this paper could serve as a valuable resource to any Open Innovative School seeking to implement its own OER development programme and subsequent provision to learners and tutors.
Keywords: eLearning, Open Schooling, Open Educational Resources.
oai:ojs.ejl4d.org:article/383
2020-07-20T22:51:25Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/383
2020-07-20T22:51:25Z
Commonwealth of Learning
Vol. 7 No. 1 (2020): ISSUE 1; 108-115
Exploring Open Digital Badges in Teacher Education: a Case Study from India
Wolfenden, Freda; The Open University UK
Adinolfi, Lina; The Open University
Cross, Simon; The Open University
2020-03-20
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/383
en_US
This case study concerns findings from a workshop with senior teacher educators from three Indian states as part of the TESS-India teacher professional development initiative. The workshop explored how open digital badges might be used to support, capture and validate changes in teachers’ classroom practice. Workshop participants drew on the TESS-India OER to design short online in-service teacher professional development courses to support movement towards the more participatory approach advocated in education policy. As part of this course design process, participants were encouraged to propose digital badges to recognise changes in teachers’ pedagogic practice. Analysis of the workshop discussions and outputs indicated enthusiasm for digital badges, while also revealing that the process of defining digital badges may be helpful in prompting disruption of deeply embedded cultural scripts about ways of being and knowing that shape teacher educators’ practice and helping them to recognise what the work of quality teaching entails.
oai:ojs.ejl4d.org:article/396
2022-06-03T18:22:52Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/396
2022-06-03T18:22:52Z
Commonwealth of Learning
Vol. 8 No. 1 (2021): ISSUE 1; 171-181
When the Trainer is Untrained: Stakeholder Incapacitation in Implementation and Utilisation of Open Educational Resources in Kenya
Kinyua, Ann Hildah Gatakaa; Chuka University
2021-03-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/396
Open Educational Resources (OER), educational infrastructure, teacher competence
en_US
Open Educational Resources (OER) are geared towards promoting accessibility to education and to help overcome certain constraints to education associated with traditional ways of learning. However, these OERs can only be successfully rolled out and utilised in environments already enjoying certain infrastructural empowerments, including teacher-preparedness, availability of equipment to allow use of OERs and learner exposure and knowhow. This poses a major hurdle in many public and private schools in Kenya, which are in far-flung areas without electricity, mobile-phone connectivity, Internet services and serviceable roads that allow movement to a cyber cafe where Internet services may be accessed at a fee. These difficulties are encountered by both teachers and their learners. This paper seeks to discuss the challenges faced in implementation of OERs, especially by the teachers who are expected to sensitise learners to the availability and utilisation of OERs, while they themselves are either unaware of them, poorly trained to handle them or are under-facilitated to carry out their mandate. The study was carried out in Tharaka-Nithi County, Kenya. The county was chosen because challenges related to OER have been reported there. The county has 104 secondary schools. A sample size of 45 schools representing 20% of the respondents was considered sufficient for the study. A questionnaire was used to obtain data on the teachers’ ICT competencies, their awareness of and attitudes towards OER and the challenges they faced in the implementation of OER. The study found that utilisation of OER stands at about 3% as a result of ignorance regarding OER or a negative attitude towards them, poor ICT skills amongst the teachers and poor or inadequate resources within and around the schools.
oai:ojs.ejl4d.org:article/414
2022-06-03T18:22:52Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/414
2022-06-03T18:22:52Z
Commonwealth of Learning
Vol. 8 No. 1 (2021): ISSUE 1; 182-191
Developing Skills to Unlock Kenya’s industrial Growth: The Influence of Provision of Modern Teaching and Learning Equipment in TVET in Kenya
Musyimi, Caroline; Coast Institute of Technology
2021-03-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/414
Technical Vocational Education and Training; teaching and learning equipment; vocational education quality; industrial standards
en_US
This study explores the influence of modern teaching and learning equipment on improving vocational education quality and employment rates and its long-term effect on Kenya’s journey to achieve industrialisation by the year 2030. The study adopted a cross-sectional survey research design. Stratified random sampling was used to sample 172 students. Data was collected using questionnaires and analysed through the theoretical lenses of globalisation and vocationalism. The results show that the provision of modern equipment has improved Kenyan TVET classrooms to meet industrial standards and allowed the development of essential skills. Also, there has been improved collaboration between TVET institutions and local industries, exposing TVET students to the real labour market while still in college. The TVET students had also improved confidence in themselves and they had acquired employability skills. The findings of this study further revealed that the government of Kenya has increased its efforts in revitalizing the TVET institutions with modern teaching and learning equipment to improve the quality of training in those institutions.
oai:ojs.ejl4d.org:article/421
2022-06-03T18:22:52Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/421
2022-06-03T18:22:52Z
Commonwealth of Learning
Vol. 8 No. 1 (2021): ISSUE 1; 192-203
Effects of Free Day Secondary Education Policy on Academic Performance of Rural Public Day Secondary Schools in Kilifi County, Kenya
Olang'o, Jorry; Pwani University
Malechwanzi, Joseph; Pwani University
Murage, Susan; Pwani University
Amuka, Lorna; Pwani University
2021-03-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/421
educational policies, enrolment, school resources, school performance
en_US
The purpose of the study was to investigate the influence of Free Day Secondary Education (FDSE) policy on academic Performance of Rural Public Day Secondary Schools (RPDSS) in Kilifi County, Kenya. The study adopted descriptive survey research design and a sample of 375 subjects was considered sufficient. Structured questionnaires and interview schedules were used to collect data from principals, teachers, and education directors. Data on performance and enrolment were collected through document analysis. Reliability of the instruments was ascertained through test and retest method that yielded a correlation coefficient of 0.83, an indication of reliable instruments. The study found out that there was a decrease in school mean score between 2003-2007 and 2013-2017. There was a strong positive correlation (r = 0.93) between enrollment and poor performance. Further, learning resources and student finances were inadequate. The study recommends a reduction in class size, timely disbursement and increased students’ capitation.
