Pub Date : 2023-07-18DOI: 10.20448/jeelr.v10i3.4840
A. Hidayati, Eldarni, Solfema, Ciptro Handrianto, Vevi Sunarti
This research aimed to find a strategy to integrate web-based learning based on authentic learning by identifying the dominant factors regarding teachers' authentic activities. The research method was a teacher survey that used web-based learning. Questionnaires were given to 100 teachers regarding the use of authentic activities. The questionnaire was tested for validity and had a high load factor of more than 0.6. Authentic learning had an effect of 0.689. The data was processed by factorial analysis to obtain the dominant value. Furthermore, a strategy to integrate web-based learning was developed in learning. The results showed that the dominant authentic learning activities used were real-world activities, integrated assessment, various sources and final product design. It can be concluded that using web-based learning applications based on authentic learning provides real-life experiences for students and supports learning to be more meaningful.
{"title":"Strategies for integrating a web-based learning environment based on authentic learning in distance learning for elementary school students","authors":"A. Hidayati, Eldarni, Solfema, Ciptro Handrianto, Vevi Sunarti","doi":"10.20448/jeelr.v10i3.4840","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4840","url":null,"abstract":"This research aimed to find a strategy to integrate web-based learning based on authentic learning by identifying the dominant factors regarding teachers' authentic activities. The research method was a teacher survey that used web-based learning. Questionnaires were given to 100 teachers regarding the use of authentic activities. The questionnaire was tested for validity and had a high load factor of more than 0.6. Authentic learning had an effect of 0.689. The data was processed by factorial analysis to obtain the dominant value. Furthermore, a strategy to integrate web-based learning was developed in learning. The results showed that the dominant authentic learning activities used were real-world activities, integrated assessment, various sources and final product design. It can be concluded that using web-based learning applications based on authentic learning provides real-life experiences for students and supports learning to be more meaningful.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73562102","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 : 2023-07-17DOI: 10.20448/jeelr.v10i3.4838
Thang Van Le, Ha Le Nguyen, H. T. Nguyen
E-learning has gained popularity as a method of delivering education recently and offers many advantages to enhance the learning experience for students. Technology allows teachers to design more interactive and engaging lessons that cater to different learning styles. It can also provide opportunities for teachers to incorporate virtual simulations and real-time data which can help students better understand complex concepts. The total number of survey samples was 187 teachers. Awareness of the need and purpose of applying information literacy in the organization of teaching activities was created to analyze. The results of the findings were interpreted in three ways: (i) Self-assessment of teachers’ competence in applying technology in organizing teaching activities. (ii) Awareness of the necessity of using online applications in organizing teaching activities in schools. (iii) Awareness of the goal of using online applications in the organization of teaching activities. Based on the results of the current study, the article establishes the process of applying online applications in the organization of teaching activities and proposes recommendations for subjects directly related to the application of online applications. High school administrators, teachers and educational management agencies at all levels are using online innovation to organize teaching activities in high schools.
{"title":"Teachers’ perception of the necessity of applying online applications for organizing teaching activities at high school in Vietnam","authors":"Thang Van Le, Ha Le Nguyen, H. T. Nguyen","doi":"10.20448/jeelr.v10i3.4838","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4838","url":null,"abstract":"E-learning has gained popularity as a method of delivering education recently and offers many advantages to enhance the learning experience for students. Technology allows teachers to design more interactive and engaging lessons that cater to different learning styles. It can also provide opportunities for teachers to incorporate virtual simulations and real-time data which can help students better understand complex concepts. The total number of survey samples was 187 teachers. Awareness of the need and purpose of applying information literacy in the organization of teaching activities was created to analyze. The results of the findings were interpreted in three ways: (i) Self-assessment of teachers’ competence in applying technology in organizing teaching activities. (ii) Awareness of the necessity of using online applications in organizing teaching activities in schools. (iii) Awareness of the goal of using online applications in the organization of teaching activities. Based on the results of the current study, the article establishes the process of applying online applications in the organization of teaching activities and proposes recommendations for subjects directly related to the application of online applications. High school administrators, teachers and educational management agencies at all levels are using online innovation to organize teaching activities in high schools.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83816970","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 : 2023-07-04DOI: 10.20448/jeelr.v10i3.4795
G. Yespolova, Kholdarova Irodakhon, Baydjanov Bekzod, Bazarbekova Rabiga, Astambayeva Zhupat
This study aims to determine the effectiveness of the author's teaching technology in developing schoolchildren's research skills, the challenges an elementary school faces, and how the entire process of developing research skills works. Quantitative and qualitative research techniques were used. Participants were from No.15, No.1, No.46, and No.16 schools in Ust-Kamenogorsk (East Kazakhstan). A random selection was made of an EG comprising 176 students and a CG comprising 173 students. To test the hypothesis that the author's teaching technology in studying natural science fosters the effectiveness of generating research skills, the research methodology employed an experimental pretest-posttest learning CG and EG study. As a result of the introduction of the developed technology in the EG, the levels of formation of these skills among students from the CG and the EG differ significantly. Finally, the developed technology can be used in the practical activities of teachers in elementary schools and serve as the basis for creating methodological materials that perform the developing function of teaching "Natural Science."
