Pub Date : 2023-11-06DOI: 10.55667/10.55667/ijede.2023.v38.i1.1266
Ramashego Shila Mphahlele, Phumza Makgato-Khunou, Geoffrey Tshephe, Mantsose Jane Sethusha, Matlakalana Mpho Tshesane, Richard Wright, Chetty Denzil
The COVID-19 pandemic has profoundly impacted higher education institutions worldwide, prompting a rapid shift towards online learning environments. This study aims to assess the e-readiness of first-year students in using the Learning Management System (LMS) in the context of COVID-19. The researchers used the Technology Acceptance Model (TAM) framework to understand the first-year students’ acceptance and adoption of technology, focusing on perceived usefulness and ease of use. This study employed a concurrent mixed methods approach: To what extent were University of South Africa (UNISA) first-year students e-ready to use the LMS for engaging in online teaching, learning, and assessment activities during the COVID-19 pandemic? A sample of 2,707 first-year students and 30 academics from diverse academic disciplines was selected from nine colleges of the South African Open, Distance, and e-Learning (ODeL) institution during the years 2020 and 2021. The study evaluated the students’ technological proficiency, digital literacy skills, access to digital devices and the internet, and their perceptions and attitudes towards online learning and assessment. The study explored students’ experiences, motivations, and barriers to effectively using an LMS for engaging in online teaching, learning and assessment activities during the COVID-19 pandemic. Preliminary findings indicated that while many first-year students had basic digital skills and access to the necessary technological resources, many faced challenges in adapting to online learning environments. These challenges included limited internet connectivity, lack of technical support, difficulties in managing time and motivation, and unfamiliarity with LMS resources and activities. However, students also expressed positive attitudes towards the flexibility and accessibility offered by online learning, appreciating the convenience and diverse learning resources available through an LMS. The outcomes of this research will inform educators, administrators, and policy-makers in developing strategies to enhance first-year students’ e-readiness and improve the implementation of online teaching, learning, and assessment activities. Addressing the identified challenges can lead to a more inclusive and effective learning environment, ensuring equitable access to education amidst the ongoing COVID-19 realities.Keywords: COVID-19, digital literacy, e-Readiness, First-year students, online learning, Open-Distance and e-Learning, Technology Acceptance Model L’état de cyberpréparation des étudiants à l’utilisation du système de gestion de l’apprentissage : contexte de la COVID-19 Résumé : La pandémie de la COVID-19 a profondément changé la culture dans le monde des établissements d’enseignement supérieur et a accéléré la transition vers des environnements d’apprentissage en ligne. Cette étude a pour objectif d’évaluer l’état de cyberpréparation des étudiants de première année universitaire à l’ut du système de ges
2019冠状病毒病大流行对全球高等教育机构产生了深刻影响，促使人们迅速转向在线学习环境。本研究旨在评估2019冠状病毒病背景下一年级学生使用学习管理系统(LMS)的电子准备情况。研究人员使用技术接受模型(TAM)框架来了解一年级学生对技术的接受和采用，重点关注感知有用性和易用性。本研究采用并行混合方法:在COVID-19大流行期间，南非大学(UNISA)一年级学生在多大程度上可以使用LMS进行在线教学、学习和评估活动?在2020年和2021年期间，从南非开放、远程和电子学习(ODeL)机构的九所学院中选出了2707名一年级学生和30名学者，他们来自不同的学科。该研究评估了学生的技术熟练程度、数字素养技能、数字设备和互联网的使用情况，以及他们对在线学习和评估的看法和态度。该研究探讨了学生在COVID-19大流行期间有效使用LMS参与在线教学、学习和评估活动的经历、动机和障碍。初步调查结果表明，虽然许多一年级学生具备基本的数字技能，并能获得必要的技术资源，但许多学生在适应在线学习环境方面面临挑战。这些挑战包括有限的互联网连接，缺乏技术支持，管理时间和动力的困难，以及对LMS资源和活动的不熟悉。然而，学生们也对在线学习提供的灵活性和可访问性表达了积极的态度，赞赏通过LMS提供的便利和多样化的学习资源。这项研究的结果将为教育工作者、管理人员和政策制定者制定策略提供信息，以提高一年级学生的电子准备能力，并改善在线教学、学习和评估活动的实施。应对已确定的挑战可以创造一个更具包容性和更有效的学习环境，确保在当前的COVID-19现实中公平获得教育。关键词:2019冠状病毒病，数字素养，电子准备，一年级学生，在线学习，开放远程和电子学习，技术接受模型L '网络交换交换，学生交换，系统利用，学徒交换，2019冠状病毒病的背景，<s:2> <s:2> <s:2>与<s:2>; <s:2> <s:2>与<s:2>; <s:2>; <s:2>; <s:2>; <s:2>;这个练习曲倒目的d 'evaluer我德cyberpreparation des学生de首映annee l 'ut du systeme de大学医疗行为de l 'apprentissage (SGA)在contexte de la COVID-19。“技术的接受”(MAT)、“技术的接受”(gmat)、“技术的接受”(gmat)、“技术的采用”(gmat)、“技术的接受”(gmat)、“技术的使用”(gmat)、“技术的使用”(gmat)、“技术的使用”(gmat)、“技术的使用”(gmat)、“技术的使用”(gmat)、“技术的使用”(gmat)。单一的交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换交换。1.在30所大学和30个不同的学科中，<s:1> <s:1> <s:1> <s:1>交换交换系统(<s:1> <s:1>交换交换系统(<s:1>交换交换系统))，<s:1> <s:1>交换交换系统(<s:1>交换交换系统)，<s:1> <s:1>交换交换系统(<s:1>交换交换系统)，<s:1> <s:1>交换交换系统(<s:1>交换交换系统)，<s:1>交换交换系统(<s:1>交换交换系统)，<s:1>交换交换系统(<s:1>交换交换系统)，<s:1>交换交换系统(<s:1>交换交换系统)，<s:1>交换交换系统(<s:1>交换交换系统)，2020和2021年。我安勤科技L 'aptitude la technologie les habiletes numeriques, L 'accessibilite辅助outils technologiques,一个L 'Internet修改他们,感觉他们等的态度面对L 'apprentissage et L线”。我们分析了SGA的利用效率、动机和障碍，以及参与人和活动的利用效率、学徒和技能的利用效率。不适应环境不适应环境不适应环境;不适应环境不适应环境;不适应环境;不适应环境;不适应环境;不适应环境;不适应环境。Ces困难comprennent la质量de la连接互联网,勒德soutien未成功的技术,细胞他们德基尔临时工,他们动机familiarite未成功的号用les资源等活动du SGA。