oai:ojs.ejl4d.org:article/434
2020-11-20T16:42:10Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/434
2020-11-20T16:42:10Z
Commonwealth of Learning
Vol. 7 No. 3 (2020): ISSUE 3; 416-422
Fostering Rapid Institution-wide Curricular Change in Response to COVID-19
Werth, Eric; University of Pikeville
Williams, Katherine ; University of Pikeville
Werth, Lori; University of Pikeville
2020-11-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/434
Open Educational Resources, calendar changes, coronavirus
en_US
To aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution’s 130-year history from a traditional 16-week semester to 8-week block scheduling. This case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic.
oai:ojs.ejl4d.org:article/442
2022-06-03T18:22:52Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/442
2022-06-03T18:22:52Z
Commonwealth of Learning
Vol. 8 No. 1 (2021): ISSUE 1; 204-220
Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa
Erkkie, Haipinge; University of Namibia
Kadhila, Ngepathimo; University of Namibia
2021-03-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/442
connectivism, contextualisation, higher education, MOOCs, Sub-Saharan Africa, online learning
en_US
Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the Internet. As globally networked learning environments (GNLEs), MOOCs foster collaborative communities and learning in ways not conceived as feasible until recently. The affordances of MOOCs, such as the ability to access learning beyond one’s immediacy, exemplify their benefits for open and distance learning, especially in developing countries that continue to consume rather than produce online courses. However, the globality of MOOCs and their delivery mode pose a challenge of contextualising learning content to the local needs of educational institutions or individual students that choose to use the courses. This theoretical paper used a desk-research approach by revising literature to investigate and propose ways of contextualising MOOCs to the African higher education setting. It applied the principles of reuse and repurposing learning content, while suggesting the use of mobile learning as a technological delivery solution that is relevant to the local context. The paper also suggests a framework for inter-institutional collaboration for higher education institutions to guide future efforts in the creation and sharing of credit-bearing MOOCs.
oai:ojs.ejl4d.org:article/448
2020-11-20T16:42:10Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/448
2020-11-20T16:42:10Z
Commonwealth of Learning
Vol. 7 No. 3 (2020): ISSUE 3; 433-446
Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), Tanzania
Ibrahim, Glory; KCMUCo
Luzinge, Heavenlight; KCMUCo
Kapanda, Gibson; KCMUCo
2020-11-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/448
COVID-19
online learning
blended learning
students and faculty experiences
en_US
Objective
The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure.
Methods
A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires. To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used.
Results
A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4% for students, 43.0% for faculty and by 22.3% in courses. The overall students’ strength of consensus measure of perception on accessibility of platforms was 65% and support entities 79%. About 70% of students owned a smartphone as a learning device. More than 67% of the students highlighted the cost of Internet bundles as a major challenge.
Conclusion
Shifting from blended learning to online learning during the lockdown was feasible given the pre-planned e-learning practices.
oai:ojs.ejl4d.org:article/450
2021-12-02T21:43:57Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/450
2021-12-02T21:43:57Z
Commonwealth of Learning
Vol. 7 No. 3 (2020): ISSUE 3; 423-432
Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School
Onesmus, Gicheru; Jomo Kenyatta University, Kenya
2020-11-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/450
Pedagogy,Blended Education,Professional,Digital,Technological,Accessibility,Availability
en_US
Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges.
oai:ojs.ejl4d.org:article/453
2022-06-03T18:22:52Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/453
2022-06-03T18:22:52Z
Commonwealth of Learning
Vol. 8 No. 1 (2021): ISSUE 1; 162-170
Developing Multimedia Programmes for Out-of-School Girls: The Case of GIRLS Inspire in Tanzania
Gasuku, Samwel; Institute of Adult Education, University of Dar es salaam
2021-03-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/453
multimedia, adult education, out-of-school girls and young women
en_US
Learning resources such as audio, video and online content are developed as supplementary learning resources to print-based materials. This study focuses on the development of multimedia learning in adult education programmes for out-of-school girls and young women in Tanzania. It defines multimedia and adult education before showing the relationship between them. The study used a descriptive paradigm and adopted a qualitative case study design. It is informed by 25 in-depth interviews that were conducted with Institute of Adult Education (IAE) facilitators in April, 2018. Participants were purposely selected based on their multimedia experience. The findings revealed that most facilitators have little experience in multimedia resource development. However, 13 self-instructional audio and audio-visual programmes were produced to elaborate and enhance the effectiveness of instructions. It will be argued that IAE should include development and use of multimedia resources in its strategic rolling plan. Learning material development policy should also include multimedia resources and create awareness.
oai:ojs.ejl4d.org:article/465
2020-11-20T16:42:10Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/465
2020-11-20T16:42:10Z
Commonwealth of Learning
Vol. 7 No. 3 (2020): ISSUE 3; 447-458
Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in Uganda
Kabugo, David; Makerere University
2020-11-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/465
Utilizing Open Education Resources
Learning Outcomes
COVID-19
Kolibri
en_US
A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and utilization of the required resources, then, how can the production, distribution, and utilization of such resources be efficiently and effectively used? Basing on usage-logs and interview data that were collected from 25 teachers in 10 Government-Aided Secondary Schools in Uganda, this report presents a Discourse Analysis of teachers’ use of OERs on Kolibri and draws on such insights gained to propose a potentially transformative model for efficient and effective utilization of OERs to enhance students’ learning outcomes during COVID-19 schools lockdown.
oai:ojs.ejl4d.org:article/473
2022-07-20T00:28:28Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/473
2022-07-20T00:28:28Z
Commonwealth of Learning
Vol. 9 No. 2 (2022): ISSUE 2; 317-330
Exploring Students’ Self-Assessment to Increase Learning Outcomes in Teachers’ Training Colleges in Cameroon
Lyonga, Ngemunang Agnes Ngale; Higher Technical Teacher's Training College of the University of Buea
2022-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/473
en_US
The main objective of this study is to explore students’ self-assessment to increase students’ learning outcomes in teacher training colleges in Meme and Fako Divisions. In-depth interviews and group discussions were used as instruments for data collection. Purposive sampling technique was employed in selecting the teacher training colleges used in the study and the participants. The sample size of the study constituted of 37 student-teachers for in-depth interviews and four group discussions made up of ten student-teachers each. The interviews and group discussions were analysed through content analysis, while focus group discussions were analysed following the procedure for analysing and reporting focus group results by Krueger (1998). The findings revealed that self-directed learning can be used to increase students’ learning outcomes; self-designed project influences students’ learning outcomes; self-reported assessment is linked with students’ learning outcomes; and that knowledge of self is related with students’ learning outcomes.
