Journal of Learning for Development - JL4D
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392 research outputs found
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Demographic Factors that Predict Open University Undergraduate Students' Well-Being
No full textRecent research studies on student well-being in higher education have emphasised the importance of various psychological factors, however, in online learning environments, demographic factors have been shown to have particularly strong relationships with well-being. This mixed-methods study explored the relationship between demographic variables and student well-being in open and distance learning (ODL) using the PERMA framework. The participants (age: mean = 38.2, SD = 6.5) were BEd students in primary education at an ODL institution in Botswana. Data from a survey (n = 215) and focus-group interviews (7 groups, n = 35) revealed that the only significant demographic predictor of undergraduate students’ perceived well-being was higher levels of education. Qualitative analyses indicate that higher qualifications were related to career advancement, self-actualisation, self-confidence, social status, multi-level learning, a sense of belonging and positive emotions. This study assists in gaining insight into which demographic variable/s enhance student well-being, that, in turn, may help in designing optimal ODL learning environments to support students effectively
Predictors of University Students’ Feedback Use in a Blended Learning Context
No full textWhile engaging with feedback is of significance for learning, current studies have highlighted students’ lack of engagement with feedback. This study aimed at identifying predictors of university students’ feedback use in a blended learning environment based on the extension of the Planned Behaviour Theory. Data were collected via a questionnaire from 374 Vietnamese students who were learning English as a foreign language at a private university in the South of Vietnam. The extension model was tested using partial least square structural equation modelling. The findings revealed that the original model was effective in predicting students’ use of feedback, with attitude and perceived behavioural control as direct predictors of intention, which is an influential factor of students’ use of feedback. It is recommended that educators should employ strategies to enhance self-regulation skills, foster positive attitudes towards feedback, and empower students’ self-efficacy in dealing with feedback, thereby optimising their utilisation of feedback
A Systematic Review of the Impact of Flipped Learning on the Emotional Attributes of College Students
No full textFlipped learning is an innovative instructional approach where students engage in typical learning tasks before class, while class time is focused on collaborative discussions, problem-solving, and student involvement. It utilises technology to facilitate reverse teaching approaches, transform traditional practices in higher education by allowing students to engage in learning, and foster both personal and professional growth. To assess the possibility of improving access to higher education using flipped learning methods, this systematic review employed the Preferred Reporting Item for Systematic Reviews and Meta-Analytics (PRISMA) procedure to examine how the emotional aspects were affected by the flipped learning methodology. The researchers conducted a literature search on items published between 2014 to 2023 using Publish or Perish (POP) and analysed by identifying, screening and focusing on the top 200 relevant results. Prior studies have demonstrated the notable influence of the flipped learning method on the emotional state of college students, specifically in terms of their level of engagement, motivation, and self-efficacy. Nevertheless, this study proposes that flipped learning, a form of blended learning, holds significant promise as a substitute for a humanistic and student-centred approach in higher education, benefiting students, lecturers or instructors, and parents
Decoding Micro-Credentials: Analysis of Initial Intentions and Early Implementations in the Erasmus+ Framework: from theory to practise
No full textMicro-credentials have gained significant interest due to their potential to create flexible learning pathways and offer real-time, up-to-date training for the rapidly evolving labour market. Additionally, international organisations have highlighted their capacity to elevate the value of non-formal education and foster inclusive higher education ecosystems involving diverse stakeholders. This research critically examined the initial conceptualisation of micro-credentials, as presented in foundational OECD and European Commission documents, emphasising their objectives, their role in formal and non-formal education, and the inclusion of diverse actors. A systematic review of completed Erasmus+ projects integrating micro-credentials was conducted using the PRISMA protocol to explore their practical application, including the types of competencies developed, delivery frameworks, and actors involved. Findings reveal a disconnect between the initial intentions and real-world implementations, with a predominant focus on professional competencies, limited engagement with non-formal education, and insufficient involvement of diverse stakeholders. The study concludes with recommendations to harness the full potential of micro-credentials to revitalise higher education by embracing a holistic, inclusive, and equity-driven approach
Optimising Teaching Proficiency in the Digital Age: Integration of Effective E-Learning Tools in Schooling
