Journal of Learning for Development - JL4D
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392 research outputs found
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Effect of Digital Creative Writing on Academic Writing Performance and Writing Apprehension at the Tertiary Level
No full textWhether dealing with their native or a foreign language, both teachers and students have consistently found writing skills to be difficult to achieve. Students are concerned about initiating and structuring their thoughts, while teachers struggle to inspire their students to improve their writing capabilities. Hence, this experimental study examined the effect of the creative writing technique at the B2 level by utilising web 2.0 tools on a digital platform. The primary goal of the research was to identify and explore the effect of digital creative writing on preparatory school students’ writing skills, attitudes, and expectations toward writing. The study was conducted at a foundation university, where it involved 66 B2-level students. The data collection process encompassed writing skills quizzes as a pre-test and post-test, and the Turkish version of the Daly-Miller Writing Apprehension Test (adapted by Özbay & Zorbaz, 2011). The findings revealed that engaging in digital creative writing not only enhanced academic writing achievement but also decreased writing apprehension among students
Monitoring Collaborative Interactions in Online Learning: Insights from Moodle Log Records
No full textInteractions among students in online learning environments are difficult to monitor but can be crucial for their academic performance. Moodle is one of the best and most popular online learning platforms, where its log records can reveal important information on students’ engagement and the respective performance. This study examines the degree of student participation and performance in online collaborative content creation activities, based on three iterative testing cycles: systematically designed Moodle forum discussions, group assignments, Wikis and Moodle workshops, specifically to obtain peer feedback. The abovementioned collaborative Moodle content creation and corresponding log record analysis was executed for four modules conducted at two higher education institutions from Sri Lanka and Brazil. Regression analysis on log records and student performance on four modules indicated a positive correlation, with R2 values between 26% and 43.8%. A significant amount of data which remained unexplained were subjected to the Vector Space Model (VSM) data mining algorithm to uncover in-depth information. The results, indicating substantial influence on student performance by participation in online collaborative activities, provided vital insights into necessary improvements on instructional design. Accordingly, promoting productive student interactions could be significant in online learning environments, and the findings of this study underscore the importance of utilising the learning analytics data driven approaches to elevate student performance
Open and Distance Education Policies and Practices in Prisons in Portugal
No full textThis study explores the implications of open and distance learning environments for promoting educational practices suitable for inmates. The research questions focus on the regulatory, technological and humanistic perspectives of digital technology in prison, addressing the relationship between adult education policies and practices, the experience of distance learning in the prison context, and the implications of these policies in the field. Data collected from documentary analysis and four interviews with trainers and administrative staff highlight the need for comprehensive and inclusive policies and strategies to enhance digital inclusion and lifelong learning opportunities for these populations. Recommendations include expanding the conditions for research, fulfilling adult education rights in prison, increasing digital literacy and competencies, ensuring safe internet use, and fostering a supportive, open and distance learning environment within the prison system
Teachers’ Implementation of Higher Order Thinking Skills in Physical Education in an Online-Based Professional Teacher Education Programme
No full textTeacher Professional Education (known as PPG) is an Indonesian government programme to produce professional teachers who can implement Higher-Order Thinking Skills (HOTS) in learning so that students in Indonesia can be expected to have high HOTS. However, in reality, students' HOTS in Indonesia are still low, raising questions about the effectiveness of PPG in producing teachers who can implement HOTS. This study aimed at investigating the implementation of HOTS in physical education learning by teachers who participated in the online PPG programme based on gender and tenure, so that it can be a benchmark by the Indonesian government for the effectiveness of the PPG programme. This was a comparative study and the population was comprised of 35 physical education teachers who participated in the PPG programme online at Padang State University in 2022 Batch I. The research sample of 30 people was determined by the purposive sampling technique. HOTS implementation data was taken from video documentation of participants' teaching practice and then assessed using 19 items of the Teaching Performance Guidelines. Data were analysed with an independent sample t-test and ANOVA test. The results showed that physical education teachers who participated in the online-based PPG programme were able to implement HOTS into the learning process well, and the implementation of HOTS, based on gender and tenure, was not significantly different
Perception of Education and Industry Leaders on Micro-Credentials and their Potential in Higher Education
No full textMicro-credentials are certifications that evaluate knowledge and skills acquired through specific learning experiences. This research explores the perceptions of education and industry leaders in Mauritius regarding recognition, ease of application, and value of micro-credentials in higher education. Interviews were conducted with 10 education and four industry leaders. The findings indicated that while the respondents lacked a deep understanding of micro-credentials as an educational model, they recognised the need to formalise its adoption within frameworks such as the National Qualification Framework (NQF) and a National Credit System. Additionally, there is a pressing need for reliable, competency-based assessments and structured pathways to map micro-credentials to university credits, leading to recognised qualifications. These insights from Mauritius can provide valuable lessons for other developing nations seeking to integrate micro-credentials into their higher education systems, helping to address skills gaps, promote lifelong learning, and create flexible educational pathways that align with local and global workforce demands
Online Skills in an Offline Environment: Creating Information Literacy Tutorials for the SolarSPELL Offline Digital Library
No full textDigital and information literacy skills are necessary to succeed in today’s knowledge economy but for the millions of people in the world without internet access, a frustrating Catch-22 exists: How can they develop digital literacy skills without internet access? When they get access, what good is the internet to them if they don’t have the skills to use it productively? One answer is an offline digital library called SolarSPELL. This report from the field describes a series of instructional videos the author created to foster digital and information literacy skills among novice SolarSPELL users
Exploring Offline e-Learning for Resilience: A Case Study
No full textThere are too few teachers and schools to meet the need for quality universal basic education. Therefore, alternative approaches to education provision need to be explored, such as open and distance learning methods and development and provision of curriculum-based Open Educational Resources (OER). However, distribution of printed materials is increasingly costly, and distribution of digital resources remains a challenge in areas with little or no connectivity. This case study explores the potential of using offline strategies to share digital OER. It suggests it is possible to provide access to digital learning resources even in the most remote areas by using appropriate technology, like the Commonwealth of Learning’s Aptus device
Effectiveness of Interactive Content with H5P for Moodle-Learning Management System in Blended Learning
No full textThe end of the pandemic era has brought new changes and challenges to lectures held in a blended learning environment, one of which is the use of interactive content. The objective of this study was to analyse, develop and evaluate the presentation of content using H5P in blended learning, its relevance to lecture topics, activities to achieve learning outcomes using the rotation-type blended learning model and how students perceive it after using this H5P content. It focused on the rotation model that is commonly used in blended learning. However, this model has not included H5P much yet. The sampling method was purposive. The data were collected using a Likert scale questionnaire. The questionnaire data were examined using the bivariate Pearson correlation approach. The results of this study indicated that the use of H5P as a supporting component in implementing the rotation model type of integrated learning increases student knowledge, skill and satisfaction. Lecturers can apply H5P-based content as content support in blended learning for other study programmes by following the content development steps, type rotation scenario and how the H5P interactive videos are used