oai:ojs.ejl4d.org:article/481
2022-06-03T18:23:21Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/481
2022-06-03T18:23:21Z
Commonwealth of Learning
Vol. 8 No. 2 (2021): ISSUE 2; 398-411
Achieving Community Development through an Agricultural Extension Programme: Technology Dissemination for Mushroom Farmers
De Silva, Nilantha; University of Ruhuna
Wijeratne, Mahinda; University of Ruhuna
2021-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/481
Agricultural extension, L3F programme, mushroom, community development
en_US
Mushroom production is a small-scale business unit in rural areas. The Life Long Learning for Farmers (L3F) Programme aims to enhance the socio-economic conditions for them, increasing their access to and use of knowledge and technology. This study evaluates the outcomes of the L3F Programme at the community level. Data were collected through a pre-tested questionnaire survey. The sample consisted of 30 L3F farmers. Farmers’ achievement was assessed by the Farmer Performance Index (FPI). Results indicate that mushroom farmers have scaled up their production; have improved their productivity; designed new experiments to minimise the impact of pests and diseases; focused on environmental sustainability and scientific mushroom production; and improved the quality of packaging. The mobile app Bimmal Govi, blended with Information and Communication Technology, helped them to move with the latest technological advancements. The L3F Programme has increased the standards of mushroom production, helping the farmers become promising entrepreneurs.
oai:ojs.ejl4d.org:article/483
2022-06-03T18:23:21Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/483
2022-06-03T18:23:21Z
Commonwealth of Learning
Vol. 8 No. 2 (2021): ISSUE 2; 383-397
COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania
Mtebe, Joel S.; University of Dar es Salaam, Tanzania
Fulgence, Katherine; University of Dar es Salaam
Gallagher, Michael; University of Edinburgh
2021-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/483
CoVID-19 Pandemic
technology enhnaced teaching and learning
online learning
en_US
This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis. The university started by forming a team which conducted an audit to identify existing ICT infrastructure, skills gaps amongst instructors, and information systems that could be quickly adopted to deliver various courses during the COVID-19 crisis. The Moodle system, Zoom video conferencing system, and Postgraduate Information Management System were identified and recommended. After the audit, 340 instructors were trained on identified systems and 369 new courses were developed. Although face-to-face classes resumed a few months after the training and preparations, postgraduate courses continued to be offered via the blended mode with the Zoom and Moodle systems being used. The experience gathered from this study contributes towards knowledge of ICT integration in teaching and learning and can be integrated into teaching during the COVID-19 crisis in resource-constrained universities in sub-Saharan Africa and beyond.
oai:ojs.ejl4d.org:article/488
2022-06-03T18:23:21Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/488
2022-06-03T18:23:21Z
Commonwealth of Learning
Vol. 8 No. 2 (2021): ISSUE 2; 412-430
Sustaining Work-based Learning During COVID 19 Pandemic
Namjoshi, Revati; Maharashtra Knowledge Corporation Ltd, India
Pani, Soumya
Despande, Ujjwala
Ranade, Amit
2021-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/488
Work-based Learning
WBL
sustainability
Livelihoods
Nai Talim
Pedagogy
Digital Freelancing
en_US
Sustaining Work-based Learning during the COVID-19 pandemic became a challenge since access to working-cum-learning places for students of a work-based degree programme was depleted. Socio-economic challenges needed to be addressed as students came from economically weaker sections of society. Also critical were the pedagogic challenges in terms of validating the sustenance and spirit of the work-based learning (WBL) model.
This case study presents a special initiative of digital freelancing offering virtual workplaces as well as livelihoods to work-based learning students during the pandemic. Merits, limitations, potential spinoffs of the WBL model for higher education and learning for development are discussed.
oai:ojs.ejl4d.org:article/501
2022-06-03T18:23:21Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/501
2022-06-03T18:23:21Z
Commonwealth of Learning
Vol. 8 No. 2 (2021): ISSUE 2; 431-447
Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda
Kalibwani, Rebecca; Bishop Stuart University
Kakuru, Medard
Carr, Alexis; Commonwealth of Learning
Tenywa, Moses; Commonwealth of Learning
2021-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/501
Lifelong learning for farmers, Empowerment, Propensity Score Matching, Uganda
en_US
An evaluation study of the Lifelong Learning for Farmers (L3F) program was undertaken in two sites; in the central and northern regions of Uganda. Propensity Score Matching (PSM) was used to measure the impact of the program on crop and household income, as well as the empowerment levels of its participants. The two sites had differences not only in geographical location but in historical background and implementation of the program, which may have influenced the livelihood outcomes. Despite these differences, the results of the study confirm the potential of the L3F approach to raise participants’ crop and household income relative to non-L3F counterparts, significantly so for women participants. There is also sufficient evidence to confirm that L3F positively contributes to farmer empowerment, and, subsequently, their livelihood. The paper draws lessons for scaling the empowerment process using the lifelong learning for farmers’ model in Uganda.