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Pub Date : 2023-09-08DOI: 10.55667/10.55667/ijede.2023.v38.i1.1250
Rory McGreal
Micro-credentials can provide easily accessible and transparent evidence of skills or knowledge that have been certified by an authority, based on small units of learning. The recognition and transfer of credits is becoming essential, as an increasing number of students are studying at different institutions, often at the same time, online or in traditional settings. "Blockchain is a type of database that stores data in an "open, peer-to-peer (P2P) network that favors communal functionality in lieu of a centralized controlling entity" (Columbia Engineering Bootcamps, 2021, para 5). The development of blockchain (https://theconversation.com/demystifying-the-blockchain-a-basic-user-guide-60226) holds promise of becoming a useful facilitator for supporting the storage and dissemination of micro-credentials on a global scale. Besides providing effective data security and privacy, blockchain can also facilitate maintaining and disseminating credentials, while ensuring that access is readily available for students under their control. Because of its immutability, blockchain can be used to confidently attest to students' accomplishments and is therefore particularly appropriate for micro-credentials.
{"title":"Blockchain and Micro-credentials in Education","authors":"Rory McGreal","doi":"10.55667/10.55667/ijede.2023.v38.i1.1250","DOIUrl":"https://doi.org/10.55667/10.55667/ijede.2023.v38.i1.1250","url":null,"abstract":"Micro-credentials can provide easily accessible and transparent evidence of skills or knowledge that have been certified by an authority, based on small units of learning. The recognition and transfer of credits is becoming essential, as an increasing number of students are studying at different institutions, often at the same time, online or in traditional settings. \"Blockchain is a type of database that stores data in an \"open, peer-to-peer (P2P) network that favors communal functionality in lieu of a centralized controlling entity\" (Columbia Engineering Bootcamps, 2021, para 5). The development of blockchain (https://theconversation.com/demystifying-the-blockchain-a-basic-user-guide-60226) holds promise of becoming a useful facilitator for supporting the storage and dissemination of micro-credentials on a global scale. Besides providing effective data security and privacy, blockchain can also facilitate maintaining and disseminating credentials, while ensuring that access is readily available for students under their control. Because of its immutability, blockchain can be used to confidently attest to students' accomplishments and is therefore particularly appropriate for micro-credentials.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136361475","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}
Résumé : Les évolutions constantes dans le milieu éducatif, notamment dans le champ de l’école à visée inclusive, modifient les offres de formations continues présentées aux enseignant·e·s. Si les formations à distance (FAD) répondent à divers enjeux sociaux tels que la conciliation famille-travail-étude, la dispersion géographique des professionnel·le·s ou encore des enjeux d’ordre économiques liés aux coûts des formations, dans le contexte suisse romand, celles-ci restent minoritaires. La littérature souligne l’importance de penser les modalités et les contenus des FAD en adéquation aux besoins des utilisateur·trice·s. Cet article propose donc un état des lieux, dans le contexte francophone, des divers besoins exprimés par les enseignant·e·s face à ces formations à distance. Une étude de portée sur des travaux publiés entre 2012 et 2021 a été effectuée. Trois catégories de facteurs, la motivation en tant qu’élément clef dans l’engagement, les modalités et les outils de collaboration sont discutés afin de souligner des perspectives pour la création de FAD dans le contexte vaudois à visée inclusive. Mots clés : formation continue, formation à distance (FAD), formation autoportante, développement professionnel, motivation, travail collaboratif Distance Learning Education: Conditions to Meet Teachers’ Needs. A Scoping Review and Perspective on Inclusive Education Training. Abstract: Ongoing developments in the education sector, particularly in the field of inclusive schools, are changing the range of continuing training courses available to teachers. While distance learning (DL) responds to a number of social challenges, such as the need to reconcile family, work and study, the geographical dispersion of professionals and economic issues