Journal of Learning for Development最新文献_第5页

Effectiveness of In-Person and Virtual International Mobility Scholars Programme on Career and Professional Development 面授和虚拟国际流动学者计划对职业和专业发展的影响

Journal of Learning for Development Pub Date : 2023-11-17 DOI: 10.56059/jl4d.v10i3.722

Alexis Carr, Catherine Beaudry

引用次数: 0

Book Review: Handbook of Open, Distance and Digital Education: Parts I and II 书评：开放、远程和数字教育手册》：第一和第二部分

Journal of Learning for Development Pub Date : 2023-11-17 DOI: 10.56059/jl4d.v10i3.1252

Jako Olivier

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Development and Effectiveness of STEAM-C Integrated Learning Devices to Improve Students' Creative Thinking Skills in Specific Cultural Context 特定文化背景下提高学生创造性思维能力的 STEAM-C 综合学习设备的开发和有效性

Journal of Learning for Development Pub Date : 2023-11-17 DOI: 10.56059/jl4d.v10i3.813

D. Apriandi, I. Krisdiana, Edy Suprapto, Bima Adi Megantara

{"title":"Development and Effectiveness of STEAM-C Integrated Learning Devices to Improve Students' Creative Thinking Skills in Specific Cultural Context","authors":"D. Apriandi, I. Krisdiana, Edy Suprapto, Bima Adi Megantara","doi":"10.56059/jl4d.v10i3.813","DOIUrl":"https://doi.org/10.56059/jl4d.v10i3.813","url":null,"abstract":"Good learning devices greatly assist teachers in conveying the process of seeking knowledge to students. This study aimed to develop a STEAM-C (Science, Technology, Engineering, Art, Mathematics and Culture) integrated learning device in Masjid Kuno Taman, Indonesia to improve students' creative thinking skills. The learning devices included lesson plans, modules, and student worksheets. This research and development (R&D) used the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Subjects (n = 84) were selected by the cluster sampling method. The data collection techniques were focus group discussion (FGD), observation, tests, and questionnaires. The trial of using the product was carried out on mathematics teachers and students at SMP 10 Madiun and SMP 12 Madiun for the academic year 2021/2022, with a total of three teachers and 84 students. The results showed that the degree of validity of the learning devices was in the good category, as was the level of practicality seen in the presentation, use, time and readability. Furthermore, as seen from the four indicators, the devices developed effectively improve students' creative thinking skills, namely fluency in the high category and flexibility, elaboration, and originality in the medium category. As a result, the STEAM-C integrated learning device is recommended for use in mathematics learning to help students improve their creative thinking skills. Implications have been drawn, based on this research and other recent research in this area, for specific ‘learning designs’ in specific social contexts.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":"30 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139264625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feasibility of Work-Based Learning Model for Undergraduate Engineering and Technology Programmes in Tanzania 坦桑尼亚本科工程与技术课程工作学习模式的可行性

Journal of Learning for Development Pub Date : 2023-07-18 DOI: 10.56059/jl4d.v10i2.807

M. Lingwanda

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Student Perceptions of Online Examinations as an Emergency Measure during Covid-19 新冠肺炎期间学生对在线考试作为应急措施的看法

Journal of Learning for Development Pub Date : 2023-07-18 DOI: 10.56059/jl4d.v10i2.672

Piera Biccard, Patience Kelebogile Mudau, G. van den Berg

{"title":"Student Perceptions of Online Examinations as an Emergency Measure during Covid-19","authors":"Piera Biccard, Patience Kelebogile Mudau, G. van den Berg","doi":"10.56059/jl4d.v10i2.672","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.672","url":null,"abstract":"This article explores student perceptions of writing online examinations for the first time during the Covid-19 pandemic. Prior to the pandemic, examinations at an open and distance learning institution in South Africa were conducted as venue-based examinations. From March 2020, all examinations were moved online. Online examinations were introduced as an emergency measure to adhere to safety and health protocols. Although students in developed countries have indicated benefits to online examinations, less is known about students living in the Global South when it comes to writing examinations online. Not enough is known about the benefits and challenges of online examinations since they were implemented as an emergency measure. We aimed at exploring student perceptions of writing online examinations for the first time, improve examination processes by including student views. Through an analysis of 336 written responses to an open-ended question posed at the end of an online survey, we established that digital access, duration of the examination, and the examination system interface affected students’ success in online examinations. Based on the findings, we recommend that students need to be given tools and data to participate in online examinations. Furthermore, students should be granted ample opportunity to practise writing online examinations while receiving the necessary support.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46351195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania 离线学习管理系统的部署：坦桑尼亚选定微型服务器的性能比较

