International mobility programmes, both in-person and virtual, aim to build human capital. Though there is evidence of their impact on skill development, there is scant research on career and professional benefits. Moreover, because virtual mobility is a new concept, there has been little investigation into how this mode affects the perceived benefits. Using the lens of human capital theory, this study explores outcomes of in-person and virtual mobility in the Queen Elizabeth Scholars-Advanced Scholars programme, which includes doctoral, post-doctoral and early career scholars. Through interviews with 23 scholars, we explore the perceived impact of the programme, considering mode of delivery, on the career and professional development of scholars. Despite challenges with the unexpected shift to virtual mobility during Covid-19 lockdowns, both in-person and virtual mobility scholars reported benefits to their career and professional development. These results suggest that virtual mobility may be considered as a viable option to enhance the flexibility, inclusivity, and accessibility of such programmes.
{"title":"Effectiveness of In-Person and Virtual International Mobility Scholars Programme on Career and Professional Development","authors":"Alexis Carr, Catherine Beaudry","doi":"10.56059/jl4d.v10i3.722","DOIUrl":"https://doi.org/10.56059/jl4d.v10i3.722","url":null,"abstract":"International mobility programmes, both in-person and virtual, aim to build human capital. Though there is evidence of their impact on skill development, there is scant research on career and professional benefits. Moreover, because virtual mobility is a new concept, there has been little investigation into how this mode affects the perceived benefits. Using the lens of human capital theory, this study explores outcomes of in-person and virtual mobility in the Queen Elizabeth Scholars-Advanced Scholars programme, which includes doctoral, post-doctoral and early career scholars. Through interviews with 23 scholars, we explore the perceived impact of the programme, considering mode of delivery, on the career and professional development of scholars. Despite challenges with the unexpected shift to virtual mobility during Covid-19 lockdowns, both in-person and virtual mobility scholars reported benefits to their career and professional development. These results suggest that virtual mobility may be considered as a viable option to enhance the flexibility, inclusivity, and accessibility of such programmes.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264557","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 : 2023-11-17DOI: 10.56059/jl4d.v10i3.1252
Jako Olivier
The Handbook of Open, Distance, and Digital Education (ODDE) is a comprehensive publication covering key topics from open and distance education as well as digital education. This book establishes itself as colossus in the realm of distance education literature, spanning seven parts, 80 chapters and 1,437 pages. Covering such an extensive publication within the scope of a single review might not do justice to the significant individual contributions of this work. Consequently, this review pertains only to part I and part II of this book, which involves the first 14 chapters.
{"title":"Book Review: Handbook of Open, Distance and Digital Education: Parts I and II","authors":"Jako Olivier","doi":"10.56059/jl4d.v10i3.1252","DOIUrl":"https://doi.org/10.56059/jl4d.v10i3.1252","url":null,"abstract":"The Handbook of Open, Distance, and Digital Education (ODDE) is a comprehensive publication covering key topics from open and distance education as well as digital education. This book establishes itself as colossus in the realm of distance education literature, spanning seven parts, 80 chapters and 1,437 pages. Covering such an extensive publication within the scope of a single review might not do justice to the significant individual contributions of this work. Consequently, this review pertains only to part I and part II of this book, which involves the first 14 chapters.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139262921","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}
D. Apriandi, I. Krisdiana, Edy Suprapto, Bima Adi Megantara
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.