linked to training costs, it remains a minority option in French-speaking Switzerland. The literature underscores the importance of designing DL modalities and content in line with users’ needs. This article provides an overview, in the French-speaking context, of the various needs expressed by teachers according to distance learning. A scoping study of works published between 2012 and 2021 was carried out. Three categories of factors – motivation as a key element in engagement, collaboration modalities and tools – are discussed in order to highlight perspectives for the creation of inclusive FADs in the Vaud context. Keywords: distance learning, self-paced training, professional development, motivation, collaborative work
摘要:教育环境的不断发展，特别是在全纳学校领域，改变了向教师提供的在职培训。虽然远程培训(FAD)解决了各种社会问题，如家庭-工作-学习的协调，专业人员的地理分布，甚至与培训成本相关的经济问题，但在瑞士法语地区，这些问题仍然是少数。文献强调了根据用户需求设计sdf的方式和内容的重要性。因此，本文在法语语境中提出了教师在面对这些远程培训时所表达的各种需求的现状。对2012年至2021年发表的工作进行了范围研究。讨论了三种类型的因素，动机作为参与的关键因素，以及合作的方式和工具，以突出在沃背景下创建sfad的前景，以实现包容性。关键词:继续教育，远程教育，自主学习，专业发展，动机，协作工作远程学习教育:满足教师需求的条件。全纳教育培训的全面回顾和展望。摘要:教育部门，特别是全纳学校领域的发展正在改变教师可获得的继续培训课程的范围。While (distance learning (DL) responds to a楼of social challenges, such as the need to work and study reconcile family,地理分散”背景的专业人士和经济挂钩to training in it成本,上不了少数人选择新教的音色。该文献强调了设计模式和内容符合用户需求的重要性。本文在法语语境中概述了教师根据远程学习所表达的各种需求。= =地理= =根据美国人口普查，这个县的总面积为，其中土地和(2.641平方公里)水。推理(Three of factors类别—as a承诺,合作模式中的关键元素and tools—are in order to highlight讨论包容性《创业前景预期沃in the context。关键词:远程学习，自我节奏培训，专业发展，动机，协作工作
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Pub Date : 2023-09-08DOI: 10.55667/10.55667/ijede.2023.v38.i1.1290
Sharon Xuereb
Abstract: In higher education in the United Kingdom (UK), students from ethnic minorities get lower grades than White students. This study focused on the experiences of Black, Asian, and Minority Ethnic (BAME) students completing an undergraduate psychology dissertation module. Self-determination theory (Ryan & Deci, 2000) and intersectionality (Crenshaw, 1989) underpinned this study. A reflexive thematic analysis (Braun & Clark, 2006) methodology was used. Eleven BAME students engaged in individual interviews about their lived experience when completing an undergraduate psychology dissertation module. Participants spoke about the following five themes: module content, tutor, project, other students, and ethnicity. Participants who wanted to research ethnicity-focused topics had tutors with insufficient understanding of the topic. When interacting with tutors and peers, participants stopped to consider whether their ethnicity would negatively impact how they were perceived. They reported challenges in understanding the material and engaging in academic discussions, and they spoke about inconsistency amongst tutors. Students discussed how locating the relevant information took up time, which was particularly worrying for students with work or family commitments. These findings indicate that universities should diversify their staff and student pool and ensure students have access to supportive and effective tutors. Students should be sufficiently prepared for the dissertation module, and assessment and marking guidance should be communicated clearly to both tutors and students. Furthermore, module materials should capture achievements of minority populations. Keywords: BAME students; awarding gap; undergraduate dissertation L'expériences des étudiants NAME qui terminent un module de dissertation de premier cycle en psychologie Sharon Xuereb Résumé : Dans l'enseignement supérieur au Royaume-Uni, les étudiants issus de minorités ethniques obtiennent des notes inférieures à celles des étudiants blancs. Cette étude se concentre sur les expériences des étudiants noirs, asiatiques et issus de minorités ethniques (NAME) qui suivent un module de mémoire de psychologie de premier cycle. La théorie de l'autodétermination (Ryan & Deci, 2000) et l'intersectionnalité (Crenshaw, 1989) ont été les fondements de cette étude. Une méthodologie d'analyse thématique et réflexive (Braun & Clark, 2006) a été utilisée. Onze étudiants NAME ont participé à des entretiens individuels sur leur expérience vécue lors de la réalisation d'un module de dissertation en psychologie. Les participants ont abordé les cinq thèmes suivants : le contenu du module, le tuteur, le projet, les autres étudiants et l'ethnicité. Les participants qui voulaient faire des recherches sur des sujets axés sur l'ethnicité ont eu des tuteurs qui ne comprenaient pas suffisamment le sujet. Lors des interactions avec les tuteurs et les pairs, les participants se sont arrêtés pour se deman
