Pub Date : 2022-07-01DOI: 10.35293/tetfle.v3i1.4123
Oyeyemi Ololade Aitokhuehi
COVID-19 was declared a pandemic on 11 March 2020. Various governments introduced measures to mitigate the pandemic, including lockdown, enforced compliance with social distancing, travel restrictions, a ban on large meetings and the closure of schools. At the peak of the epidemic, learning centres and higher institutions were closed in more than 190 countries, disrupting the education of 1.6 billion students. In Nigeria, this situation forced many schools, including universities, to introduce e learning. This study, which explores the extent to which selected students at the University of Lagos were adequately prepared for e-learning, was based on the Garrison and Anderson Community of Inquiry model. An analytical survey research design was adopted and a stratified random sampling technique was used to select 282 respondents from the University of Lagos. A validated self-developed questionnaire was used for data collection. Frequencies, percentages and means were calculated. Hypotheses were statistically tested at a 5% level of significance. The study found that the students in the Faculty of Education were to some extent prepared for the teaching mode, and they were assisted to establish social and cognitive presences to create a meaningful e-learning environment.
{"title":"How well are student teachers prepared for e-learning and teaching? A case study from the University of Lagos","authors":"Oyeyemi Ololade Aitokhuehi","doi":"10.35293/tetfle.v3i1.4123","DOIUrl":"https://doi.org/10.35293/tetfle.v3i1.4123","url":null,"abstract":"COVID-19 was declared a pandemic on 11 March 2020. Various governments introduced measures to mitigate the pandemic, including lockdown, enforced compliance with social distancing, travel restrictions, a ban on large meetings and the closure of schools. At the peak of the epidemic, learning centres and higher institutions were closed in more than 190 countries, disrupting the education of 1.6 billion students. In Nigeria, this situation forced many schools, including universities, to introduce e learning. This study, which explores the extent to which selected students at the University of Lagos were adequately prepared for e-learning, was based on the Garrison and Anderson Community of Inquiry model. An analytical survey research design was adopted and a stratified random sampling technique was used to select 282 respondents from the University of Lagos. A validated self-developed questionnaire was used for data collection. Frequencies, percentages and means were calculated. Hypotheses were statistically tested at a 5% level of significance. The study found that the students in the Faculty of Education were to some extent prepared for the teaching mode, and they were assisted to establish social and cognitive presences to create a meaningful e-learning environment.","PeriodicalId":139040,"journal":{"name":"Reimagining African Teacher Education through Distance for a Post-Pandemic Future","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116763131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.35293/tetfle.v3i1.4109
M. F. Omidire, M. J. Maroga
Prior to the onset of the global lockdown, some educators used strategies such as a flipped classroom, blended learning and hybrid learning to integrate the use of technology into the delivery of their modules. This all changed in 2020 when contact sessions were no longer an option to curb the spread of the COVID-19 virus. The result was that educators who partially used e-learning avenues and those who were fully into contact teaching had to make the shift to full online teaching. The pandemic thus brought about an awareness of how much progress we have made and the realisation of how far we still need to go in equitably addressing access and inclusion among students in higher education institutions. The purpose of the study was to explore the extent to which the relationship and partnership between specialists and educators could foster student support for inclusion, access and equity in higher education, thereby informing teacher education. This was a qualitative study with an action research design involving one educator, one e-learning specialist and 110 students across two modules. Affordance theory served as the theoretical framework for the study. Thematic analysis was used to arrive at the salient points and lessons from the partnership. The findings revealed that educators' access to information and technical support allowed them to create supportive learning environments for students. Furthermore, multiple modes of engagement ensured that the probability of diversity being an extenuating factor could be mitigated. Academics must create awareness among students on support interventions available in institutions.