{"title":"The influence of learning technology on the formation of research skills in primary school students: Action research","authors":"G. Yespolova, Kholdarova Irodakhon, Baydjanov Bekzod, Bazarbekova Rabiga, Astambayeva Zhupat","doi":"10.20448/jeelr.v10i3.4795","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4795","url":null,"abstract":"This study aims to determine the effectiveness of the author's teaching technology in developing schoolchildren's research skills, the challenges an elementary school faces, and how the entire process of developing research skills works. Quantitative and qualitative research techniques were used. Participants were from No.15, No.1, No.46, and No.16 schools in Ust-Kamenogorsk (East Kazakhstan). A random selection was made of an EG comprising 176 students and a CG comprising 173 students. To test the hypothesis that the author's teaching technology in studying natural science fosters the effectiveness of generating research skills, the research methodology employed an experimental pretest-posttest learning CG and EG study. As a result of the introduction of the developed technology in the EG, the levels of formation of these skills among students from the CG and the EG differ significantly. Finally, the developed technology can be used in the practical activities of teachers in elementary schools and serve as the basis for creating methodological materials that perform the developing function of teaching \"Natural Science.\" \u0000 ","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88398999","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 : 2023-06-21DOI: 10.20448/jeelr.v10i3.4755
E. Alwafi
This study aimed to explore the effect of learner-generated digital materials on students’ deep learning approach and self-efficacy. A quasi-experimental design that involves a pre-test, a post-test, a control group and an experiment group was used in this study which involved 51 students (25 students participated in the control group and 26 students participated in the experiment group). A questionnaire was used to measure students’ deep learning approach and self-efficacy. The study found that students in the experimental group improved their deep learning approach and self-efficacy more than students in the control group. Learner-generated digital materials can enhance students’ learning experiences. This study contributes new knowledge about the methods by which learner-generated digital material can be used as a learning approach. It also provides insight on how digital tools can be used to support students learning. This study provides recommendations for employing learner-generated digital materials to engage students in the learning experience.
{"title":"The effect of learner-generated digital materials on learners’ deep learning approach and self-efficacy","authors":"E. Alwafi","doi":"10.20448/jeelr.v10i3.4755","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4755","url":null,"abstract":"This study aimed to explore the effect of learner-generated digital materials on students’ deep learning approach and self-efficacy. A quasi-experimental design that involves a pre-test, a post-test, a control group and an experiment group was used in this study which involved 51 students (25 students participated in the control group and 26 students participated in the experiment group). A questionnaire was used to measure students’ deep learning approach and self-efficacy. The study found that students in the experimental group improved their deep learning approach and self-efficacy more than students in the control group. Learner-generated digital materials can enhance students’ learning experiences. This study contributes new knowledge about the methods by which learner-generated digital material can be used as a learning approach. It also provides insight on how digital tools can be used to support students learning. This study provides recommendations for employing learner-generated digital materials to engage students in the learning experience.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"74 7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87819003","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 : 2023-06-20DOI: 10.20448/jeelr.v10i3.4753
R. Moralde
The Community E-learning Resource Center (CeLRC) has enabled faculty members and students to have access to the online facility at higher education institutions in collaboration with the Local Government Units (LGUs) and the Department of Information and Communications Technology (DICT) Tech4Ed centers available in the area. It specifically targets students and faculty members who do not have access to the internet or information and communications technology (ICT) devices such as computer desktops, laptops, tablets and smartphones that support online classes. This study assessed and evaluated the three newly established Community e-Learning Resource Centers in three municipalities in Nueva Ecija, San Isidro, Papaya and Penaranda. A researcher constructed questionnaire and quantitative research design are used. Results showed that the facilities found in three community e-Learning resource centers are safe, secure, functional in every aspect, highly acceptable and comfortable to use. The CeLRC staff is competent and shows a strong sense of interpersonal skills. It is recommended that the results of this study be used by the CeLRC managers to improve the services of the center to ensure its viability, efficacy and efficiency.