oai:ojs.ejl4d.org:article/529
2022-06-03T18:23:52Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/529
2022-06-03T18:23:52Z
Commonwealth of Learning
Vol. 8 No. 3 (2021): ISSUE 3; 582-600
Teachers’ Perceptions of Open Educational Resources: The Case of Open Resources for English Language Teaching (ORELT) in Kenya
Orwenjo, Daniel Ochieng; The Technical University of Kenya
Erastus, Fridah Kanana; Kenyatta University
2021-11-17
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/529
ORELT, Perceptions, ESL, Education Innovation, Teacher Education, Kenya
en_US
The use of Open Educational Resources (OERs) in the teaching and learning of various subjects is a relatively new innovation in the Kenyan school system. With the advent and subsequent liberalization of ICT, material developers are subsequently shifting away from the traditional modes of material development in the form of textbooks and other “canonical” formats which require the teacher to use them as they are handed down without any input or modification. The Open Resources for English Language Teaching (ORELT) is one such educational innovation. This paper reports the findings of a baseline survey conducted in Kenya with a view to finding out the views and perceptions of Kenyan Junior Secondary School Teachers with regard to the adoption of open resources for the teaching of English language in Kenyan secondary schools. Sixty (60) JSS teachers of English from rural and urban schools and of mixed gender were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them access freely access the materials and freely interact with fellow teachers throughout the commonwealth. The study reports that whereas teachers are ready to embrace the use of open resources, they have varying perceptions on the suitability and potential efficacy of open resources in Kenyan classrooms. It also emerges that such differing perceptions are constrained by institutional, cultural, pedagogical and personal factors. Accordingly, the study recommends a more structured, inclusive bottoms up approach to any educational innovation as a means of ensuring success.
oai:ojs.ejl4d.org:article/541
2022-07-19T22:02:46Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/541
2022-07-19T22:02:46Z
Commonwealth of Learning
Vol. 9 No. 1 (2022): ISSUE 1; 89-103
Exploring the Use of Tweets and Word Clouds as Strategies in Educational Research
Cooshna-Naik, Dorothy; University of Mauritius
2022-03-15
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/541
Word Clouds, Tweets, Educational research, Multimodal Texts
en_US
This paper presents personal insights and discussions on the exploration of specific strategies which relate to data collection and analysis used to support the focus group discussion data collection and preliminary analysis of a doctoral research entitled Undergraduate students’ experiences of learning with digital multimodal texts. The main objective of the doctoral research was to understand the different ways undergraduate students experienced learning with digital multimodal texts (DMTs) within the context of a history module included in their first-year programme of studies both as readers (consumers) and authors (producers). Data were collected through semi-structured interviews, written reflection accounts, a focus group discussion and consideration given to the DMT (a video) produced by the participants. The focus group discussion event included a hands-on task whereby participants were requested to write their views in response to a given prompt question in the form of tweets. Also, the written tweets were visualised as word clouds for the purpose of initial analysis. The findings reported in this paper, which are based on observation notes and investigation of the word clouds, suggest that the tweet-related, hands-on task acted as a good ice breaker, making the participants feel at ease and more relaxed about sharing their views amongst each other while eliciting discussions and fostering deeper thinking. Also, the word clouds were revealed to be an effective data visualisation tool allowing emerging and salient themes to stand out from the participants’ written tweets and reflections.
oai:ojs.ejl4d.org:article/552
2022-07-19T22:02:46Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/552
2022-07-19T22:02:46Z
Commonwealth of Learning
Vol. 9 No. 1 (2022): ISSUE 1; 104-116
An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects
Hamaluba, Tommie; Botswana Open University
2022-03-15
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/552
Information technology, business development, ICT skills, innovation, BOU
en_US
This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs.
oai:ojs.ejl4d.org:article/560
2022-07-20T00:29:38Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/560
2022-07-20T00:29:38Z
Commonwealth of Learning
Vol. 9 No. 2 (2022): ISSUE 2; 340-350
Impact of COVID-19-Related Distress on Anxiety and Depression of College Students
Mathew, Jain; CHRIST (deemed to be university)
Yadav, Preksha; CHRIST (deemed to be university)
Nair, Sridevi; CHRIST (Deemed to be University)
Gomes, Roseline; CHRIST (deemed to be university)
Bhaskar, Sheeba; CHRIST (deemed to be university)
2022-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/560
en_US
The current study explores the impact of COVID-19 related distress factors on the mental well-being of college students. For the purpose of the study, mental well-being is measured through the depression symptoms and general anxiety levels of the students. The study used judgemental sampling to identify the respondents of the study. The final sample consisted of 147 respondents and the data was analysed on SPSS. The results suggested that while COVID-19 distress factors were not significant in predicting the level of depression symptoms experienced by the students, the general anxiety levels were significantly impacted by the distress factors. The findings are particularly useful for the teachers and institutions working to connect and teach through online platforms.
oai:ojs.ejl4d.org:article/566
2022-07-20T00:29:59Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/566
2022-07-20T00:29:59Z
Commonwealth of Learning
Vol. 9 No. 2 (2022): ISSUE 2; 351-362
Mothers as Teachers: The New Role of Mothers in the New Normal
San Jose, Ariel; Southern Philippines Agribusiness and Marine and Aquatic School of Technology
Concepcion, Maria Gregoria R.; Higher College of Technology, Abu Dhabi, United Arab Emirates
San Jose, Buena; Independent researcher
2022-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/566
Mothers, teachers, roles, new normal
en_US
The COVID-19 pandemic brought havoc to everyone but much more to child-rearing mothers. This qualitative study explored the new roles of mothers in the new normal specifically as being teachers to their children. Six mothers, who had public and private elementary grade children were purposely chosen. Information was gathered through a researcher-made validated interview questionnaire. Collection of information was done online through Facebook messenger and emails. Data analysis produced six themes, namely, complication in becoming mother-teachers, benefits in teaching one’s own children, supervision of children’s studies, impression of children of the modular schooling, considerations on children’s learning and reflection on mothers’ learning. Each theme was discussed thoroughly. To address the situation of these mothers, the Department of Education might consider giving support through home-visit tutorials. Teachers could introduce strategies to mothers on how to manage the studies with their children. Moreover, the Local Government Unit (LGU) may initiate alternative solutions led by the Department of Social Welfare and Development (DSWD) to unburden the mothers of their situations.
