Journal of Learning for Development - JL4D
Not a member yet
392 research outputs found
Sort by
An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects
No full textThis paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs
Book Review: Dede & Richards, Eds., The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy
No full textEffects of Internet Access During Examinations
No full textThe scores obtained by students in examinations where internet access was allowed during the examination were compared with the scores obtained in traditional examinations where no assistance was allowed. These scores were then compared with those obtained in a standardised school examination on the same topic or subject, taken by the same students a year before. We observed that scores dropped by over 70% within a year of taking a traditional examination but could be significantly improved if internet access is allowed in the later examination. We further observed that scores in examinations where internet access was allowed were consistently higher than where internet access was not allowed. Finally, we report an analysis by rank and observe that student rankings change both over time and whether internet access was allowed or not. This leads us to suggest that use of the internet during examinations measures abilities that are different and more meaningful to our times than those that are measured by traditional examinations based on memorisation and unassisted recall
Effects of Online Yoga Training on Self-Perceived Stress of the Students of Certificate Programme in Yoga (CPY) of IGNOU
No full textYoga and meditation have become widely accepted as nonpharmacologic modalities for stress and anxiety reduction as well as general health. Indira Gandhi National Open University (IGNOU) School of Health Sciences (SOHS) launched a six months-long Certificate Programme in Yoga (CPY) in July 2019 for students who have cleared their 12th class. The objective of this study was to find out the effects of online yoga training on self-perceived stress among the students of the CPY programme enrolled during the academic year 2021. This was a study with both pre- and post-tests and was carried out on the students of the CPY programme between March and December 2021. A total of 69 and 81 students participated from the January 2021 and July 2021 batches, respectively. The Perceived Stress Scale (PSS) was used as a tool to measure the level of stress. A structured close-ended questionnaire was sent by Google Forms to ascertain self-perceived stress. The total mean value of the PSS score after online yoga training decreased from 18 + 5.9 SD in the pretest to 13.7 + 6.5 SD in the post-test of students from the January 2021 batch, and from 17.4 + 5.8 SD in the pre-test to 13.1 + 5.6 SD in the post-test of students from the July 2021 batch. The difference of mean value of pre-test and post-test of both the batches of students after online yoga training were significant (p value < 0.0001). The online yoga training was effective in reduction of perceived stress score among the students of the Certificate Programme in Yoga (CPY)
Future Directions for Digital Literacy Fluency using Cognitive Flexibility Research: A Review of Selected Digital Literacy Paradigms and Theoretical Frameworks
No full textAs learners engage, test, and apply new subject knowledge, they often expend their cognitive capacity on the technological tools designed to capture their learning progress and outcomes. The energy and attention spent on these tools reduces their capacity to engage deeply with new learning concepts. Digital literacy skills require both cognitive and technical skills to develop a learner’s ability to locate, use, and communicate information. Increasingly complex information environments create various barriers for student learning, and as our learning and working industries continue to evolve and integrate technologies, students must overcome these barriers by bridging learning needs and technology expectations. This research explores the value of developing digital literacy to improve learners’ cognitive flexibility by decreasing technological cognitive load and increasing learning fluency. The findings highlight the need for establishing scaffolded digital literacy skills and digital tool selection, and expand college readiness requirements to include digital literacy as a prerequisite skill for learners
Comparative Advantages of Offline Digital Technology for Remote Indigenous Classrooms in Guatemala (2019-2020)
No full textTechnology has been viewed as a means to improve the quality of education for children globally, particularly in remote and marginal communities. This study examines the comparative advantages of the use of appropriate technology (off-line servers with digital libraries connected to a classroom set of laptops) in ten intervention schools in Indigenous communities in Guatemala for one school year. The study was too short (due to pandemic restrictions) to demonstrate statistically significant differences for learning outcomes. However, using an instructional core model as a framework, qualitative findings supported four previously identified comparative advantages, and identified four additional ones relevant to remote Indigenous communities. The intervention validated the ability of technology to improve standardized instruction, differentiated instruction, opportunities for practice, and learner engagement. Newly identified advantages are: access to high-quality educational resources (substitution for print materials), teacher capacity-building, student technical skills and digital literacy, and sharing cultural knowledge
Exploring Students’ Self-Assessment to Increase Learning Outcomes in Teachers’ Training Colleges in Cameroon
No full textThe main objective of this study is to explore students’ self-assessment to increase students’ learning outcomes in teacher training colleges in Meme and Fako Divisions. In-depth interviews and group discussions were used as instruments for data collection. Purposive sampling technique was employed in selecting the teacher training colleges used in the study and the participants. The sample size of the study constituted of 37 student-teachers for in-depth interviews and four group discussions made up of ten student-teachers each. The interviews and group discussions were analysed through content analysis, while focus group discussions were analysed following the procedure for analysing and reporting focus group results by Krueger (1998). The findings revealed that self-directed learning can be used to increase students’ learning outcomes; self-designed project influences students’ learning outcomes; self-reported assessment is linked with students’ learning outcomes; and that knowledge of self is related with students’ learning outcomes
Learning Preferences of Generation Z Undergraduates at the University of Cyberjaya
No full text 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
Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors
No full textThis study explores the level of mathematics teachers' technology integration self-efficacy and the extent to which some background variables influence this self-efficacy. The study adopted a survey design and collected data from 125 mathematics teachers in Dar es Salaam, Tanzania. Data analysis was done using a t-test, effect size, and one-way between-groups ANOVA. Teachers were found to have a moderate level of self-efficacy. Furthermore, findings suggest that gender and teacher training in technology integration both in college training and as part of professional development are important in influencing teachers’ self-efficacy in teaching with technology. The study recommends technology integration and gender to be mainstreamed in teacher education in order to develop self-efficacy in technology use
Gender Equality and Women’s Empowerment Capacity Building of Organisations and Individuals
No full textTo ensure its partners have the capacity to implement gender responsive projects, COL introduced an online training programme on gender equality and women’s empowerment. This paper reports the methodology and results in measuring the efficacy of this online training at individual and organisational levels. The ability of individuals and organisations to plan and implement transformative actions with a gender perspective require adequate knowledge, skills and a change in attitudes. Given this need, the commonly used Knowledge, Attitude, Skills (KAS) model was used to measure the efficacy of this online training at individual and organisational levels by defining different dimensions of capacities with three learning domains — Cognitive, Affective, Psychomotor (Bloom’s Taxonomy). The baseline and the end line of KAS at the individual level on the six core gender capacities was established for comparison. Two questionnaires were designed to assess the learning achievements of the participants and to measure the efficacy of the training. An analysis of the study registers a clear trend of positive outcomes at the individual level regarding improved knowledge, attitudes and skills on gender equality that could be applied in their work. Furthermore, the paper reports that the organisations demonstrate an enabling environment for more gender equal policies, structures and practices and proposes ways to convert the success of this training by integrating it into the broader gender equality strategy of these organisations.