{"title":"Addressing the quality of higher education among the pandemic in Nueva Ecija, Philippines through the establishment of the community e-learning resource center","authors":"R. Moralde","doi":"10.20448/jeelr.v10i3.4753","DOIUrl":"https://doi.org/10.20448/jeelr.v10i3.4753","url":null,"abstract":"The Community E-learning Resource Center (CeLRC) has enabled faculty members and students to have access to the online facility at higher education institutions in collaboration with the Local Government Units (LGUs) and the Department of Information and Communications Technology (DICT) Tech4Ed centers available in the area. It specifically targets students and faculty members who do not have access to the internet or information and communications technology (ICT) devices such as computer desktops, laptops, tablets and smartphones that support online classes. This study assessed and evaluated the three newly established Community e-Learning Resource Centers in three municipalities in Nueva Ecija, San Isidro, Papaya and Penaranda. A researcher constructed questionnaire and quantitative research design are used. Results showed that the facilities found in three community e-Learning resource centers are safe, secure, functional in every aspect, highly acceptable and comfortable to use. The CeLRC staff is competent and shows a strong sense of interpersonal skills. It is recommended that the results of this study be used by the CeLRC managers to improve the services of the center to ensure its viability, efficacy and efficiency.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"76 10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83531940","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 scientific intervention aims to raise the issue of the automatic processing of natural languages. Especially at its levels related to ontological studies, enabling the machine to recognize information and invest it accurately, beyond the constraints of semantic ambiguity is considered a scientific challenge. This would not be possible without relying on the contextual detection process of linguistic engineering, which is based on a hybrid approach that combines both statistical and linguistic methods. It is an approach that falls within the context of platform linguistics, or what is termed "fourth-generation linguistics", a natural outgrowth of the digital revolution, based on its horizontal extension in various domains and fields of knowledge, thus establishing a new indicative model in which platforms with linguistic and computer interact. In this context, the associative aspects within the compositional linguistic perceptions are a focal point in operating research operations that fall within the automatic processing of natural language, given the nature of its theoretical and methodological architecture with an empirical inductive basis. It also enables the building of computer platforms by preparing morphological, synthetic, semantic, and pragmatic analyzers. Investing in the advanced technological tools provided by the artificial intelligence system; especially in its aspects related to machine learning, deep learning, and neural network; will enable the provision of a linguistic platform capable of developing paths of teaching the Arabic language to non-native speakers.
{"title":"Arabic Ontology: Linguistic Engineering Foundations","authors":"Ali Boulaalam, Nisrine El Hannach","doi":"10.33422/jelr.v2i1.378","DOIUrl":"https://doi.org/10.33422/jelr.v2i1.378","url":null,"abstract":"This scientific intervention aims to raise the issue of the automatic processing of natural languages. Especially at its levels related to ontological studies, enabling the machine to recognize information and invest it accurately, beyond the constraints of semantic ambiguity is considered a scientific challenge. This would not be possible without relying on the contextual detection process of linguistic engineering, which is based on a hybrid approach that combines both statistical and linguistic methods. It is an approach that falls within the context of platform linguistics, or what is termed \"fourth-generation linguistics\", a natural outgrowth of the digital revolution, based on its horizontal extension in various domains and fields of knowledge, thus establishing a new indicative model in which platforms with linguistic and computer interact. In this context, the associative aspects within the compositional linguistic perceptions are a focal point in operating research operations that fall within the automatic processing of natural language, given the nature of its theoretical and methodological architecture with an empirical inductive basis. It also enables the building of computer platforms by preparing morphological, synthetic, semantic, and pragmatic analyzers. Investing in the advanced technological tools provided by the artificial intelligence system; especially in its aspects related to machine learning, deep learning, and neural network; will enable the provision of a linguistic platform capable of developing paths of teaching the Arabic language to non-native speakers.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"234 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76108206","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, digital competence has become essential at the workplace. There is a growing demand for engineers with both employability and digital skills. As a result of the technological advancements, the Virtual Laboratory (VLab) concept was created to provide students with a safe environment to acquire the skills and enthusiasm to enhance the delivery of STEM (Science, Technology, Engineering, and Mathematics) subjects. This study presents a VLab developed using ADDIE model design criteria that allows users to perform VLab in engineering education. Users were able to carry out experiments individually or collectively, creating an effective, flexible learning environment for students. This was integrated smoothly into the Campus Moodle platform learning environment. The VLab design and implementation details are explained and validated through Alpha and Beta acceptance testing. A mixed-methods research design was used to collect and analyse the data. Questionnaires were used to collect quantitative data from 144 students, and 17 of them were interviewed to collect qualitative data. The findings revealed that the VLab is a collaborative, effective, and interactive learning environment that develops graduates' knowledge, soft skills, and digital skills while also improving their competencies relevant to the enhancement of digital skills at their workplace. As a result, lecturers are recommended to use VLab to enhance the quality of teaching and advance the learning experiences of their students.