oai:ojs.ejl4d.org:article/578
2022-07-19T22:02:46Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/578
2022-07-19T22:02:46Z
Commonwealth of Learning
Vol. 9 No. 1 (2022): ISSUE 1; 117-128
ODL Embedded with Innovative Communication and Digital Media to Empower All Levels of Farm Sectors to be Smart Farmers
Intaratat, Kamolrat; Sukhothai Thammathirat Open University
2022-03-15
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/578
ODL, Innovative Communication & Digital Media, Smart Farmer Thailand
en_US
This research shows how innovative communication and digital media could help empower any level of farm sector in Thailand and be embedded into ODL to serve their most effective demands. Qualitative research was used via case-based studies among eight key farm leaders from four success farms with data mapping and an interview form. Content analysis was also used. Tangible results of how ODL embedded with innovative communication and digital media can empower all levels of farm sectors under “SDGs” is described. The main findings are “ODL embedded with Innovative communication and digital media must be: 1) undertaken for the right reasons; 2) sensitive to real demands and problems; 3) fit with the existing context such as existing infrastructure, i.e., farms and ICT; 4) best engaged among all stakeholders with all kinds of participatory processes; and 5) an appropriate design to fit with all farmers’ contexts, i.e., friendly relationships, pedagogical, administrative, and all kinds of participatory channels and opportunities.
oai:ojs.ejl4d.org:article/580
2022-06-03T18:23:52Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/580
2022-06-03T18:23:52Z
Commonwealth of Learning
Vol. 8 No. 3 (2021): ISSUE 3; 601-610
Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique
Cossa, Sérgio Paulo ; National Institute of Distance Education
Nakala , Lurdes Patrocínia Matavela ; National Institute of Distance Education
Cherinda, Nilsa Adelaide Issufo Enoque Pondja ; Eduardo Mondlane University
2021-11-17
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/580
open schooling, secondary schooling, OER, Aptus, learing support, tracer study
en_US
This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable sharing offline. Learning support centres offering access to some ICT as well as opportunities for individual use or structured tutorials were established in fifteen schools around the country. A mixed methods tracer study was designed and implemented using quantitative analysis to ascertain student enrolment, retention and success and then used qualitative focus surveys and focus groups to gauge the satisfaction of students, teachers and managers with the OIS model to inform future planning. While the pilot was generally considered successful in augmenting existing secondary schooling provision, access to devices, teacher development and support and expansion of curriculum coverage were all found to be in critical need of improvement if the model is to be scaled.
oai:ojs.ejl4d.org:article/584
2022-07-27T16:21:00Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/584
2022-07-27T16:21:00Z
Commonwealth of Learning
Vol. 9 No. 2 (2022): ISSUE 2; 331-339
Learning Preferences of Generation Z Undergraduates at the University of Cyberjaya
Mohd Ishak, Nathasha; University of Cyberjaya
Ranganathan, Harikrishnan; University of Cyberjaya
Harikrishnan, Kamalambal; St.Francis International School, Chennai, India
2022-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/584
Generation Z
Gen Z
Learning preferences
Learning styles
Undergraduates
VARK
en_US
A new generation (Generation Z) of learners has entered universities/colleges. They were raised in an environment full of technology and high access to the online world which well affected their preferences for receiving information. It is indispensable to know their preferred learning style, which could aid in enhanced content delivery. The main aim of this study was to infer the Gen Z undergraduates’ learning preferences. In this cross-sectional study, convenience sampling was applied. The VARK questionnaire link was forwarded through the student WhatsApp groups. Descriptive and group comparisons were inferred using the chi-square test with p < 0.05 as level of significance. Three hundred Gen Z undergraduates from University of Cyberjaya participated in this study. There is a statistically significant higher preference for multimodal learning (75.7%) with higher preference among male Gen Z undergraduates. There is a statistically significant difference in the preference for various learning styles among the undergraduates who preferred unimodal learning style. Gen Z undergraduates at the University of Cyberjaya preferred the multimodal form of learning while the kinaesthetic mode of learning was highly preferred by both unimodal and multimodal learners.
oai:ojs.ejl4d.org:article/589
2022-07-20T00:26:59Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/589
2022-07-20T00:26:59Z
Commonwealth of Learning
Vol. 9 No. 2 (2022): ISSUE 2; 279-290
Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors
Njiku, Joseph; University of Dar es Salaam
Mutarutinya, Védaste
Maniraho, Jean Francois; University of Rwanda
2022-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/589
mathematics education
self-efficacy
teacher professional development
teacher education
technology integration
en_US
This study explores the level of mathematics teachers' technology integration self-efficacy and the extent to which some background variables influence this self-efficacy. The study adopted a survey design and collected data from 125 mathematics teachers in Dar es Salaam, Tanzania. Data analysis was done using a t-test, effect size, and one-way between-groups ANOVA. Teachers were found to have a moderate level of self-efficacy. Furthermore, findings suggest that gender and teacher training in technology integration both in college training and as part of professional development are important in influencing teachers’ self-efficacy in teaching with technology. The study recommends technology integration and gender to be mainstreamed in teacher education in order to develop self-efficacy in technology use.
oai:ojs.ejl4d.org:article/639
2022-07-20T00:03:53Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/639
2022-07-20T00:03:53Z
Commonwealth of Learning
Vol. 9 No. 2 (2022): ISSUE 2; 291-304
Innovative Open Schooling in Secondary Education in Mozambique: Technological Conditions for Students to Attend Distance Learning
Cossa, Sérgio Paulo; National Institute of Distance Education
Ramos, Fernando; University of Aveiro
2022-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/639
Distance education, Innovative Open Schooling, students, technical and pedagogical conditions
en_US
This article describes part of the results, taken from ongoing initial research, on the potential of new media in distance education. The article explores the technological conditions that students involved in Open and Innovative Schooling (OIS) experience, focusing on the fifteen schools in Mozambique. Participants were selected by intentional sampling and a mixed method research approach was then followed. The results revealed that, in general, minimum technological conditions were created at schools for the distance learning process, despite some asymmetries between schools and students. These findings are useful for documenting and sharing the real condition under which OIS operates in the Mozambican context. Furthermore, it is key to influencing educational policies in order to include training in digital literacy, as well as strategies for technology distribution for students from the mentioned schools. These are also crucial for an in-depth reflection on the aspects to be improved for a better implementation of OIS.