摘要:在英国高等教育中，少数民族学生的成绩低于白人学生。本研究的重点是黑人，亚洲和少数民族(BAME)学生完成本科心理学论文模块的经验。自我决定理论(Ryan &Deci, 2000)和交叉性(Crenshaw, 1989)是这项研究的基础。反身性主题分析(Braun &Clark, 2006)的方法被使用。11名BAME学生在完成本科心理学论文模块时进行了关于他们生活经历的个人访谈。与会者讨论了以下五个主题:模块内容、导师、项目、其他学生和种族。想要研究以种族为主题的参与者的导师对该主题的理解不足。当与导师和同龄人互动时，参与者会停下来考虑他们的种族是否会对他们的看法产生负面影响。他们报告了在理解材料和参与学术讨论方面的挑战，他们谈到了导师之间的不一致。学生们讨论了查找相关信息是如何占用时间的，这对有工作或家庭负担的学生来说尤其令人担忧。这些发现表明，大学应该使其员工和学生群体多样化，并确保学生能够获得支持和有效的导师。学生应该为论文模块做好充分的准备，评估和标记指导应该清楚地传达给导师和学生。此外，模块材料应该捕捉少数民族人口的成就。关键词:BAME学生;授予差距;本科毕业论文，毕业论文，毕业论文，毕业论文，毕业论文，毕业论文，毕业论文，毕业论文，毕业论文，毕业论文，毕业论文，毕业论文，毕业论文，毕业论文这个练习曲se集中于一点关于莱斯des黑色学生经验,比肩媲美等政务de方济会的修士ethniques(名字),suivent联合国模块de备忘录de心理学德总理周期。[qh] [qh]Deci, 2000) et l' intersectionnalit(克伦肖，1989)，ont samuest, les fondements de cette samuest。一种的的的;Clark, 2006) a samuise。当一个人的职业生涯与他的职业生涯完全不同时，他的职业生涯与他的职业生涯完全不同。三个参与者和三个参与者:模块内容、导师、项目、三个参与者和三个参与者。参与者对研究项目的满意程度不高，对研究项目的满意程度不高，对研究项目的满意程度不高，对研究项目的满意程度不高。有很多的互动，包括导师和导师对，参与者对arrêtés的互动，和需求者的互动，有很多的互动，比如，有很多互动，比如，有很多互动，比如，有很多互动，比如，有很多互动，比如，有很多互动。我不会认为，很难理解的是，与学术界讨论的是，与学术界讨论的是，我不会认为，与学术界讨论的是，与学术界讨论的是，与学术界讨论的是，与学术界讨论的是，与学术界讨论的是，与学术界讨论的是，与学术界讨论的是，与学术界讨论的是。没有明确规定有特定的信息，没有明确规定有特定的信息，没有明确规定有特定的信息，没有明确规定有特定的信息，没有明确规定有义务的信息，没有明确规定有义务的信息，没有明确规定有义务的信息。Ces结果indiquent,莱斯大学devraient分散经营者为了他们人员等vivier d 'etudiants et面纱什么les学生aient acc的des tuteurs efficaces comprehensifs。所有的薪金和薪金都是相同的。所有的薪金和薪金都是相同的。所有的薪金和薪金都是相同的。所有的薪金和薪金都是相同的。此外，它还支持各种模式的发展，包括取得的成就和少数民族人口。mots - class: Étudiants差异贬值;第一周期
{"title":"The experience of BAME students on a psychology undergraduate dissertation module","authors":"Sharon Xuereb","doi":"10.55667/10.55667/ijede.2023.v38.i1.1290","DOIUrl":"https://doi.org/10.55667/10.55667/ijede.2023.v38.i1.1290","url":null,"abstract":"Abstract: In higher education in the United Kingdom (UK), students from ethnic minorities get lower grades than White students. This study focused on the experiences of Black, Asian, and Minority Ethnic (BAME) students completing an undergraduate psychology dissertation module. Self-determination theory (Ryan & Deci, 2000) and intersectionality (Crenshaw, 1989) underpinned this study. A reflexive thematic analysis (Braun & Clark, 2006) methodology was used. Eleven BAME students engaged in individual interviews about their lived experience when completing an undergraduate psychology dissertation module. Participants spoke about the following five themes: module content, tutor, project, other students, and ethnicity. Participants who wanted to research ethnicity-focused topics had tutors with insufficient understanding of the topic. When interacting with tutors and peers, participants stopped to consider whether their ethnicity would negatively impact how they were perceived. They reported challenges in understanding the material and engaging in academic discussions, and they spoke about inconsistency amongst tutors. Students discussed how locating the relevant information took up time, which was particularly worrying for students with work or family commitments. These findings indicate that universities should diversify their staff and student pool and ensure students have access to supportive and effective tutors. Students should be sufficiently prepared for the dissertation module, and assessment and marking guidance should be communicated clearly to both tutors and students. Furthermore, module materials should capture achievements of minority populations. Keywords: BAME students; awarding gap; undergraduate dissertation L'expériences des étudiants NAME qui terminent un module de dissertation de premier cycle en psychologie Sharon Xuereb Résumé : Dans l'enseignement supérieur au Royaume-Uni, les étudiants issus de minorités ethniques obtiennent des notes inférieures à celles des étudiants blancs. Cette étude se concentre sur les expériences des étudiants noirs, asiatiques et issus de minorités ethniques (NAME) qui suivent un module de mémoire de psychologie de premier cycle. La théorie de l'autodétermination (Ryan & Deci, 2000) et l'intersectionnalité (Crenshaw, 1989) ont été les fondements de cette étude. Une méthodologie d'analyse thématique et réflexive (Braun & Clark, 2006) a été utilisée. Onze étudiants NAME ont participé à des entretiens individuels sur leur expérience vécue lors de la réalisation d'un module de dissertation en psychologie. Les participants ont abordé les cinq thèmes suivants : le contenu du module, le tuteur, le projet, les autres étudiants et l'ethnicité. Les participants qui voulaient faire des recherches sur des sujets axés sur l'ethnicité ont eu des tuteurs qui ne comprenaient pas suffisamment le sujet. Lors des interactions avec les tuteurs et les pairs, les participants se sont arrêtés pour se deman","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136361515","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 : 2023-02-27DOI: 10.55667/ijede.2022.v37.i2.1273
James Beres, Diane P. Janes
