Journal of Learning for Development最新文献_第10页

Mobile Pedagogical Technologies and Teachers’ Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools 坦桑尼亚移动教学技术与教师职业道德:中学教师手机使用与滥用调查

Journal of Learning for Development Pub Date : 2022-07-19 DOI: 10.56059/jl4d.v9i2.610

Hamisi Mfaume

引用次数: 1

Investigation of Pre-service Teachers’ Readiness Levels for Online Learning and Engagement Levels in the Online Environment 职前教师在线学习准备水平和在线环境下的参与水平调查

Journal of Learning for Development Pub Date : 2022-07-19 DOI: 10.56059/jl4d.v9i2.538

Gülçin Zeybek

{"title":"Investigation of Pre-service Teachers’ Readiness Levels for Online Learning and Engagement Levels in the Online Environment","authors":"Gülçin Zeybek","doi":"10.56059/jl4d.v9i2.538","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.538","url":null,"abstract":"The aim of this study was to examine pre-service teachers’ readiness levels for online learning and engagement levels in the online environment in terms of various variables and to determine the relationship between readiness levels for online learning and engagement levels in the online environment. The design of the research is the correlational survey model, one of the quantitative research designs. The study group of the research consisted of pre-service teachers who were studying in the faculty of education at a state university in Turkey. In the study, a personal information form, the “Online Learning Readiness Scale” and the “Student Engagement Scale” were used as measurement tools. Within the framework of quantitative data analysis, descriptive statistical techniques, Mann-Whitney U test, Kruskal-Wallis H test and Pearson correlation technique were used. When the research findings were examined, it was seen that the pre-service teachers’ readiness for online learning was high in all dimensions; when it comes to engagement in the online environment, it was observed that they obtained high mean scores in the total scale, and the behavioral engagement and cognitive engagement dimensions, while they obtained a moderate mean score in the affective engagement dimension. In addition, it is one of the important results of the study that there was a medium-level, positive and significant relationship between pre-service teachers’ readiness levels for online learning and engagement levels in the online environment.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45066628","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

Learning Preferences of Generation Z Undergraduates at the University of Cyberjaya Cyberjaya大学Z世代本科生的学习偏好

Journal of Learning for Development Pub Date : 2022-07-19 DOI: 10.56059/jl4d.v9i2.584

Nathasha Mohd Ishak, Harikrishnan Ranganathan, Kamalambal Harikrishnan

{"title":"Learning Preferences of Generation Z Undergraduates at the University of Cyberjaya","authors":"Nathasha Mohd Ishak, Harikrishnan Ranganathan, Kamalambal Harikrishnan","doi":"10.56059/jl4d.v9i2.584","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.584","url":null,"abstract":" A new generation (Generation Z) of learners has entered universities/colleges. They were raised in an environment full of technology and high access to the online world which well affected their preferences for receiving information. It is indispensable to know their preferred learning style, which could aid in enhanced content delivery. The main aim of this study was to infer the Gen Z undergraduates’ learning preferences. In this cross-sectional study, convenience sampling was applied. The VARK questionnaire link was forwarded through the student WhatsApp groups. Descriptive and group comparisons were inferred using the chi-square test with p < 0.05 as level of significance. Three hundred Gen Z undergraduates from University of Cyberjaya participated in this study. There is a statistically significant higher preference for multimodal learning (75.7%) with higher preference among male Gen Z undergraduates. There is a statistically significant difference in the preference for various learning styles among the undergraduates who preferred unimodal learning style. Gen Z undergraduates at the University of Cyberjaya preferred the multimodal form of learning while the kinaesthetic mode of learning was highly preferred by both unimodal and multimodal learners.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42368508","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: 1

Radical Solutions for Education in Africa: Open Education and Self-directed Learning in the Continent. 非洲教育的根本解决方案：非洲大陆的开放教育和自主学习。

Journal of Learning for Development Pub Date : 2022-07-19 DOI: 10.56059/jl4d.v9i2.681