{"title":"E-learning for student support, inclusion and equity in diverse post-pandemic teaching contexts","authors":"M. F. Omidire, M. J. Maroga","doi":"10.35293/tetfle.v3i1.4109","DOIUrl":"https://doi.org/10.35293/tetfle.v3i1.4109","url":null,"abstract":"Prior to the onset of the global lockdown, some educators used strategies such as a flipped classroom, blended learning and hybrid learning to integrate the use of technology into the delivery of their modules. This all changed in 2020 when contact sessions were no longer an option to curb the spread of the COVID-19 virus. The result was that educators who partially used e-learning avenues and those who were fully into contact teaching had to make the shift to full online teaching. The pandemic thus brought about an awareness of how much progress we have made and the realisation of how far we still need to go in equitably addressing access and inclusion among students in higher education institutions.\u0000\u0000The purpose of the study was to explore the extent to which the relationship and partnership between specialists and educators could foster student support for inclusion, access and equity in higher education, thereby informing teacher education. This was a qualitative study with an action research design involving one educator, one e-learning specialist and 110 students across two modules. Affordance theory served as the theoretical framework for the study. Thematic analysis was used to arrive at the salient points and lessons from the partnership.\u0000\u0000The findings revealed that educators' access to information and technical support allowed them to create supportive learning environments for students. Furthermore, multiple modes of engagement ensured that the probability of diversity being an extenuating factor could be mitigated. Academics must create awareness among students on support interventions available in institutions.","PeriodicalId":139040,"journal":{"name":"Reimagining African Teacher Education through Distance for a Post-Pandemic Future","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114754579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The advent of COVID-19 caused massive disruptions to Teaching Practicum (TP) continuity and scheduled assessment activities. This study investigated the assessment tools and procedures adopted by Primary Teachers' colleges in Masvingo province during the COVID-19 pandemic in Zimbabwe. The transformative learning theory underpinned this study. A quantitative research design was used and data was gathered using online questionnaires with both closed and open-ended items. The items solicited information on how colleges transformed assessment tools and procedures during the pandemic for continuity of learning by teacher trainees. Non-probability purposive sampling was used to select respondents. There were 14 respondents, amongst them 13 primary teacher training lecturers and one TP coordinator. Findings indicated that TP assessment strategies did not change from physical lesson observations instead, TP assessments stopped at the peak of the pandemic since schools that host teacher trainees also closed. The completion of the course for teacher trainees was extended. Where lecturers got access to schools, they resorted to the observation of TP files and supporting documents. It can be concluded that assessment of teaching practicum online remains a challenge and there is a need to change assessment strategies post COVID-19 pandemic.
{"title":"Teaching Practicum Assessment Procedures Adopted by Primary Teachers’ Colleges during COVID-19 pandemic era in Zimbabwe","authors":"Tawanda Chinengundu, Jerald Hondonga, Founders Mhazo","doi":"10.35293/tetfle.v3i1.3709","DOIUrl":"https://doi.org/10.35293/tetfle.v3i1.3709","url":null,"abstract":"The advent of COVID-19 caused massive disruptions to Teaching Practicum (TP) continuity and scheduled assessment activities. This study investigated the assessment tools and procedures adopted by Primary Teachers' colleges in Masvingo province during the COVID-19 pandemic in Zimbabwe. The transformative learning theory underpinned this study. A quantitative research design was used and data was gathered using online questionnaires with both closed and open-ended items. The items solicited information on how colleges transformed assessment tools and procedures during the pandemic for continuity of learning by teacher trainees. Non-probability purposive sampling was used to select respondents. There were 14 respondents, amongst them 13 primary teacher training lecturers and one TP coordinator. Findings indicated that TP assessment strategies did not change from physical lesson observations instead, TP assessments stopped at the peak of the pandemic since schools that host teacher trainees also closed. The completion of the course for teacher trainees was extended. Where lecturers got access to schools, they resorted to the observation of TP files and supporting documents. It can be concluded that assessment of teaching practicum online remains a challenge and there is a need to change assessment strategies post COVID-19 pandemic.","PeriodicalId":139040,"journal":{"name":"Reimagining African Teacher Education through Distance for a Post-Pandemic Future","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115053519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.35293/tetfle.v3i1.4151
T. Mays
{"title":"Technology-Enabled Learning: Policy, Pedagogy and Practice","authors":"T. Mays","doi":"10.35293/tetfle.v3i1.4151","DOIUrl":"https://doi.org/10.35293/tetfle.v3i1.4151","url":null,"abstract":"","PeriodicalId":139040,"journal":{"name":"Reimagining African Teacher Education through Distance for a Post-Pandemic Future","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128164651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.35293/tetfle.v3i1.3713
Jean Antunes, Mariam Farooq
The online and blended delivery of courses through the use of technologies has attracted attention and research. The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology-supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries. Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.