oai:ojs.ejl4d.org:article/646
2022-07-20T00:02:17Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/646
2022-07-20T00:02:17Z
Commonwealth of Learning
Vol. 9 No. 2 (2022): ISSUE 2; 305-316
Promoting Positive Education through Constructivist Digital Learning Heutagogy: An Intervention Outcome
Khan, Tanuja; The Bhopal School of Social Sciences
Thomas, Sheena; Bhopal School of Social Sciences
2022-07-19
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/646
Constructivist Digital Learning Heutagogy, Positive Emotions, Engagement, Academic Achievement and Positive Relationship
en_US
The present day school system curtails children’s natural growth and interferes with their freedom to explore. It is here that teachers have an opportunity to engage meaningfully with the student community, and make them and society aware of the importance to explore and become self-determined and autonomous learners. Sustained engagement of students in an online class is only possible with continuous efforts from teachers. Constructivist Digital Learning Heutagogy could be the effective solution to break the monotony in online classes, and also to break away from teacher-centric classes and to bring about constructive engagement among the learners in online classes. Online education has very much changed the needs of education. Today we need an education system which is self-driven and facilitated by a teacher or a more knowledgeable other. The study throws light on CDLH (Constructivist Digital Learning Heutagogy) Model. Four-week training (how to teach with the use of the CDLH Model) was given to TGT mathematics teachers and then an intervention at six months will be provided by the same mathematics teachers to their students to assess the psychological indicators like Positive Emotions (Expression, Emotion Management, Expressing Gratitude), Academic Achievement (Focus and Persistence), Learning Engagement (Love of Learning) and Positive Relationship (Peer Relationships and Empathy) taught by the CDLH Model. CDLH model has been validated and tested for reliability (PLS SEM software) in the pilot test conducted. Results revealed that learning through constructivist Digital Learning Heutagogy supported academic achievement, learning engagement and positive emotions, whereas it also showed that the peer relationship was not supported by the intervention. Very importantly it helped to break the monotony of the class.
oai:ojs.ejl4d.org:article/651
2022-11-24T21:30:08Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/651
2022-11-24T21:30:08Z
Commonwealth of Learning
Vol. 9 No. 3 (2022): ISSUE 3; 545-562
Tracer study of 2017-2019 NAMCOL TVET graduates
Sichombe, Beatrice; Namibian College of Open Learning (NAMCOL)
2022-11-21
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/651
tracer study, employability, TVET, employer satisfaction, TVET programmes, skill mismatch
en_US
This article focuses on the outcome of a tracer study of former NAMCOL TVET trainees who completed their training in 2017, 2018 and 2019 in the following trades: Automotive Mechanics, Welding & Metal Fabrication, Office Administration and Plumbing & Pipe-Fitting in terms of their employment profile, opinions on the quality and effect of training they received in light of their employment experiences. The study revealed that former trainees were well equipped with relevant knowledge and skills needed by the job market. However, the majority were unemployed, and among the employed, others were employed outside their specialisation. Furthermore, the study revealed some challenges that former trainees encountered while studying with NAMCOL, among others, inadequate equipment, lack of job attachment opportunities, financial constraints, and the delay of equipment and material supply. The study further made recommendations that could improve TVET quality and delivery at NAMCOL.
oai:ojs.ejl4d.org:article/655
2022-11-24T21:31:30Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/655
2022-11-24T21:31:30Z
Commonwealth of Learning
Vol. 9 No. 3 (2022): ISSUE 3; 563-575
Effects of Online Yoga Training on Self-Perceived Stress of the Students of Certificate Programme in Yoga (CPY) of IGNOU
Jamatia, Biplab; School of Health Sciences, Indira Gandhi National Open University,
2022-11-21
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/655
Yoga, online practical training of Yoga, Stress reduction through Yoga
en_US
Yoga and meditation have become widely accepted as nonpharmacologic modalities for stress and anxiety reduction as well as general health. Indira Gandhi National Open University (IGNOU) School of Health Sciences (SOHS) launched a six months-long Certificate Programme in Yoga (CPY) in July 2019 for students who have cleared their 12th class. The objective of this study was to find out the effects of online yoga training on self-perceived stress among the students of the CPY programme enrolled during the academic year 2021. This was a study with both pre- and post-tests and was carried out on the students of the CPY programme between March and December 2021. A total of 69 and 81 students participated from the January 2021 and July 2021 batches, respectively. The Perceived Stress Scale (PSS) was used as a tool to measure the level of stress. A structured close-ended questionnaire was sent by Google Forms to ascertain self-perceived stress. The total mean value of the PSS score after online yoga training decreased from 18 + 5.9 SD in the pretest to 13.7 + 6.5 SD in the post-test of students from the January 2021 batch, and from 17.4 + 5.8 SD in the pre-test to 13.1 + 5.6 SD in the post-test of students from the July 2021 batch. The difference of mean value of pre-test and post-test of both the batches of students after online yoga training were significant (p value < 0.0001). The online yoga training was effective in reduction of perceived stress score among the students of the Certificate Programme in Yoga (CPY).
oai:ojs.ejl4d.org:article/709
2023-11-17T19:08:41Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/709
2023-11-17T19:08:41Z
Commonwealth of Learning
Vol. 10 No. 3 (2023): ISSUE 3; 452-463
Mediating Role of Teachers’ Effective Communication Skills in the Relationship between Interpersonal Mindfulness and Subjective Well-Being
Tekel, Esra; Afyon Kocatepe University
Erus, Seher Merve
2023-11-17
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/709
interpersonal mindfulness
effective communication
subjective well-being
bootstrapping
en_US
The purpose of this study is to determine whether teachers’ effective communication skills were a mediator in the relationship between interpersonal mindfulness and subjective well-being. 315 teachers participated in this study which was designed as a correlational model. Personal Information Form, Interpersonal Mindfulness Scale-TR (IMS-TR), Effective Communication Skills Scale (ECSS), Positive and Negative Emotion Scale (PANAS), and Life Satisfaction Scale (LSS) were used to collect data. To determine the mediating role of effective communication skills in the relationship between interpersonal mindfulness and subjective well-being, Bootstrapping method was applied. The results revealed that indirect effect of interpersonal mindfulness on subjective well-being via effective communication skills was statistically significant. Effective communication skills were a partial mediator in the relationship between interpersonal mindfulness and subjective well-being of teachers. Consequently, interpersonal mindfulness may enhance effective communication skills and owing to this rising subjective well-being may grow stronger.
oai:ojs.ejl4d.org:article/763
2024-03-23T23:47:45Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/763
2024-03-23T23:47:45Z
Commonwealth of Learning
Vol. 11 No. 1 (2024): ISSUE 1; 151-164
Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?
