Journal of Learning for Development最新文献

Exploring Offline e-Learning for Resilience: A Case Study 探索抗灾能力离线电子学习：案例研究

Journal of Learning for Development Pub Date : 2024-07-21 DOI: 10.56059/jl4d.v11i2.1288

T. Mays, Ricky Cheng

引用次数: 0

Publication Trends of Online Assessment in Physical Education 体育教育在线评估的出版趋势

Journal of Learning for Development Pub Date : 2024-07-21 DOI: 10.56059/jl4d.v11i1.1227

Jusuf Blegur, F. Mulyana, Andi Saparia

{"title":"Publication Trends of Online Assessment in Physical Education","authors":"Jusuf Blegur, F. Mulyana, Andi Saparia","doi":"10.56059/jl4d.v11i1.1227","DOIUrl":"https://doi.org/10.56059/jl4d.v11i1.1227","url":null,"abstract":"Covid-19 significantly contributed to increasing use of online assessment in education, including physical education. Teachers still need online assessments in face-to-face learning because they help them improve a practical, objective, and credible assessment process for students' learning performance. This research aimed at tracking the publication trends of OA in PE in four years, 2019-2023, from the Scopus database. The investigation began on October 11, 2023, using the title, abstract, and keywords of \"online AND assessment AND in AND physical AND education,\" and the researchers succeeded in collecting 985 documents (articles = 82.74%, conference papers = 8.83%, reviews = 6.19%, book chapters = 1.32%, and conference reviews = 0.91%). The publication trend metrics were highest in 2021 with 277 articles (28.12%) and began to decline by 0.10% in 2022 (to 28.02%) and 9.04% in 2023 (to 18.98). Over the four years 2019-2023, there were 2698 citations from 277 documents (average citations per document = 9.74). VOSviewer analysis proves that the title words \"online assessment\" and \"physical education\" have a small item load, so the visualisation was not visible in the VOS viewer output. Apart from that, the two title words also did not have a connection. This means that this study proved the results of online assessment investigation in physical education still has potential for future research. Future research can explore and project the various needs for developing OA in PE to help teachers organise effective, efficient and credible assessment activities.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817915","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}

引用次数: 0

Adoption of Augmented Reality in Distance Education: A Scoping Review 在远程教育中采用增强现实技术：范围审查

Journal of Learning for Development Pub Date : 2024-07-21 DOI: 10.56059/jl4d.v11i2.1351

T. Chadeea, P. Prinsloo

引用次数: 0

Exploring Simulation for Immersive Learning Experiences in the Digital, Open, and Distance Classroom 探索数字、开放和远程课堂中的模拟沉浸式学习体验

Journal of Learning for Development Pub Date : 2024-07-21 DOI: 10.56059/jl4d.v11i2.1254

Dewi Amat Sapuan, Josephine Ie Lyn Chan

引用次数: 0

Gender, Sex and Tech! An Intersectional Feminist Guide 性别、性与科技！交叉女权主义指南

Journal of Learning for Development Pub Date : 2024-07-21 DOI: 10.56059/jl4d.v11i2.1528

Jyotsna Jha

引用次数: 1

A Review of Research on Collaborative Assessments in the Open Distance and e-Learning Environment 开放远程和电子学习环境中的合作评估研究综述

Journal of Learning for Development Pub Date : 2024-07-21 DOI: 10.56059/jl4d.v11i2.762

Ramashego Shila Mphahlele

{"title":"A Review of Research on Collaborative Assessments in the Open Distance and e-Learning Environment","authors":"Ramashego Shila Mphahlele","doi":"10.56059/jl4d.v11i2.762","DOIUrl":"https://doi.org/10.56059/jl4d.v11i2.762","url":null,"abstract":"This paper reviews 38 studies conducted between 2015 and 2022 on collaborative assessments in open-distance and e-learning (ODeL) contexts, focusing on the benefits, types, challenges, and strategies to improve collaborative assessments. This qualitative review aims to investigate collaborative assessments within the ODeL comprehensively. The objectives encompass thoroughly exploring theoretical foundations and empirical evidence to illuminate the pedagogical implications and effectiveness of collaborative assessment methodologies. Employing a systematic literature review approach, various scholarly articles, research papers, and educational studies were scrutinised to synthesise the current landscape. The review shows that effective communication, feedback, and appropriate technology are critical factors in promoting successful collaborative assessments, which can result in improved engagement, motivation, and better learning outcomes. However, challenges such as scheduling difficulties, technology challenges, group dynamics, and assessment quality may arise. Using social constructivism, this paper addresses criticisms of collaborative assessment in the ODeL context, identifies types of collaborative assessments, and presents strategies for implementation and addressing challenges. Based on these findings, recommendations are presented to educators, urging the integration of collaborative assessment methods into open distance and e-learning frameworks, accompanied by pedagogical support and training to optimise their efficacy and promote enriched learning experiences. The paper concludes by suggesting future research areas and recommendations for educators and instructional designers seeking to implement collaborative assessments in ODeL environments. Collaborative assessments can contribute to collaborative learning, providing students with a sense of community, engagement, and responsibility.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141818518","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}