Journal of Learning for Development Pub Date : 2023-07-18 DOI: 10.56059/jl4d.v10i2.835

Salome Maro, Aron Kondoro, B. Hassler, J. Mtebe, Jamie Proctor

{"title":"Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania","authors":"Salome Maro, Aron Kondoro, B. Hassler, J. Mtebe, Jamie Proctor","doi":"10.56059/jl4d.v10i2.835","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.835","url":null,"abstract":"Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option. The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45144367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educator Perspectives and Intention to Adopt OER in Teaching and Learning in Secondary Schools in Mauritius 毛里求斯中学采用OER教学的教育家观点与意向

Journal of Learning for Development Pub Date : 2023-07-18 DOI: 10.56059/jl4d.v10i2.824

Y. Rajabalee, B. Jugurnath, M. Santally

{"title":"Educator Perspectives and Intention to Adopt OER in Teaching and Learning in Secondary Schools in Mauritius","authors":"Y. Rajabalee, B. Jugurnath, M. Santally","doi":"10.56059/jl4d.v10i2.824","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.824","url":null,"abstract":"There has been a growing interest in the use of Open Educational Resources (OER) to support educators to adapt, use, re-use, remix and recontextualise content for teaching and learning. The purpose of this study was to investigate the extent and intent of adoption of OER practices and tools in secondary schools in Mauritius within a sustainable and innovative teaching and learning model. The main objective was to investigate whether the inclusion of OER in teaching could help maintain quality instruction and sustain a viable economic model for learners. Moreover, this study assessed the readiness and attitudes of secondary educators in their intention to adopt OER. A survey was carried out among 271 secondary school educators to determine the influential factors in the intention to adopt OER in teaching. Factor and regression analysis were carried out to estimate the significance of each independent variable. The findings of this study reported that Productivity, Interactivity, Infrastructure and Constraining Factors were among the factors that had a significant effect on teachers’ adoption of OER in their teaching process. Combined with other findings as reported in the literature, this study also helps to enlighten policymakers about teachers’ intention in adopting OER in secondary schools in Mauritius and how they add value to the teaching and learning processes. The Cabinet of Ministers in Mauritius approved the National policy on OER in December 2022.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43694308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Becoming An Effective Teacher: A Teaching Reference Book for Teachers, Teacher Educators and Student Teachers 成为一名有效的教师：教师、教师教育者和学生教师的教学参考书

Journal of Learning for Development Pub Date : 2023-07-18 DOI: 10.56059/jl4d.v10i2.1049

Tashane K. Haynes-Brown

引用次数: 0

Instructor Emotional Support, Academic Resiliency, and School Engagement in an Online Learning Setting during Covid-19 Pandemic 2019冠状病毒病大流行期间在线学习环境中的教师情感支持、学术弹性和学校参与

Journal of Learning for Development Pub Date : 2023-07-18 DOI: 10.56059/jl4d.v10i2.826

Joseph T. Lobo

{"title":"Instructor Emotional Support, Academic Resiliency, and School Engagement in an Online Learning Setting during Covid-19 Pandemic","authors":"Joseph T. Lobo","doi":"10.56059/jl4d.v10i2.826","DOIUrl":"https://doi.org/10.56059/jl4d.v10i2.826","url":null,"abstract":"In recent years, numerous published scholarly works have examined the association between academic resilience and school engagement, as well as the function of emotional support in bolstering the relationship between the two. However, these investigations have only been undertaken at the elementary and secondary levels. Therefore, it can be concluded that there are only a few studies that were conducted in the context of Higher Education, especially in the Philippines. In this regard, this study aimed to evaluate the relationship between academic resilience (ARS) and school engagement (SE) via teacher-emotional support (TES). Using data from 910 students and Partial Least Square-Structural Equation Modeling (PLS-SEM), it was unraveled that (1) ARS positively affects SE, (2) ARS leverages TES, (3) TES affects SE, and (4) TES partially mediated the association between students' ARS and SE. According to the findings, instructors' emotional support promotes college students' resilience and engagement. The study underlined the need of strengthening personal and contextual resources to support student well-being in an online class setting.","PeriodicalId":36056,"journal":{"name":"Journal of Learning for Development","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49162552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Effectiveness of Digital Technologies in Inclusive Learning for Teacher Preparation 数字技术在教师准备全纳学习中的有效性

Journal of Learning for Development Pub Date : 2023-07-18 DOI: 10.56059/jl4d.v10i2.777

M. Drushlyak, O. Semenikhina, I. Kharchenko, P. Mulesa, V. Shamonia

引用次数: 0