Tambak, Syahraini; Universitas Islam Riau
Sukenti, Desi; Universias Islam Riau
2024-03-23
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/763
case-based learning
teaching skill
learning innovation
madrasa teacher professionalism
en_US
This research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-in-difference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education.
oai:ojs.ejl4d.org:article/775
2023-11-29T22:19:42Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/775
2023-11-29T22:19:42Z
Commonwealth of Learning
Vol. 10 No. 1 (2023): ISSUE 1; 122-133
ICT and Internet Usage among Kosovar Students: the Impact of Trends on Achievement in the PISA Scales
Shala, Arif; AAB college
Grajcevci, Albulene; University of Mitrovica Isa Boletini
2023-03-20
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/775
ICT, internet, PISA performance, Kosovo.
en_US
The current analysis aims to research the impact of ICT usage on students’ achievement in the 2018 PISA assessment. The Program for International student assessment, measures the achievement of 15-year-olds in mathematics, science and reading literacy across a large number of world economies. Kosovo has participated in the PISA assessment in 2015 for the first time and for the second time in 2018. The current study will look at the achievement of over 4000 Kosovar students in reading literacy, mathematics and science and analyze trends of ICT usage among students. More specifically the analysis focused on understanding trends of ICT and internet usage of Kosovar students, such as using computers for chatting, research information, reading literacy news, learning something new, and reading emails among others. Furthermore, the study explores gender differences in usage trends, to explore if gender plays a role in such trends. Finally, the study researches the impact on performance of gender, internet access and access to computers to complete homework. The result of the current analysis provides that access to internet and having access to computers at home links to higher achievement in all PISA scales. An additional finding of this study is that Kosovar students tend to use technology and internet mainly to chat with friends, and significantly less for reading emails, learning for something new or for doing homework. Female students reported lower internet presence compared to male students, but in the meantime were the ones who outperformed in the reading literacy and science scales, suggesting that higher online presence mainly for chatting hinders learning and achievement.
oai:ojs.ejl4d.org:article/802
2023-11-23T17:40:12Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/802
2023-11-23T17:40:12Z
Commonwealth of Learning
Vol. 10 No. 3 (2023): ISSUE 3; 427-439
Supporting Student Active Engagement in Chemistry Learning with Computer Simulations
Mukama, Evode; Commonwealth of Learning
Byukusenge, Prisca; University of Rwanda, College of Education, African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science
2023-11-17
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/802
Distance teacher education, self learning material, pedagogy, learning design, deep learning
en_US
This case study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in knowledge creation through chemistry learning. Empirical data were collected through interviews, a survey, and a test on secondary school student performance in Rwanda. The findings reveal four main forms of participating in knowledge construction with computer simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance, and strategic variation-reliance. The study found no statistical difference between male and female students’ preferences while engaging with these forms. There was also no difference in their performance in terms of higher order thinking skills in chemistry learning with computer simulations. Moreover, the findings demonstrated that computer simulations can help students to create multisensory connections enabling them to become actively engaged in chemistry learning through various settings. Consequently, the lines between abstract concepts and their related chemical reactions and processes become closely connected in a virtual reality. Finally, this study suggests a pedagogical strategy that teachers can undertake to support student active engagement in chemistry learning with computer simulations.
oai:ojs.ejl4d.org:article/813
2023-11-17T18:56:37Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/813
2023-11-17T18:56:37Z
Commonwealth of Learning
Vol. 10 No. 3 (2023): ISSUE 3; 440-451
The Development and Effectiveness of STEAM-C Integrated Learning Devices to Improve Students' Creative Thinking Skills in Specific Cultural Context
Apriandi, Davi; Universitas PGRI Madiun
Krisdiana, Ika; Universitas PGRI Madiun
Suprapto, Edy; Universitas PGRI Madiun
Megantara, Bima Adi; Universitas PGRI Madiun
2023-11-17
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/813
STEAM-C
learning device
creative thinking ability
en_US
Good learning devices greatly assist teachers in conveying the process of seeking knowledge to students. This study aimed to develop a STEAM-C (Science, Technology, Engineering, Art, Mathematics and Culture) integrated learning device in Masjid Kuno Taman, Indonesia to improve students' creative thinking skills. The learning devices included lesson plans, modules, and student worksheets. This research and development (R&D) used the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Subjects (n = 84) were selected by the cluster sampling method. The data collection techniques were focus group discussion (FGD), observation, tests, and questionnaires. The trial of using the product was carried out on mathematics teachers and students at SMP 10 Madiun and SMP 12 Madiun for the academic year 2021/2022, with a total of three teachers and 84 students. The results showed that the degree of validity of the learning devices was in the good category, as was the level of practicality seen in the presentation, use, time and readability. Furthermore, as seen from the four indicators, the devices developed effectively improve students' creative thinking skills, namely fluency in the high category and flexibility, elaboration, and originality in the medium category. As a result, the STEAM-C integrated learning device is recommended for use in mathematics learning to help students improve their creative thinking skills. Implications have been drawn, based on this research and other recent research in this area, for specific ‘learning designs’ in specific social contexts.
oai:ojs.ejl4d.org:article/829
2023-07-18T19:36:25Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/829
2023-07-18T19:36:25Z
Commonwealth of Learning
Vol. 10 No. 2 (2023): ISSUE 2; 297-311
Collaborative Research Writing in the New Normal: Students’ Views, Challenges, Coping Strategies, and Takeaways
Roxas, Mark Joshua; University of Perpetual Help System DALTA - Molino Campus
2023-07-18
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/829
en_US
The ‘new normal’ setup of education posed challenges on courses requiring learners’ collaboration. Despite the proven advantages of collaborative writing, several challenges still confront the learners which may affect the quality of their output. Collaboration per se is already a challenge for learners in face-to-face classes, more so in online distance learning. Thus, this study explored the views, challenges, coping strategies, and takeaways of senior high school students in collaborative research writing in the ‘new normal.’ Thirty (30) reflective essays written by senior high school students from three (3) academic strands, namely Humanities and Social Sciences, General Academic, and Science, Technology, Engineering, and Mathematics were analysed. Ten (10) sample essays from each strand were selected through Critical Case Sampling. Findings revealed that students view collaborative research writing in general as easy, while some see it as difficult. The students met challenges in research technicalities, communication, and collaboration. Varied coping strategies were identified, such as having a positive mindset, being patient, considerate and determined, seeking help from others, maintaining proper communication and collaboration, seeking spiritual guidance, and taking a break. Ultimately, the takeaways of the students were not limited to academics or cognitive aspects—they were also able to gain important values.
