Journal of Learning for Development - JL4D
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Fostering Digital Education among Teachers and Learners in Sri Lankan Schools
No full textThe Commonwealth Digital Education Leadership Training in Action (C-DELTA) programme provides a framework for fostering digital education for lifelong learning by developing digital education leaders. The Faculty of Education at the Open University of Sri Lanka implemented an action research project to promote the adoption of C-DELTA among teachers and students of secondary schools in Sri Lanka, and evaluate its impact on the teaching-learning process. A group of 41 teachers participated in the intervention and implemented C-DELTA in their schools. A variety of data were collected throughout the process via questionnaires, concept maps, focus group interviews, implementation reports, and log records in the C-DELTA platform. Findings revealed that despite challenges such as inadequate ICT facilities, time constraints and limitation in English language competencies, the adoption of C-DELTA has supported improving digital literacy, enacting changes in thinking and digital behaviour among teachers and students, and enhancing teachers’ digital education leadership skills
Book Review: Moocs and Open Education in the Global South: Challenges, Successes and Opportunities
No full textIntegration of Information Communication Technology in Teaching: The Underpinning Factors Among Kenya’s Primary School Teachers
No full textThis study was carried out with 86 primary school teachers in Kenya’s Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R2 =0.325, P=0.001) and was statistical significant. Attitude was found to be a significant predictor of teachers’ behavioural intention to use ICT in teaching and learning (β=0.259, p<0.05) while Performance expectancy (β=0.148, p>0.05), Effort expectancy (β=-0.185, p>0.05), Social influence (β=0.029, p>0.05), facilitating condition (β=0.194, p>0.05), Self-efficacy (β=0.195, p>0.05) and anxiety (β=0.074, p>0.05) were not significant predictors. The study recommends training of teachers on subject specific ICT technologies, laptops and computers be availed for use by teachers and pupils, school heads be trained on how to monitor and support integration of ICT by teachers and governments to provide schools with requisite ICT infrastructures.
 
Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education During the COVID-19 Pandemic
No full textISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy
Book Review: Transforming Universities with Digital Distance Education: The Future of Formal Learning
No full textIs there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence
No full textSince the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities
Developing Self-regulated Learning Skills in University Students Studying in the Open and Distance Learning Environment by Using KWL Method
No full textABSTRACT
Open and Distance Learning (ODL) is considered an important strategy for increasing educational access. However, students learning in ODL environments face many challenges. Studies have indicated that students with self-regulated learning (SRL) skills are more likely to succeed in ODL environments. Studies have demonstrated that through instructional strategies, tutors can teach and help improve SRL skills. This development of SRL skills may lead to reduced drop-out rates. To examine the suitability of SRL skills development strategies, the researcher of this study utilised a KWL (What I Know, What I Want to Know, What I Learned) method in the ODL environment in Sri Lanka to help develop SRL skills in university students. This study adopted an action research approach, and twenty-four (24) Bachelor of Education students and three (03) educators at the Open University of Sri Lanka were the participants. Zimmerman & Moylan's (2009) self-regulated cycle of learning model was used for the intervention. A Motivated Strategies for Learning Questionnaire (MSLQ,1991) was administered to measure students' SRL skills. Observations, reflections, and focus group discussions were used to collect qualitative data. The study's findings indicated that the KWL method contributed to the improvement of self-regulated learning skills among student participants.
Keywords: self-regulated learning skills, Open and Distance Learning environment, KWL method
Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational Technology
No full textThe Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future
Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), Tanzania
No full textObjective
The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure.
Methods
A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires. To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used.
Results
A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of e-learning platforms increased by 15.4% for students, 43.0% for faculty and by 22.3% in courses. The overall students’ strength of consensus measure of perception on accessibility of platforms was 65% and support entities 79%. About 70% of students owned a smartphone as a learning device. More than 67% of the students highlighted the cost of Internet bundles as a major challenge.
Conclusion
Shifting from blended learning to online learning during the lockdown was feasible given the pre-planned e-learning practices
Supporting Teachers in the Transition towards Distance Education: Challenges and Means
No full textDuring the lockdown as a result of the pandemic, it became necessary to deploy distance education in many countries, at all levels of education. This article presents the creation of a training course aimed at helping teachers to shift from in-person classes to distance learning. It highlights the issues and challenges encountered and pinpoints the first observable impacts of this course, as well as in-progress and upcoming development