In March 2020 a Canadian polytechnic moved to pandemic induced online learning and a virtual community of practice (vCOPs) called the Digital Learning Exchange (DigEx) was created to support faculty and staff in this transition. This systematic literature review, a preliminary step in the research of the efficacy of the Digital Learning Exchange, examines the recently published literature that researched vCOPs in higher education over the last five years. Several aspects of the vCOPs studied are identified and compared including: the defining characteristics of the communities, the digital tools used and the rationale for their selection, the positive impacts of the use of digital tools, the barriers created by the application of the technology, and the benefits experienced because of faculty and staff participation in the vCOPs.
{"title":"Virtual Communities of Practice for Faculty and Staff in Higher Education","authors":"James Beres, Diane P. Janes","doi":"10.55667/ijede.2022.v37.i2.1273","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i2.1273","url":null,"abstract":"In March 2020 a Canadian polytechnic moved to pandemic induced online learning and a virtual community of practice (vCOPs) called the Digital Learning Exchange (DigEx) was created to support faculty and staff in this transition. This systematic literature review, a preliminary step in the research of the efficacy of the Digital Learning Exchange, examines the recently published literature that researched vCOPs in higher education over the last five years. Several aspects of the vCOPs studied are identified and compared including: the defining characteristics of the communities, the digital tools used and the rationale for their selection, the positive impacts of the use of digital tools, the barriers created by the application of the technology, and the benefits experienced because of faculty and staff participation in the vCOPs.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83506498","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 : 2023-02-08DOI: 10.55667/ijede.2022.v37.i2.1256
M. Modise, Olaf Zawacki-Richter
E-learning has been recognized as the vehicle with the highest potential to improve education systems in African countries if implemented well. However, the sought after improvements are yet to be realized owing to the increasing failure of e-learning initiatives. This study investigated how academics were prepared for online teaching and learning at open and distance education (ODE) institutions in South Africa and Nigeria, where two of Africa's largest ODE institutions are located. Twenty participants from both institutions were selected to participate in the study. Qualitative semi-structured interviews were used to collect data, and a thematic analysis was used to analyze the data. Consistent with previous research, the findings of this study showed higher education institutions (HEIs) in Africa did not properly plan and manage their e-learning implementation projects. A lack of proper understanding of online learning and appropriate digital skills were the main reasons for reported failures of e-learning initiatives in these contexts. Consequently, this study positioned the professional development of academics as integral to e-learning innovation in higher education. The results of this study may resonate with other types of educational institutions, and the lessons documented may be valuable and helpful to other cases in similar situations. The development of needs-based and timely training interventions is recommended. Keywords: academic professional development, digital transformation, e-learning readiness, ODeL, online teaching, TPACK Développement professionnel des universitaires pour le déploiement de la formation en ligne dans les établissements africains d'enseignement ouvert et à distance Dr. Mpho-Entle Puleng Modise & Professor Olaf Zawacki-Richter Résumé : La formation en ligne a été reconnue comme le moyen ayant le plus grand potentiel pour améliorer les systèmes éducatifs des pays africains si elle est bien mise en œuvre. Cependant, les progrès escomptés ne sont pas encore réalisés en raison de l'échec croissant des initiatives de formation en ligne. Cette étude a examiné la manière dont les universitaires ont été préparés à l'enseignement et à l'apprentissage en ligne dans les établissements de formation ouverte à distance (FOAD) d'Afrique du Sud et du Nigeria, où se trouvent deux des plus grands établissements de FOAD d'Afrique. Vingt participants des deux institutions ont été sélectionnés pour participer à l'étude. Des entretiens qualitatifs semi-directifs ont été réalisés pour collecter les données, et une analyse thématique a été utilisée pour analyser les données. En cohérence avec les recherches précédentes, les résultats de cette étude ont montré que les établissements d'enseignement supérieur en Afrique n'ont pas adéquatement planifié et géré leurs projets de mise en œuvre de la formation en ligne. Le manque de compréhension de la formation en ligne et des compétences numériques appropriées sont les principales