{"title":"Developing a Virtual Engineering Lab Using ADDIE Model","authors":"M. Amish, S. Jihan","doi":"10.33422/jelr.v2i1.417","DOIUrl":"https://doi.org/10.33422/jelr.v2i1.417","url":null,"abstract":"In recent years, digital competence has become essential at the workplace. There is a growing demand for engineers with both employability and digital skills. As a result of the technological advancements, the Virtual Laboratory (VLab) concept was created to provide students with a safe environment to acquire the skills and enthusiasm to enhance the delivery of STEM (Science, Technology, Engineering, and Mathematics) subjects. This study presents a VLab developed using ADDIE model design criteria that allows users to perform VLab in engineering education. Users were able to carry out experiments individually or collectively, creating an effective, flexible learning environment for students. This was integrated smoothly into the Campus Moodle platform learning environment. The VLab design and implementation details are explained and validated through Alpha and Beta acceptance testing. A mixed-methods research design was used to collect and analyse the data. Questionnaires were used to collect quantitative data from 144 students, and 17 of them were interviewed to collect qualitative data. The findings revealed that the VLab is a collaborative, effective, and interactive learning environment that develops graduates' knowledge, soft skills, and digital skills while also improving their competencies relevant to the enhancement of digital skills at their workplace. As a result, lecturers are recommended to use VLab to enhance the quality of teaching and advance the learning experiences of their students.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86600298","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 study sought to determin the perceived factors that affect the overall use of the iBox among the integrated science teachers in the initial Secondary Education Improvement Project (SEIP) suppported Senior High Schools in the Upper East Region of Ghana. The study employed a cross-sectional survey research design and used mainly questionaire and interview schedules as the instrument. Out of the 162 participants sampled, 155 questionnaires were fully completed and validated. Data analysis procedures included frequencies and percentages. The availability of Information Technology facilities and other technical factors in the participating schools affected the frequency of use of the iBox. Also, the teachers who were equal to or less than 40 years used the iBox much frequently than those who were much older. It was recommended among others that the GES and the SEIP to provide regular inservice training in information technology for the integrated science teachers and that they should be provided with the necessary motivation and support. It was also recommended that the GES should develop a policy which mandates all SEIP schools to utilise and integrate the available educational technologies installed in their schools. It was suggested that future research be carried out on the overall impact of the iBox on students' academic performance in integrated science from 2015 to date.
{"title":"Perceived Factors That Affect the Overall Use of iBox Among Integrated Science Teachers","authors":"Joshua Awuni, Ezekiel Akotuko Ayimbila, Sandra Agampoka Abelomzore","doi":"10.33422/jelr.v2i1.178","DOIUrl":"https://doi.org/10.33422/jelr.v2i1.178","url":null,"abstract":"The study sought to determin the perceived factors that affect the overall use of the iBox among the integrated science teachers in the initial Secondary Education Improvement Project (SEIP) suppported Senior High Schools in the Upper East Region of Ghana. The study employed a cross-sectional survey research design and used mainly questionaire and interview schedules as the instrument. Out of the 162 participants sampled, 155 questionnaires were fully completed and validated. Data analysis procedures included frequencies and percentages. The availability of Information Technology facilities and other technical factors in the participating schools affected the frequency of use of the iBox. Also, the teachers who were equal to or less than 40 years used the iBox much frequently than those who were much older. It was recommended among others that the GES and the SEIP to provide regular inservice training in information technology for the integrated science teachers and that they should be provided with the necessary motivation and support. It was also recommended that the GES should develop a policy which mandates all SEIP schools to utilise and integrate the available educational technologies installed in their schools. It was suggested that future research be carried out on the overall impact of the iBox on students' academic performance in integrated science from 2015 to date.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82520487","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 examined the administrative challenges faced by study centre workers of the University of Education, Winneba. The study employed a cross-sectional survey design. A structured questionnaire was administered to 84 study centre workers, selected through census. Frequencies, percentages, means and standard deviation, were used to analyse the data obtained. The study revealed that centre workers admitted to knowing and taking up their administrative responsibilities for the programme’s success. Again, the study showed that irregular payment of tutors’ claims and insufficient and unequal distribution of course materials were challenges faced by the study centre workers. Also, the centre workers employed some coping skills to run the study centres. These include: arriving on time during tutorial and examination days to put arrangements in place; delegation of authority to course representatives to execute daily routines; making available teaching and learning resources to tutors. The study recommends that the management of CODeL, UEW, should organise frequent workshops for the Centre workers to update their knowledge about their responsibilities. In addition, management should resolve the issue of irregular payment of tutors' claims and sensitize the workers on a regular basis regarding strategies they could employ to address their challenges in their administrative duties.