{"title":"Reimagining Online and Blended Provision of English for Academic Purposes: Practices and Reflections from a Distributed Network in East Africa","authors":"Jean Antunes, Mariam Farooq","doi":"10.35293/tetfle.v3i1.3713","DOIUrl":"https://doi.org/10.35293/tetfle.v3i1.3713","url":null,"abstract":"The online and blended delivery of courses through the use of technologies has attracted attention and research. The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology-supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries. Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.","PeriodicalId":139040,"journal":{"name":"Reimagining African Teacher Education through Distance for a Post-Pandemic Future","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114382449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.35293/tetfle.v3i1.3716
L. T. Nyaruwata
The purpose of the study was to examine how Zimbabwean teacher educators can develop pre-service and in-service teachers to teach effectively during the COVID-19 pandemic and beyond. This qualitative study, guided by the case study method, gathered the perspectives of experienced teachers and teacher educators in schools, teacher colleges and universities in Harare. Data was generated by means of face-to face interviews, Zoom meetings, WhatsApp and Google Talk, and it was analysed using the content analysis technique. My study found that pre-service and in-service teachers should acquire pedagogical and technological skills in addition to what they have been taught. Teacher educators as well as pre-service and in-service teachers also need information communication technology (ICT) knowledge and skills to implement blended teaching and learning, use the On-Demand Examination system, and develop and implement formative and summative assessment. Beyond the pandemic, the traditional 3-3-3 model of teacher development (i.e., 1 year, 3 school terms in college; 1 year’s teaching practice;1 year in college)will likely continue to be based on blended learning and Open and Distance eLearning (ODeL). It is recommended that technology infrastructure in Zimbabwe be upgraded to allow teacher educators, practising teachers and student teachers easy access to the internet, while also training them in ICT skills and knowledge.
{"title":"Teacher Development During and Beyond COVID-19: Perspectives from Zimbabwe","authors":"L. T. Nyaruwata","doi":"10.35293/tetfle.v3i1.3716","DOIUrl":"https://doi.org/10.35293/tetfle.v3i1.3716","url":null,"abstract":"The purpose of the study was to examine how Zimbabwean teacher educators can develop pre-service and in-service teachers to teach effectively during the COVID-19 pandemic and beyond. This qualitative study, guided by the case study method, gathered the perspectives of experienced teachers and teacher educators in schools, teacher colleges and universities in Harare. Data was generated by means of face-to face interviews, Zoom meetings, WhatsApp and Google Talk, and it was analysed using the content analysis technique. My study found that pre-service and in-service teachers should acquire pedagogical and technological skills in addition to what they have been taught. Teacher educators as well as pre-service and in-service teachers also need information communication technology (ICT) knowledge and skills to implement blended teaching and learning, use the On-Demand Examination system, and develop and implement formative and summative assessment. Beyond the pandemic, the traditional 3-3-3 model of teacher development (i.e., 1 year, 3 school terms in college; 1 year’s teaching practice;1 year in college)will likely continue to be based on blended learning and Open and Distance eLearning (ODeL). It is recommended that technology infrastructure in Zimbabwe be upgraded to allow teacher educators, practising teachers and student teachers easy access to the internet, while also training them in ICT skills and knowledge.","PeriodicalId":139040,"journal":{"name":"Reimagining African Teacher Education through Distance for a Post-Pandemic Future","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124738932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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