{"title":"Professional development of academics for the implementation of online learning in African open and distance teaching institutions","authors":"M. Modise, Olaf Zawacki-Richter","doi":"10.55667/ijede.2022.v37.i2.1256","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i2.1256","url":null,"abstract":"E-learning has been recognized as the vehicle with the highest potential to improve education systems in African countries if implemented well. However, the sought after improvements are yet to be realized owing to the increasing failure of e-learning initiatives. This study investigated how academics were prepared for online teaching and learning at open and distance education (ODE) institutions in South Africa and Nigeria, where two of Africa's largest ODE institutions are located. Twenty participants from both institutions were selected to participate in the study. Qualitative semi-structured interviews were used to collect data, and a thematic analysis was used to analyze the data. Consistent with previous research, the findings of this study showed higher education institutions (HEIs) in Africa did not properly plan and manage their e-learning implementation projects. A lack of proper understanding of online learning and appropriate digital skills were the main reasons for reported failures of e-learning initiatives in these contexts. Consequently, this study positioned the professional development of academics as integral to e-learning innovation in higher education. The results of this study may resonate with other types of educational institutions, and the lessons documented may be valuable and helpful to other cases in similar situations. The development of needs-based and timely training interventions is recommended. \u0000Keywords: academic professional development, digital transformation, e-learning readiness, ODeL, online teaching, TPACK \u0000Développement professionnel des universitaires \u0000pour le déploiement de la formation en ligne dans \u0000les établissements africains d'enseignement \u0000ouvert et à distance \u0000Dr. Mpho-Entle Puleng Modise & Professor Olaf Zawacki-Richter \u0000Résumé : La formation en ligne a été reconnue comme le moyen ayant le plus grand potentiel pour améliorer les systèmes éducatifs des pays africains si elle est bien mise en œuvre. Cependant, les progrès escomptés ne sont pas encore réalisés en raison de l'échec croissant des initiatives de formation en ligne. Cette étude a examiné la manière dont les universitaires ont été préparés à l'enseignement et à l'apprentissage en ligne dans les établissements de formation ouverte à distance (FOAD) d'Afrique du Sud et du Nigeria, où se trouvent deux des plus grands établissements de FOAD d'Afrique. Vingt participants des deux institutions ont été sélectionnés pour participer à l'étude. Des entretiens qualitatifs semi-directifs ont été réalisés pour collecter les données, et une analyse thématique a été utilisée pour analyser les données. En cohérence avec les recherches précédentes, les résultats de cette étude ont montré que les établissements d'enseignement supérieur en Afrique n'ont pas adéquatement planifié et géré leurs projets de mise en œuvre de la formation en ligne. Le manque de compréhension de la formation en ligne et des compétences numériques appropriées sont les principales ","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75951979","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 : 2023-01-26DOI: 10.55667/ijede.2022.v37.i2.1272
R. Gallon, Neus Lorenzo
The authors believe that the Metaverse is a paradigm shift infrastructure technology that may make 60% of universities irrelevant in the next 20 years if they don’t move away from the meta-studies model. Meta-studies refers to an archival, largely paper-based process of “teaching” what other people have written about, focused on the past, and supported by the “publish or perish” imperative. The Covid-19 pandemic has forced universities into adopting technologies that form a part of the Metaverse, but for the most part they have used these technologies to perpetuate the status quo. If universities cannot change their practices to become more agile, adopting design thinking, inquiring minds, and critical thinking not only for students but also for themselves as institutions, it will be commercial entities such as Meta and Microsoft who will decide what education will take place in the Metaverse, and students will go there whether universities are present or not. It is therefore important that universities change their own paradigms, and engage with this technology to discover how it can be used effectively in education, so as to foster principles and values for building knowledge and cementing ethical, sustainable practices.