{"title":"Administrative Challenges of Centre Workers of University of Education, Winneba","authors":"Michael Subbey","doi":"10.33422/jelr.v2i1.425","DOIUrl":"https://doi.org/10.33422/jelr.v2i1.425","url":null,"abstract":"This study examined the administrative challenges faced by study centre workers of the University of Education, Winneba. The study employed a cross-sectional survey design. A structured questionnaire was administered to 84 study centre workers, selected through census. Frequencies, percentages, means and standard deviation, were used to analyse the data obtained. The study revealed that centre workers admitted to knowing and taking up their administrative responsibilities for the programme’s success. Again, the study showed that irregular payment of tutors’ claims and insufficient and unequal distribution of course materials were challenges faced by the study centre workers. Also, the centre workers employed some coping skills to run the study centres. These include: arriving on time during tutorial and examination days to put arrangements in place; delegation of authority to course representatives to execute daily routines; making available teaching and learning resources to tutors. The study recommends that the management of CODeL, UEW, should organise frequent workshops for the Centre workers to update their knowledge about their responsibilities. In addition, management should resolve the issue of irregular payment of tutors' claims and sensitize the workers on a regular basis regarding strategies they could employ to address their challenges in their administrative duties.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86946112","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 outbreak of Covid-19 and its declaration as a global pandemic by the World Health Organisation (WHO) forced universities in Zimbabwe and beyond to abandon the usual face to face teaching and learning after national lockdowns were instituted by governments to curb the spread of the deadly pandemic. E-learning became the new normal. This study explored the e-learning experiences of university students from different socio-economic backgrounds during the national lockdown at a selected university in Zimbabwe. The case study research design which derives from the qualitative research approach and interpretivist paradigm was used. Data were gathered from fourteen purposively sampled Master of Education students through semi-structured interviews and focus group discussions. It was established that students could not afford data bundles for e-learning as they were very expensive. Also, a number of students from both affluent and poor backgrounds lacked meaningful knowledge on how to use Google Classroom e-learning platform as they had only received a one-day training before universities closed. Connectivity challenges also affected all students across the social divide, leading to the adoption of WhatsApp as an e-learning platform which could be accessed with limited network connectivity. Due to these and other problems, e-learning was viewed as a preserve for the rich and computer literate while those from poor backgrounds remained out of the google classes due to lack of resources. It was recommended that universities support e-learning through proper training of students and provision of data to those who cannot afford it.
{"title":"Students’ Experiences of E-learning During Covid-19 in a Selected State University in Zimbabwe","authors":"Admire. Mhindu","doi":"10.33422/jelr.v2i1.294","DOIUrl":"https://doi.org/10.33422/jelr.v2i1.294","url":null,"abstract":"The outbreak of Covid-19 and its declaration as a global pandemic by the World Health Organisation (WHO) forced universities in Zimbabwe and beyond to abandon the usual face to face teaching and learning after national lockdowns were instituted by governments to curb the spread of the deadly pandemic. E-learning became the new normal. This study explored the e-learning experiences of university students from different socio-economic backgrounds during the national lockdown at a selected university in Zimbabwe. The case study research design which derives from the qualitative research approach and interpretivist paradigm was used. Data were gathered from fourteen purposively sampled Master of Education students through semi-structured interviews and focus group discussions. It was established that students could not afford data bundles for e-learning as they were very expensive. Also, a number of students from both affluent and poor backgrounds lacked meaningful knowledge on how to use Google Classroom e-learning platform as they had only received a one-day training before universities closed. Connectivity challenges also affected all students across the social divide, leading to the adoption of WhatsApp as an e-learning platform which could be accessed with limited network connectivity. Due to these and other problems, e-learning was viewed as a preserve for the rich and computer literate while those from poor backgrounds remained out of the google classes due to lack of resources. It was recommended that universities support e-learning through proper training of students and provision of data to those who cannot afford it.","PeriodicalId":36689,"journal":{"name":"Journal of Education and e-Learning Research","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76014679","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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