{"title":"Development and Effectiveness of STEAM-C Integrated Learning Devices to Improve Students' Creative Thinking Skills in Specific Cultural Context","authors":"D. Apriandi, I. Krisdiana, Edy Suprapto, Bima Adi Megantara","doi":"10.56059/jl4d.v10i3.813","DOIUrl":"https://doi.org/10.56059/jl4d.v10i3.813","url":null,"abstract":"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.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264625","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}
This study proposes a new approach to teaching-learning in engineering and technology programmes at the undergraduate level in Tanzania, and evaluates its feasibility. The rationale was to improve flexibility in learning by providing learners with alternative programmes to choose from. A conceptual model was introduced showing how the work-based approach can be implemented in training diploma holders to acquire bachelor’s degrees. A survey type of study with a mix of open- and closed-ended questions issued to a sample of 150 finalist students was conducted. The sampled population was all finalyear diploma students pursuing engineering and technology programmes at Mbeya University of Science and Technology in Tanzania. A stratified random sampling approach was followed to obtain the sample. More than 93% of the respondents supported the establishment of work-based programmes. This study, therefore, recommends, amongst other things, that Tanzanian learning institutions should set a pilot programme to test the effectiveness and practicability of this model.
{"title":"Feasibility of Work-Based Learning Model for Undergraduate Engineering and Technology Programmes in Tanzania","authors":"M. Lingwanda","doi":"10.56059/jl4d.v10i2.807","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.807","url":null,"abstract":"This study proposes a new approach to teaching-learning in engineering and technology programmes at the undergraduate level in Tanzania, and evaluates its feasibility. The rationale was to improve flexibility in learning by providing learners with alternative programmes to choose from. A conceptual model was introduced showing how the work-based approach can be implemented in training diploma holders to acquire bachelor’s degrees. A survey type of study with a mix of open- and closed-ended questions issued to a sample of 150 finalist students was conducted. The sampled population was all finalyear diploma students pursuing engineering and technology programmes at Mbeya University of Science and Technology in Tanzania. A stratified random sampling approach was followed to obtain the sample. More than 93% of the respondents supported the establishment of work-based programmes. This study, therefore, recommends, amongst other things, that Tanzanian learning institutions should set a pilot programme to test the effectiveness and practicability of this model.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42933388","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}
Piera Biccard, Patience Kelebogile Mudau, G. van den Berg
This article explores student perceptions of writing online examinations for the first time during the Covid-19 pandemic. Prior to the pandemic, examinations at an open and distance learning institution in South Africa were conducted as venue-based examinations. From March 2020, all examinations were moved online. Online examinations were introduced as an emergency measure to adhere to safety and health protocols. Although students in developed countries have indicated benefits to online examinations, less is known about students living in the Global South when it comes to writing examinations online. Not enough is known about the benefits and challenges of online examinations since they were implemented as an emergency measure. We aimed at exploring student perceptions of writing online examinations for the first time, improve examination processes by including student views. Through an analysis of 336 written responses to an open-ended question posed at the end of an online survey, we established that digital access, duration of the examination, and the examination system interface affected students’ success in online examinations. Based on the findings, we recommend that students need to be given tools and data to participate in online examinations. Furthermore, students should be granted ample opportunity to practise writing online examinations while receiving the necessary support.
{"title":"Student Perceptions of Online Examinations as an Emergency Measure during Covid-19","authors":"Piera Biccard, Patience Kelebogile Mudau, G. van den Berg","doi":"10.56059/jl4d.v10i2.672","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.672","url":null,"abstract":"This article explores student perceptions of writing online examinations for the first time during the Covid-19 pandemic. Prior to the pandemic, examinations at an open and distance learning institution in South Africa were conducted as venue-based examinations. From March 2020, all examinations were moved online. Online examinations were introduced as an emergency measure to adhere to safety and health protocols. Although students in developed countries have indicated benefits to online examinations, less is known about students living in the Global South when it comes to writing examinations online. Not enough is known about the benefits and challenges of online examinations since they were implemented as an emergency measure. We aimed at exploring student perceptions of writing online examinations for the first time, improve examination processes by including student views. Through an analysis of 336 written responses to an open-ended question posed at the end of an online survey, we established that digital access, duration of the examination, and the examination system interface affected students’ success in online examinations. Based on the findings, we recommend that students need to be given tools and data to participate in online examinations. Furthermore, students should be granted ample opportunity to practise writing online examinations while receiving the necessary support.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46351195","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}
Salome Maro, Aron Kondoro, B. Hassler, J. Mtebe, Jamie Proctor
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.