{"title":"From Metastudies to Metaverse","authors":"R. Gallon, Neus Lorenzo","doi":"10.55667/ijede.2022.v37.i2.1272","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i2.1272","url":null,"abstract":"The authors believe that the Metaverse is a paradigm shift infrastructure technology that may make 60% of universities irrelevant in the next 20 years if they don’t move away from the meta-studies model. Meta-studies refers to an archival, largely paper-based process of “teaching” what other people have written about, focused on the past, and supported by the “publish or perish” imperative. The Covid-19 pandemic has forced universities into adopting technologies that form a part of the Metaverse, but for the most part they have used these technologies to perpetuate the status quo. If universities cannot change their practices to become more agile, adopting design thinking, inquiring minds, and critical thinking not only for students but also for themselves as institutions, it will be commercial entities such as Meta and Microsoft who will decide what education will take place in the Metaverse, and students will go there whether universities are present or not. It is therefore important that universities change their own paradigms, and engage with this technology to discover how it can be used effectively in education, so as to foster principles and values for building knowledge and cementing ethical, sustainable practices.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"278 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80081272","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 : 2023-01-16DOI: 10.55667/ijede.2022.v37.i2.1265
Farhat Ara, Indira Vijaysimha
The COVID-19-induced pandemic compelled all schools and colleges to shift abruptly to online learning to continue education for students. Set in the context of a low-technological online learning environment in public schools in India, this study examined the contextual factors that supported or impeded online learning for middle school students drawn from 11 states of India. The Community of Inquiry (COI) Framework (Garrison et al., 2000) served as a theoretical lens to examine teachers’ online practices and how contextual factors affected teachers’ practices and students’ experience of the three presences of the COI framework. A qualitative study using interviews, and focus group discussions were conducted with students, teachers, education department officials and parents. Students’ interviews were conducted using Participatory Learning and Action (PLA) tools and group discussions. Device accessibility, poor networks, low competency and familiarity with online teaching and learning technology not only inhibited students’ from accessing online learning but also inhibited teachers from establishing effective online teaching practices in alignment with the COI framework. Drawing from the insights generated in the study, the paper proposes ways for creating more effective learning experiences in a technology-deficient online learning environment.
covid -19引发的大流行迫使所有学校和大学突然转向在线学习，以继续学生的教育。本研究以印度公立学校低技术含量的在线学习环境为背景，考察了来自印度11个邦的中学生支持或阻碍在线学习的背景因素。探究社区(COI)框架(Garrison et al.， 2000)作为一个理论视角来考察教师的在线实践，以及情境因素如何影响教师的实践和学生对COI框架三种存在的体验。本研究采用访谈和焦点小组讨论的方法，对学生、教师、教育部门官员和家长进行了定性研究。学生访谈采用参与式学习与行动(PLA)工具和小组讨论进行。设备可及性、不良网络、低能力和对在线教学和学习技术的熟悉程度不仅阻碍了学生访问在线学习，也阻碍了教师根据COI框架建立有效的在线教学实践。根据研究中产生的见解，本文提出了在缺乏技术的在线学习环境中创造更有效学习体验的方法。
{"title":"Online Learning in Low-tech environments – What works, what doesn’t?","authors":"Farhat Ara, Indira Vijaysimha","doi":"10.55667/ijede.2022.v37.i2.1265","DOIUrl":"https://doi.org/10.55667/ijede.2022.v37.i2.1265","url":null,"abstract":"The COVID-19-induced pandemic compelled all schools and colleges to shift abruptly to online learning to continue education for students. Set in the context of a low-technological online learning environment in public schools in India, this study examined the contextual factors that supported or impeded online learning for middle school students drawn from 11 states of India. \u0000The Community of Inquiry (COI) Framework (Garrison et al., 2000) served as a theoretical lens to examine teachers’ online practices and how contextual factors affected teachers’ practices and students’ experience of the three presences of the COI framework. \u0000A qualitative study using interviews, and focus group discussions were conducted with students, teachers, education department officials and parents. Students’ interviews were conducted using Participatory Learning and Action (PLA) tools and group discussions. Device accessibility, poor networks, low competency and familiarity with online teaching and learning technology not only inhibited students’ from accessing online learning but also inhibited teachers from establishing effective online teaching practices in alignment with the COI framework. Drawing from the insights generated in the study, the paper proposes ways for creating more effective learning experiences in a technology-deficient online learning environment. ","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77269933","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 impact on learning globally cannot be overemphasized. Specifically, the pandemic severely affected adult learning and these further compounded issues bedeviling literacy promotion, especially in developing nations like Nigeria. This study assessed the impact of COVID-19 on adult learning and the place of technologies in facilitating adult learning in Nigeria. A qualitative research method through the lens of the interpretive paradigm was adopted for this study. The study is underpinned by the Theory of Andragogy and the Technology Acceptance Model. An in-depth interview with forty-six adult literacy facilitators across selected states in the country forms the participants of the study. The interview transcript was analyzed using a thematic framework. Findings revealed amongst others that COVID-19 impaired adult learning significantly in Nigeria. There exists a strong belief among literacy facilitators in the country that technologies can be used as an instructional delivery mechanism for learners in adult literacy programmes. Thus, radio, television, and mobile phone ranked 1st, 2nd, and 3rd respectively among suggested technological tools to facilitate adult learning in Nigeria. Based on the findings, it was suggested that there is a need for literacy stakeholders in the country to rethink adult literacy delivery modalities beyond the traditional approach. Also, it is suggested that enabling environment should be provided and familiar technologies such as radio, television and mobile phones should be used with adequate guidance and encouragement to improve learners’ access and participation in literacy programmes. While technology is not the silver bullet that will solve obstacles facing access to and participation in adult literacy programmes, there is a need to explore opportunities in the use of technologies to facilitate adult learning in Nigeria.
