Journal of Learning for Development - JL4D
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Book Review: Handbook of Open, Distance and Digital Education: Parts I and II
No full textThe Handbook of Open, Distance, and Digital Education (ODDE) is a comprehensive publication covering key topics from open and distance education as well as digital education. This book establishes itself as colossus in the realm of distance education literature, spanning seven parts, 80 chapters and 1,437 pages. Covering such an extensive publication within the scope of a single review might not do justice to the significant individual contributions of this work. Consequently, this review pertains only to part I and part II of this book, which involves the first 14 chapters
Feasibility of Work-Based Learning Model for Undergraduate Engineering and Technology Programmes in Tanzania
No full textThis study proposes a new approach to teaching-learning in engineering and technology programmes at the undergraduate level in Tanzania, and evaluates its feasibility. The rationale was to improve flexibility in learning by providing learners with alternative programmes to choose from. A conceptual model was introduced showing how the work-based approach can be implemented in training diploma holders to acquire bachelor’s degrees. A survey type of study with a mix of open- and closed-ended questions issued to a sample of 150 finalist students was conducted. The sampled population was all finalyear diploma students pursuing engineering and technology programmes at Mbeya University of Science and Technology in Tanzania. A stratified random sampling approach was followed to obtain the sample. More than 93% of the respondents supported the establishment of work-based programmes. This study, therefore, recommends, amongst other things, that Tanzanian learning institutions should set a pilot programme to test the effectiveness and practicability of this model
Adoption and Utilisation of Workplace E-Learning Practices in the Public Sector Organisations: A Systematic Review
No full textThe e-learning concept is increasingly receiving attention in education but there seems to be inadequate guidance in developing a formal programme for implementing e-learning, especially in the public sector. Hence, this study focuses on aggregating information on the adoption and utilisation of e-learning in the public sector and attempting the development of a conceptual model for understanding workplace e-learning implementation. A systematic search of the literature was conducted to collect all the literature addressing the adoption and utilisation of e-learning in the public sector. This review brought to light key factors that influence the adoption and utilisation of e-learning amongst public sector employees, including attitude, satisfaction, behaviour intention, continuance intention, or behaviour to use e-learning. The adoption and utilisation of e-learning in the public sector requires a carefully thought-through and evidence-based approach, especially the development of the e-learning programme
Thematic and Sentiment Analysis of Learners’ Feedback in MOOCs
No full textIn recent years, sentiment analysis has gained popularity among researchers in various domains, including the education domain. Sentiment analysis can be applied to review the course comments in Massive Open Online Courses (MOOCs), which could enable course designers’ to easily evaluate their courses. The objective of this study is to explore the influential factors that affect the completion rate of MOOCs and unravel the sentiments of dropout learners by evaluating learners’ feedback. In the present study, sentiment analysis was performed using Python programming and NVivo tools on the feedback of the learners enrolled in three MOOCs entitled Introduction to Cyber Security, Digital Forensics and Development of Online Courses for SWAYAM, which was hosted on the SWAYAM platform (www.swayam.gov.in). Two instruments were used for data collection: (1) a structured questionnaire using a 5-point Likert scale was administrated using Google Forms — the questionnaires have also some additional open-ended questions — and (2) semi-structured interview schedules with the domain experts. The feedback was collected using Google Forms and a total of 324 responses were received between April 23, 2022 to May 31, 2022. The non-probability sampling method served as the sampling approach in the quantitative phase in this study. During analysis, the findings of the feedback uncovered important dimensions of some peculiar factors that may be responsible for retention of learners, i.e., content localisation, credit mobility and latest trend courses that were less explored in the earlier literature
ICT and Internet Usage among Kosovar Students: the Impact of Trends on Achievement in the PISA Scales
No full textThe current analysis aims to research the impact of ICT usage on students’ achievement in the 2018 PISA assessment. The Program for International student assessment, measures the achievement of 15-year-olds in mathematics, science and reading literacy across a large number of world economies. Kosovo has participated in the PISA assessment in 2015 for the first time and for the second time in 2018. The current study will look at the achievement of over 4000 Kosovar students in reading literacy, mathematics and science and analyze trends of ICT usage among students. More specifically the analysis focused on understanding trends of ICT and internet usage of Kosovar students, such as using computers for chatting, research information, reading literacy news, learning something new, and reading emails among others. Furthermore, the study explores gender differences in usage trends, to explore if gender plays a role in such trends. Finally, the study researches the impact on performance of gender, internet access and access to computers to complete homework. The result of the current analysis provides that access to internet and having access to computers at home links to higher achievement in all PISA scales. An additional finding of this study is that Kosovar students tend to use technology and internet mainly to chat with friends, and significantly less for reading emails, learning for something new or for doing homework. Female students reported lower internet presence compared to male students, but in the meantime were the ones who outperformed in the reading literacy and science scales, suggesting that higher online presence mainly for chatting hinders learning and achievement
The Development and Effectiveness of STEAM-C Integrated Learning Devices to Improve Students' Creative Thinking Skills in Specific Cultural Context
No full textGood 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
Collaborative Research Writing in the New Normal: Students’ Views, Challenges, Coping Strategies, and Takeaways
No full textThe ‘new normal’ setup of education posed challenges on courses requiring learners’ collaboration. Despite the proven advantages of collaborative writing, several challenges still confront the learners which may affect the quality of their output. Collaboration per se is already a challenge for learners in face-to-face classes, more so in online distance learning. Thus, this study explored the views, challenges, coping strategies, and takeaways of senior high school students in collaborative research writing in the ‘new normal.’ Thirty (30) reflective essays written by senior high school students from three (3) academic strands, namely Humanities and Social Sciences, General Academic, and Science, Technology, Engineering, and Mathematics were analysed. Ten (10) sample essays from each strand were selected through Critical Case Sampling. Findings revealed that students view collaborative research writing in general as easy, while some see it as difficult. The students met challenges in research technicalities, communication, and collaboration. Varied coping strategies were identified, such as having a positive mindset, being patient, considerate and determined, seeking help from others, maintaining proper communication and collaboration, seeking spiritual guidance, and taking a break. Ultimately, the takeaways of the students were not limited to academics or cognitive aspects—they were also able to gain important values
Rethinking Evaluating the Use of Distance Learning Systems in the Context of the Unified Theory of Acceptance and Use of Technology-2
No full textVarious theories and models are used to understand the impact of technology in education. One of these models is the UTAUT-2 model. This model allows us to understand the acceptance and use of technology. In this study, students' intentions and behaviours related to using the UBYS system, which is used as a learning management system, were examined within the framework of the UTAUT-2 model. The structural equation model was also used in the study. Smart PLS 3.3.5 and IBM SPSS Statistics v20.0 programmes were used for all data analyses. The study was conducted with 208 university students in 2021-2022. The result of structural equation modeling is that performance expectancy, effort expectancy, facilitating conditions, and hedonic motivation are among the variables that influence the use and acceptance of UBYS. The components of the model explain 75% of behavioural intentions. With the knowledge gained in this study, it may be possible to increase the usefulness of the UBYS system used. At the same time, the results of this study should make an important contribution to the literature on the UTAUT-2 model