{"title":"Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania","authors":"Salome Maro, Aron Kondoro, B. Hassler, J. Mtebe, Jamie Proctor","doi":"10.56059/jl4d.v10i2.835","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.835","url":null,"abstract":"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.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45144367","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}
There has been a growing interest in the use of Open Educational Resources (OER) to support educators to adapt, use, re-use, remix and recontextualise content for teaching and learning. The purpose of this study was to investigate the extent and intent of adoption of OER practices and tools in secondary schools in Mauritius within a sustainable and innovative teaching and learning model. The main objective was to investigate whether the inclusion of OER in teaching could help maintain quality instruction and sustain a viable economic model for learners. Moreover, this study assessed the readiness and attitudes of secondary educators in their intention to adopt OER. A survey was carried out among 271 secondary school educators to determine the influential factors in the intention to adopt OER in teaching. Factor and regression analysis were carried out to estimate the significance of each independent variable. The findings of this study reported that Productivity, Interactivity, Infrastructure and Constraining Factors were among the factors that had a significant effect on teachers’ adoption of OER in their teaching process. Combined with other findings as reported in the literature, this study also helps to enlighten policymakers about teachers’ intention in adopting OER in secondary schools in Mauritius and how they add value to the teaching and learning processes. The Cabinet of Ministers in Mauritius approved the National policy on OER in December 2022.
{"title":"Educator Perspectives and Intention to Adopt OER in Teaching and Learning in Secondary Schools in Mauritius","authors":"Y. Rajabalee, B. Jugurnath, M. Santally","doi":"10.56059/jl4d.v10i2.824","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.824","url":null,"abstract":"There has been a growing interest in the use of Open Educational Resources (OER) to support educators to adapt, use, re-use, remix and recontextualise content for teaching and learning. The purpose of this study was to investigate the extent and intent of adoption of OER practices and tools in secondary schools in Mauritius within a sustainable and innovative teaching and learning model. The main objective was to investigate whether the inclusion of OER in teaching could help maintain quality instruction and sustain a viable economic model for learners. Moreover, this study assessed the readiness and attitudes of secondary educators in their intention to adopt OER. A survey was carried out among 271 secondary school educators to determine the influential factors in the intention to adopt OER in teaching. Factor and regression analysis were carried out to estimate the significance of each independent variable. The findings of this study reported that Productivity, Interactivity, Infrastructure and Constraining Factors were among the factors that had a significant effect on teachers’ adoption of OER in their teaching process. Combined with other findings as reported in the literature, this study also helps to enlighten policymakers about teachers’ intention in adopting OER in secondary schools in Mauritius and how they add value to the teaching and learning processes. The Cabinet of Ministers in Mauritius approved the National policy on OER in December 2022.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43694308","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 : 2023-07-18DOI: 10.56059/jl4d.v10i2.1049
Tashane K. Haynes-Brown
This is a review of the book Becoming an Effective Teacher by Kisirkoi and Cude (2021). It is designed as a resource text for pre-service and in-service teachers and teacher educators. The authors use a mix of theoretical and practical discourse that focus specifically on a key ingredient needed for effective teaching and learning in the 21st century, that is enabling teachers and teacher educators to conceptualize their classrooms in more student-centred ways. Through the presentation of 16 chapters grouped under three themes, the authors present a balanced discussion of how each component of teaching is connected to acheive the ultimate goal of becoming more prepared to address the changing needs of the 21st century student.