{"title":"COVID-19 AND ADULT LEARNING IN NIGERIA: CAN TECHNOLOGY HELP? AN EXPLORATION OF ADULT LITERACY FACILITATORS’ PERSPECTIVE","authors":"Sunday Itasanmi, Taofeek Gbolahan Muibi, Omobola Adelore","doi":"10.36261/ijdeel.v8i1.2649","DOIUrl":"https://doi.org/10.36261/ijdeel.v8i1.2649","url":null,"abstract":"The outbreak of COVID-19 and its impact on learning globally cannot be overemphasized. Specifically, the pandemic severely affected adult learning and these further compounded issues bedeviling literacy promotion, especially in developing nations like Nigeria. This study assessed the impact of COVID-19 on adult learning and the place of technologies in facilitating adult learning in Nigeria. A qualitative research method through the lens of the interpretive paradigm was adopted for this study. The study is underpinned by the Theory of Andragogy and the Technology Acceptance Model. An in-depth interview with forty-six adult literacy facilitators across selected states in the country forms the participants of the study. The interview transcript was analyzed using a thematic framework. Findings revealed amongst others that COVID-19 impaired adult learning significantly in Nigeria. There exists a strong belief among literacy facilitators in the country that technologies can be used as an instructional delivery mechanism for learners in adult literacy programmes. Thus, radio, television, and mobile phone ranked 1st, 2nd, and 3rd respectively among suggested technological tools to facilitate adult learning in Nigeria. Based on the findings, it was suggested that there is a need for literacy stakeholders in the country to rethink adult literacy delivery modalities beyond the traditional approach. Also, it is suggested that enabling environment should be provided and familiar technologies such as radio, television and mobile phones should be used with adequate guidance and encouragement to improve learners’ access and participation in literacy programmes. While technology is not the silver bullet that will solve obstacles facing access to and participation in adult literacy programmes, there is a need to explore opportunities in the use of technologies to facilitate adult learning in Nigeria.","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48120636","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 : 2023-01-09DOI: 10.36261/ijdeel.v8i1.2655
Zaib Un Nisa, Manzoor Husain Shah
This study was mainly focused on the “Paradigm shift from traditional teaching to online mode during the Pandemic days. Main objective of present study were to: evaluate the impact of paradigm shift on higher educational institutes during pandemic and to compare the achievements of graduates through traditional ways of learning and online mode. This research was descriptive in its nature. For data collection, the survey method was used by the researcher. All the required information was collected through a self-made questionnaire for university students. The sample of this study was 3 universities from two different districts and 414 students. The data which was collected through a questionnaire was analyzed by using, mean, frequency, standard deviation, and ANOVA tests use for the independent variables. Major findings of the research asserted that the learners and teachers encountered issues and challenges while learning and teaching through innovative technology. It was recommended that the university should facilitate the learners for the provision of internet and tutorials for the use of modern apps. The IT department of HEIs should play the role in this regard. Teachers should be provided with the pedagogical and andragogical in service trainings to incorporate innovative information communication technologies such as open educational resources (OER) and social media as a tool of teaching to the students to enhance teaching learning process (TLP).
{"title":"PARADIGM SHIFT IN HIGHER EDUCATION INSTITUTES FROM TRADITIONAL TEACHING TO ONLINE MODE ADOPTED DURING COVID-19","authors":"Zaib Un Nisa, Manzoor Husain Shah","doi":"10.36261/ijdeel.v8i1.2655","DOIUrl":"https://doi.org/10.36261/ijdeel.v8i1.2655","url":null,"abstract":"This study was mainly focused on the “Paradigm shift from traditional teaching to online mode during the Pandemic days. Main objective of present study were to: evaluate the impact of paradigm shift on higher educational institutes during pandemic and to compare the achievements of graduates through traditional ways of learning and online mode. This research was descriptive in its nature. For data collection, the survey method was used by the researcher. All the required information was collected through a self-made questionnaire for university students. The sample of this study was 3 universities from two different districts and 414 students. The data which was collected through a questionnaire was analyzed by using, mean, frequency, standard deviation, and ANOVA tests use for the independent variables. Major findings of the research asserted that the learners and teachers encountered issues and challenges while learning and teaching through innovative technology. It was recommended that the university should facilitate the learners for the provision of internet and tutorials for the use of modern apps. The IT department of HEIs should play the role in this regard. Teachers should be provided with the pedagogical and andragogical in service trainings to incorporate innovative information communication technologies such as open educational resources (OER) and social media as a tool of teaching to the students to enhance teaching learning process (TLP).","PeriodicalId":52947,"journal":{"name":"International Journal of Distance Education and ELearning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44093177","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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