No full textThis study explored how integrating e-learning tools, specifically free ‘Google Workspace for Education’ tools, enhances teaching proficiency and student engagement in the digital age within Rwandan secondary schools. By employing a phenomenological approach, interviews were conducted with 166 secondary teachers from four purposefully selected secondary schools in Rwanda. The research found that while nearly 95% of teachers were aware of Google tools and 98% regularly used Google Classroom, a significant number (40%) underutilised other features like Google Forms and Sheets. Over 90% of the teachers surveyed reported benefits, such as improved collaboration and student engagement, but over 75% also cited barriers including limited access to digital facilities and insufficient training, with 60% expressing concerns about internet and device access. Pedagogical approaches varied, with roughly 50% of the teachers shifting towards student-centered methods. Strong qualitative evidence from over 85% of the teachers indicated increased student engagement and participation. The findings highlight the critical need for comprehensive professional development and improved infrastructure to maximise the effectiveness and sustainability of e-learning tool integration in education
Computer-Assisted Experimentation in Physical Science Education for Moroccan Students
No full textCAEx (Computer-Assisted Experimentation) enables real-time experiments to be carried out using a computer; it includes data acquisition and sensor systems, as well as real-time measurement of numerous physical properties. The use of computer-assisted experimentation in the teaching of physics and chemistry in Moroccan secondary schools underwent significant development in 2009. We conducted an exploratory study of 122 physics teachers in Morocco, from the Fez-Meknes Regional Academy of Education and the Casablanca and Guercif provincial directorates, during the 2021-2022 school year. This study was carried out using an anonymous questionnaire. We undertook this study to evaluate the use of computer-assisted experimentation (CAEx) in physics teaching, particularly in secondary schools. The aim was to understand the reasons why some teachers make only limited use of CAEx, despite its supposed pedagogical richness. The data collected in our study, processed using SPHINX V5 software, revealed that most of the teachers surveyed were convinced of the pedagogical benefits of CAEx in the classroom. However, the overall results also confirmed the limited use of this technology. This contradiction is mainly explained by several factors, such as the lack of hardware in secondary schools, the absence of specialised software, student overload, the lack of teacher training and the failure to regularly maintain equipment. The results of this study are important because they highlight the obstacles to the more widespread and effective use of computer-assisted experimentation (CAEx) in physics teaching in Morocco. These obstacles include problems of infrastructure, training, and the availability of the necessary resources. Understanding these challenges is essential for education officials and policymakers, as it could guide the investments and reforms needed to improve science teaching in Moroccan secondary schools
Role of Prior Experience with Online Teaching and Learning in the Prediction of MOOC Readiness
No full textMassive open online courses (MOOCs) are online educational courses that provide learning opportunities without geographical, temporal, or enrollment limitations. However, the adoption of MOOCs in Omani higher education is still in its early stages. Therefore, this study aims to assess how attitudes, self-efficacy, experience with online teaching, administrative and colleague support predict MOOC readiness, and determine the extent of varied instructor attitudes and experience regarding MOOC readiness and self-efficacy. A survey of 130 respondents concluded that attitude and experience with online teaching predicted only 34.5% MOOC readiness, and other factors such as self-efficacy, administrative support, and colleague support were found not to influence readiness. Additionally, those with MOOC learning experience showed significantly higher readiness, and better attitude and self-efficacy. Faculty members with experience designing MOOCs had higher self-efficacy in their abilities, while their readiness and attitude were similar to those without this experience. Hence, these findings indicate a need for further professional development programmes and more exposure to MOOCs as a student to further spur the Omani MOOCs movement
Scaffolding Epistemological Access and University Students’ Success during Crisis Periods: Implications for Digital and Online Learning
No full textThis study investigated factors that constituted the digital and online learning environment at the University of Namibia during the Covid-19 pandemic; how these factors constrained or enabled the scaffolding of epistemological access and university students’ success; and their implications for digital and online learning. A mixed research orientation with a case study design, and the Community of Inquiry framework were used. The sample was comprised of 245 higher education students. The survey findings revealed a myriad of barriers in the online learning space, which hampered the institution’s role of scaffolding epistemological access and university students’ success. The study recommends adoption and implementation of effective digital and online learning through the Community of Inquiry framework as a sustainable strategy for thwarting any major disruptions to higher education learning and teaching during crisis periods.