{"title":"Becoming An Effective Teacher: A Teaching Reference Book for Teachers, Teacher Educators and Student Teachers","authors":"Tashane K. Haynes-Brown","doi":"10.56059/jl4d.v10i2.1049","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.1049","url":null,"abstract":"This is a review of the book Becoming an Effective Teacher by Kisirkoi and Cude (2021). It is designed as a resource text for pre-service and in-service teachers and teacher educators. The authors use a mix of theoretical and practical discourse that focus specifically on a key ingredient needed for effective teaching and learning in the 21st century, that is enabling teachers and teacher educators to conceptualize their classrooms in more student-centred ways. Through the presentation of 16 chapters grouped under three themes, the authors present a balanced discussion of how each component of teaching is connected to acheive the ultimate goal of becoming more prepared to address the changing needs of the 21st century student. ","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42156321","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}
In recent years, numerous published scholarly works have examined the association between academic resilience and school engagement, as well as the function of emotional support in bolstering the relationship between the two. However, these investigations have only been undertaken at the elementary and secondary levels. Therefore, it can be concluded that there are only a few studies that were conducted in the context of Higher Education, especially in the Philippines. In this regard, this study aimed to evaluate the relationship between academic resilience (ARS) and school engagement (SE) via teacher-emotional support (TES). Using data from 910 students and Partial Least Square-Structural Equation Modeling (PLS-SEM), it was unraveled that (1) ARS positively affects SE, (2) ARS leverages TES, (3) TES affects SE, and (4) TES partially mediated the association between students' ARS and SE. According to the findings, instructors' emotional support promotes college students' resilience and engagement. The study underlined the need of strengthening personal and contextual resources to support student well-being in an online class setting.
{"title":"Instructor Emotional Support, Academic Resiliency, and School Engagement in an Online Learning Setting during Covid-19 Pandemic","authors":"Joseph T. Lobo","doi":"10.56059/jl4d.v10i2.826","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.826","url":null,"abstract":"In recent years, numerous published scholarly works have examined the association between academic resilience and school engagement, as well as the function of emotional support in bolstering the relationship between the two. However, these investigations have only been undertaken at the elementary and secondary levels. Therefore, it can be concluded that there are only a few studies that were conducted in the context of Higher Education, especially in the Philippines. In this regard, this study aimed to evaluate the relationship between academic resilience (ARS) and school engagement (SE) via teacher-emotional support (TES). Using data from 910 students and Partial Least Square-Structural Equation Modeling (PLS-SEM), it was unraveled that (1) ARS positively affects SE, (2) ARS leverages TES, (3) TES affects SE, and (4) TES partially mediated the association between students' ARS and SE. According to the findings, instructors' emotional support promotes college students' resilience and engagement. The study underlined the need of strengthening personal and contextual resources to support student well-being in an online class setting.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49162552","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}
M. Drushlyak, O. Semenikhina, I. Kharchenko, P. Mulesa, V. Shamonia
In this research, digital technologies that will potentially be useful for teachers in an inclusive educational space were considered. The combined classification of digital technologies of inclusive direction, including software and hardware in three main areas, is offered: for training and repetition; to help with learning; and to expand learning opportunities. The authors developed and theoretically substantiated a model for preparing pre-service teachers to use digital technologies in an inclusive educational space. The effectiveness of the developed model was tested through a pedagogical experiment that involved three tests based on criteria. The effectiveness of the authors’ model was confirmed by the sign test at the significance level of 0.05.
{"title":"Effectiveness of Digital Technologies in Inclusive Learning for Teacher Preparation","authors":"M. Drushlyak, O. Semenikhina, I. Kharchenko, P. Mulesa, V. Shamonia","doi":"10.56059/jl4d.v10i2.777","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.777","url":null,"abstract":"In this research, digital technologies that will potentially be useful for teachers in an inclusive educational space were considered. The combined classification of digital technologies of inclusive direction, including software and hardware in three main areas, is offered: for training and repetition; to help with learning; and to expand learning opportunities. The authors developed and theoretically substantiated a model for preparing pre-service teachers to use digital technologies in an inclusive educational space. The effectiveness of the developed model was tested through a pedagogical experiment that involved three tests based on criteria. The effectiveness of the authors’ model was confirmed by the sign test at the significance level of 0.05.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49651886","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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