引用次数: 0

Preparedness and Competencies of Higher Education Teachers to Teach Online: A Study in North-East India 高等教育教师在线教学的准备情况和能力：印度东北部研究

Journal of Learning for Development Pub Date : 2024-07-21 DOI: 10.56059/jl4d.v11i2.1128

Chayanika Senapati, Dipankar Malakar

{"title":"Preparedness and Competencies of Higher Education Teachers to Teach Online: A Study in North-East India","authors":"Chayanika Senapati, Dipankar Malakar","doi":"10.56059/jl4d.v11i2.1128","DOIUrl":"https://doi.org/10.56059/jl4d.v11i2.1128","url":null,"abstract":"This study explores the significance of the online teaching ability of higher education teachers, and how teachers perceived their level of competence in teaching online in north-east (NE) India. The Faculty Readiness to Teach Online (FRTO) instrument developed by Martin et al. (2019) was adapted to conduct a study from 130 teachers in higher education institutions across NE India. The ability to teach online was categorised into four categories, i.e., course design, course communication, time management, and technical competence. Structural Equation Modelling (SEM) was carried out to do direct and indirect path analysis of the proposed conceptual model. Multiple regression analysis was used in analysing the demographic profiles of the teachers and their perceptions of the importance of online teaching competencies. The findings indicate that the perceived readiness to teach online was not significantly influenced by course design, course communication, time management and technical competencies. Furthermore, regression analysis showed that both age and gender negatively impacted perceptions towards readiness to teach online, with older and female teachers having lower perception scores.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817714","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}

引用次数: 0

Development for Empowerment: Mobilising Online and Digital Micro-Credentials for Refugees 发展促进赋权：为难民动员在线和数字微证书

Journal of Learning for Development Pub Date : 2024-07-21 DOI: 10.56059/jl4d.v11i2.1357

Timothy Read, Alan Bruce, Don Olcott, Jr.

{"title":"Development for Empowerment: Mobilising Online and Digital Micro-Credentials for Refugees","authors":"Timothy Read, Alan Bruce, Don Olcott, Jr.","doi":"10.56059/jl4d.v11i2.1357","DOIUrl":"https://doi.org/10.56059/jl4d.v11i2.1357","url":null,"abstract":"Development for empowerment focuses on leveraging education via digital technologies and micro-credentials for training and education as part of the integration, social inclusion and capacity building for displaced persons. Development for empowerment builds upon the previous concepts of development including Amartya Sen’s ‘development as freedom,’ the core concept of education and learning as development, and the use of digital technologies for building human capacity so people can make their own choices and pursue the lives they wish to lead. Development for empowerment for refugees broadens the construct of development and is integral to promoting and nurturing ‘equity, access and success’ amongst refugee populations. The authors highlight critical resources that support the basic tenets of human empowerment such as the UN’s Declaration of Human Rights, the UN’s Basic Needs Approach to Refugees, Maslow’s Hierarchy of Needs, and the key strategies of online delivery and micro-credentials development. Moreover, the authors emphasise that the integration, social inclusion and integration of refugees is a highly complex construct to implement and sustain, thus reflecting the constant tension of refugees’ emotional desire to return home versus rebuilding a new life in a new country. In the final analysis, ‘development for empowerment’ + open and distance learning + digital micro-credentials create a powerful synergy for serving refugees and fulfilling the spirit of preserving human rights through education and the pursuit of one’s chosen life as a precious human ideal.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141818645","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}

引用次数: 0

Preferences and Views of School Students on the Integration of MOOCs in Performance Tasks of EFL Courses 在校学生对将 MOOCs 纳入 EFL 课程绩效任务的偏好和看法

Journal of Learning for Development Pub Date : 2024-07-21 DOI: 10.56059/jl4d.v11i2.900

İstek Aksak Kömür, M. R. Okur

{"title":"Preferences and Views of School Students on the Integration of MOOCs in Performance Tasks of EFL Courses","authors":"İstek Aksak Kömür, M. R. Okur","doi":"10.56059/jl4d.v11i2.900","DOIUrl":"https://doi.org/10.56059/jl4d.v11i2.900","url":null,"abstract":"The Covid-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students’ motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141818162","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}

引用次数: 0

EDITORIAL: Teaching and Technology: Diverse Interactions for Diverse Contexts 编辑：教学与技术：不同情境下的多样化互动

Journal of Learning for Development Pub Date : 2024-07-21 DOI: 10.56059/jl4d.v11i2.1609

Santosh Panda

引用次数: 0