oai:ojs.ejl4d.org:article/835
2023-08-02T23:25:47Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/835
2023-08-02T23:25:47Z
Commonwealth of Learning
Vol. 10 No. 2 (2023): ISSUE 2; 280-296
Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania
Maro, Salome; University of Dar es Salaam
Kondoro, Aron; University of Dar-es-Salaam
Haßler, Björn; Open Development & Education
Mtebe, Joel; University of Dar es Salaam
Proctor, Jamie; EdTech Hub Tanzania
2023-07-18
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/835
en_US
Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option. The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.
oai:ojs.ejl4d.org:article/854
2023-03-20T23:01:58Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/854
2023-03-20T23:01:58Z
Commonwealth of Learning
Vol. 10 No. 1 (2023): ISSUE 1; 109-121
Technology as a Key Driver in Enhancing Scientific Education during the Covid-19 Era at the University of Namibia
Josua, Lukas Matati; Department of Higher Education and Lifelong Learning, Oshakati, University of Namibia
Kanyemba, Saara; Department of Biochemistry, Microbiology and Biotechnology, University of Namibia, Windhoek, Namibia
2023-03-20
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/854
Technology, Science, Online Pedagogies, Face-to-Face Teaching, COVID-19, Digital
en_US
Abstract: Student profiling on the use of technology for teaching, learning and assessment has a potential to enable educators to enhance their transformational teaching strategies. Therefore, this study explored the views of students on use of technology to facilitate online learning during COVID-19. The study employed a quantitative approach to collect data using a Google Form questionnaire. Nineteen conveniently sampled respondents (38%) were drawn from a population of 50 students registered for first year BSc Microbiology and BSc Environmental Biology in 2021. The collected data was analyzed through descriptive statistics using Microsoft Excel 2010. The findings revealed that during online learning students experienced challenges related to subject knowledge acquisition (63%). Hence; majority (84%) of the students preferred face-to-face or blended teaching learning and assessment to ensure pedagogic access. It is concluded that students’ exposure to online learning helped improve skills such as typing (79%), internet information searching (95%) and general computer skills (89%). Thus, it is recommended that academics and student should be capacitated with training, and higher education curricula should encourage the use of digital technology, which prepares students to be relevant in the digital society.
oai:ojs.ejl4d.org:article/863
2024-03-23T23:46:20Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/863
2024-03-23T23:46:20Z
Commonwealth of Learning
Vol. 11 No. 1 (2024): ISSUE 1; 126-137
Changes in Instructional Formats: Which Learning Format is More Convenient for Postgraduate Students?
Syahbrudin, Johan; Universitas Negeri Yogyakarta
Andriyanti , Erna; Universitas Negeri Yogyakarta
Purbani, Widyastuti; Universitas Negeri Yogyakarta
2024-03-23
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/863
Convenience
Face-to-Face Learning
Online Learning
Blended Learning
en_US
Changes in learning format between face-to-face, online, and blended learning impact learning convenience. Based on changes in learning formats, this research aims to reveal and explore information regarding the learning formats that postgraduate students feel is most convenient based on their experiences and conditions. This research used a phenomenological design to obtain comprehensive and in-depth data regarding the convenience of various learning formats and that are at the beginning of the transition between various instructional formats. Data sources were obtained from postgraduate study participants at various universities in Jawa, Indonesia, who had experienced changes in learning formats during their studies. Data was collected through direct observation and in-depth face-to-face and online interviews of 13 participants to capture real experiences and feelings. The data was then analysed using thematic qualitative analysis techniques with the help of the Atlas.Ti programme. The research results showed that all learning formats can optimise learning success if the resources are available and students are serious and focused on learning. For postgraduate students with good internet access, online learning was the most desired and convenient, both for those who were very busy and those who were just focused on studying. Ultimately, the choice of learning format should be based on carefully examining all available options to maximise their success in achieving their educational goals.
oai:ojs.ejl4d.org:article/1012
2024-03-23T23:31:02Z
ejl4d:CS
v2
https://jl4d.org/index.php/ejl4d/article/view/1012
2024-03-23T23:31:02Z
Commonwealth of Learning
Vol. 11 No. 1 (2024): ISSUE 1; 138-150
Website Builder as an Assistive Technology Tool for Reflection, Collaboration and Skills Development in Learning ESP
Thi Nguyen, Hong-Thu; Hanoi Law University
2024-03-23
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
url:https://jl4d.org/index.php/ejl4d/article/view/1012
website builders
website builder-based project
innovative learning
smart education
en_US
This study investigates students' evaluations of the effects of using a website builder-based project (WBP) on learning English for Specific Purposes (Legal English), specifically in relation to reflection, collaboration and skills development. The study also examines how WBP affects student learning motivation and academic achievement, as well as students' beliefs about the feasibility and potential of using WBP in learning. The study employs mixed-method design that includes qualitative and quantitative approaches. Three hundred and three second-year students, who enrolled in the Legal English course at a university in Vietnam participated in the study, basing on the stratified sampling. The main instruments include questionnaires followed by the open-ended questions, and interviews. The findings demonstrate that WBP had a positive impact on students' collaboration, reflection and skills development. Additionally, the use of WBP significantly influenced students' academic achievement, and there was a slight difference in academic achievement between the group using WBP and the group without WBP use. Students acknowledged that using WBP in learning is a feasible, innovative and potential approach for both present and lifelong learning. The changes in teaching and learning approaches by teachers should be made to be compatible with this innovation in a smart educational environment.