E. Mhlanga

{"title":"Radical Solutions for Education in Africa: Open Education and Self-directed Learning in the Continent.","authors":"E. Mhlanga","doi":"10.56059/jl4d.v9i2.681","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.681","url":null,"abstract":"The discourse of educational philosophy has gradually shifted over years from pedagogy to andragogy to heutagogy. In pedagogy, what is learnt, and how, is both determined and directed by the teacher; in andragogy, it is determined by the teacher and directed by the learner; in heutagogy, both determination and direction shift to the learner (Blashke,Kenyon & Hase, 2014)[1]. This write up is a review of the publication entitled: Radical Solutions for Education in Africa: Open Education and Self-directed Learning in the Continent. The book under review explores the concept of self-directed learning (SDL) within the context of open education. It foregrounds open education as the preferred approach to addressing educational challenges in Africa, using technology and open education resources (OER). It also explores possibilities of enhancing SDL from different angles, like through online learning environments, through use of Open Education Resources (OER), and through professional and vocational education. The book makes a sound argument about developments that need to happen to leverage education and what needs to preoccupy the minds of educationists, policy makers and researchers in Africa. In this regard, the book only scratches the surface regarding approaches and tools that work to transform education in the content. This review strongly recommends that research that is more targeted at specific aspects dealt with in the book should be conducted in order to establish their efficacy in bringing about educational transformation in the different contexts in Africa. \u0000[1]Blashke, L.M., Kenyon, C. & Hase, S. (2014). Experiences in self-determined learning. New York: Amazon. ","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49040921","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: 3

Students’ Attitudes Towards Online Teaching and Communication During the Coronavirus Pandemic 冠状病毒大流行期间学生对在线教学和交流的态度

Journal of Learning for Development Pub Date : 2022-07-19 DOI: 10.56059/jl4d.v9i2.619

L. Juraković, Sanja Tatković, Petko Radulović

{"title":"Students’ Attitudes Towards Online Teaching and Communication During the Coronavirus Pandemic","authors":"L. Juraković, Sanja Tatković, Petko Radulović","doi":"10.56059/jl4d.v9i2.619","DOIUrl":"https://doi.org/10.56059/jl4d.v9i2.619","url":null,"abstract":"The relevance of the researched problem is due to the need for monitoring online teaching during the coronavirus pandemic and improving teachers' skills in the process of online teaching and communication with students. The purpose of the research was to find whether there were statistically significant differences in students' positive attitudes towards online teaching conducted in three different study programmes and the communication between students and professors during the coronavirus pandemic. The following methods were used in the research: theoretical (analysis, synthesis, generalisation), diagnostic (Likert scale), statistics and graphical presentation of the results. Our research also shows that students have positive attitudes towards online teaching and communication with teachers. A contribution to such students' attitudes was probably given by the university teachers' existing online teaching skills as well as students' digital skills and competencies owed to the use of social networks. The research aimed to draw attention to the factors that are important for the implementation of quality online teaching in faculties at the time of the pandemic. It emphasised the importance of researching students' perception of the quality of online teaching and various aspects of communication with teachers at a time when they were unable to communicate live. Therefore, the research results can stimulate similar research in higher education to identify those factors that could contribute to the satisfaction of students and teachers with this type of teaching.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48243445","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: 1

Exploring Students’ Self-Assessment to Increase Learning Outcomes in Teachers’ Training Colleges in Cameroon 探索学生的自我评估以提高喀麦隆师范学院的学习成绩

Journal of Learning for Development Pub Date : 2022-07-19 DOI: 10.56059/jl4d.v9i2.473

Ngemunang Agnes Ngale Lyonga

引用次数: 1

Using Wikis as a Teaching Tool for Novice Teachers – Pedagogical Implications 使用维基作为新手教师的教学工具——教学启示

Journal of Learning for Development Pub Date : 2022-07-19 DOI: 10.56059/jl4d.v9i2.638

Gerda Sula, Anila Sulstarova

引用次数: 0

Editorial: Some More Research on Technology-Enabled Learning 社论：关于技术学习的更多研究

Journal of Learning for Development Pub Date : 2022-03-19 DOI: 10.56059/jl4d.v9i1.658

S. Panda

引用次数: 0

Reconsidering Access: Using Specific Impact Ranking Metrics to Manage Access in Conventional and Open Higher Education 重新考虑准入:使用特定影响排名指标来管理传统和开放高等教育的准入

Journal of Learning for Development Pub Date : 2022-03-15 DOI: 10.56059/jl4d.v9i1.542

H. Kassim, D. Rampersad

引用次数: 0

Decrypting the Learners’ Retention Factors in Massive Open Online Courses 解密大规模开放网络课程中学习者的保留因素

Journal of Learning for Development Pub Date : 2022-03-15 DOI: 10.56059/jl4d.v9i1.570

H. Pant, M. Lohani, Jeetendra Pande

引用次数: 0