Journal of Learning for Development - JL4D
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392 research outputs found
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Effectiveness of In-Person and Virtual International Mobility Scholars Programme on Career and Professional Development
No full textInternational mobility programmes, both in-person and virtual, aim to build human capital. Though there is evidence of their impact on skill development, there is scant research on career and professional benefits. Moreover, because virtual mobility is a new concept, there has been little investigation into how this mode affects the perceived benefits. Using the lens of human capital theory, this study explores outcomes of in-person and virtual mobility in the Queen Elizabeth Scholars-Advanced Scholars programme, which includes doctoral, post-doctoral and early career scholars. Through interviews with 23 scholars, we explore the perceived impact of the programme, considering mode of delivery, on the career and professional development of scholars. Despite challenges with the unexpected shift to virtual mobility during Covid-19 lockdowns, both in-person and virtual mobility scholars reported benefits to their career and professional development. These results suggest that virtual mobility may be considered as a viable option to enhance the flexibility, inclusivity, and accessibility of such programmes.
Students’ Perception of Quality Assurance in Higher Education in Vietnam: Empirical Evidence and Implications for Face-to-Face and Alternative Modes of Learning
No full textStudents are considered the most essential internal stakeholders in the higher education sector. They play a significant role in quality assurance processes. This study aims to investigate students’ engagement with and perceptions of Vietnamese higher education quality assurance. The study conducted an online survey questionnaire for undergraduate students in five major cities across Vietnam. The researchers utilised convenience sampling method to draw a representative sample from the target population. The 1,323 valid responses were collected and analysed using IBM’s SPSS Statistical Tool. The results show that most of the Vietnamese students were aware of quality policy and quality assurance models implemented at their institutions. The purposes of quality assurance and the focus level of quality assurance were also reported on by the majority of respondents. However, the positive change as to the results of quality assurance implementation was not clearly observed by the students. The paper concludes that Vietnamese students were involved in several major quality assurance processes, and they were aware of only important quality assurance tools implemented at their university
Student Perceptions of Online Examinations as an Emergency Measure during Covid-19
No full textThis article explores student perceptions of writing online examinations for the first time during the Covid-19 pandemic. Prior to the pandemic, examinations at an open and distance learning institution in South Africa were conducted as venue-based examinations. From March 2020, all examinations were moved online. Online examinations were introduced as an emergency measure to adhere to safety and health protocols. Although students in developed countries have indicated benefits to online examinations, less is known about students living in the Global South when it comes to writing examinations online. Not enough is known about the benefits and challenges of online examinations since they were implemented as an emergency measure. We aimed at exploring student perceptions of writing online examinations for the first time, improve examination processes by including student views. Through an analysis of 336 written responses to an open-ended question posed at the end of an online survey, we established that digital access, duration of the examination, and the examination system interface affected students’ success in online examinations. Based on the findings, we recommend that students need to be given tools and data to participate in online examinations. Furthermore, students should be granted ample opportunity to practise writing online examinations while receiving the necessary support
Democratising Digital Educational Game Design for Social Change
No full textDigital games can be used as educational tools for tackling structural inequalities and promoting social justice. Designing games with these purposes is often a complex task that requires a myriad of combined expertise, including games’ mechanics, software development, educational game design, pedagogy, and knowledge of the educational topic (which can target very specific social issues). Democratising the design of educational games is used to increase the agency and participation of diverse and novice groups throughout design processes - and can be used to improve the efficiency of such games as it directly leads to the inclusion of broad voices, knowledge, experiences and perspectives. This research adopted a Design-Based Research methodology to create, evaluate and validate 13 design principles to democratise the design of educational games for social change. Three research phases were implemented in turn: a preliminary research, prototyping and evaluation phase. The preliminary research phase was based on creating these principles by grounding them on fundamentals of Critical Pedagogy, a theory of education which presents pedagogical techniques to accelerate learning, engagement and social change. The prototyping phase was based on conducting semi-structured interviews to assess and improve these principles with educational and game design experts. During the evaluation phase, these principles were applied and evaluated during two weekend-long game design events, which were mostly attended by diverse groups who had never designed a digital game before. This research presents theoretical and practical contributions related to how to democratise educational game design for social change. It evidenced the relevance of facilitating design principles that addresses what could be done to trigger learning in games by presenting design principles; why this learning could be facilitated, from both educational and gaming perspectives; and how to implement these principles into an educational game
Students' Behavioural Intention towards Adoption of Online Education: A Study of the Extended UTAUT Model
No full textOnline education (o-education) is gaining significant attention from education providers, students, and policy makers. This research explored students’ behaviours and intentions towards online education. The present research utilised the Unified Theory of Acceptance and Use of Technology (UTAUT) as a model to investigate these intentions and behaviours. The study incorporated UTAUT predictors along with three additional independent variables. This study adopted a cross-sectional design and used a closed-end questionnaire to collect data from 403 respondents. The data were analysed with SPSS and AMOS by utilising structural equation modeling (SEM) techniques. The results of the SEM analysis indicate that perceived value (PV) and convenience (Cnv) have positive influences on behavioural intention (BI), while perceived risk has a negative impact on behavioural intention (BI). Additionally, facilitating conditions (FC) and behavioural intention (BI) are found to positively influence use behavior (UB). The research findings suggest that demographics, including age, education and gender, influence behavioural intention (BI). The findings of the study have theoretical and practical implications, which are elaborated in the last section of this article
Effectiveness of Guided Inquiry-Based Mosiry E-Module on the Immune System in Improving Students' Integrated Science Process Skills (SPS)
No full textIntegrated Science Process Skills online learning cannot be taught optimally so learning media are needed that can teach integrated, interactive, and practical SPS. One such media is an e-module. This study aimed to determine the feasibility and effectiveness of Guided Inquiry-Based e-module, or Mosiry, in improving Integrated SPS of Class XI students in the Immune System subject. This research is a developmental research, using the 4D development design stages: 1) Defining; 2) Designing; 3) Development; and 4) Disseminate. The sample was selected using a purposive sampling method. Data was collected by using observation, interviews, questionnaires, and pretest/posttest; and data was analysed based on media feasibility, and effectiveness analysis. The results of this study were that the Mosiry e-module is suitable for use as a learning medium for the Immune System and could improve students' SPS in the moderate category.should set a pilot programme to test the effectiveness and practicability of this model
Mediating Role of Teachers’ Effective Communication Skills in the Relationship between Interpersonal Mindfulness and Subjective Well-Being
No full textThe purpose of this study is to determine whether teachers’ effective communication skills were a mediator in the relationship between interpersonal mindfulness and subjective well-being. 315 teachers participated in this study which was designed as a correlational model. Personal Information Form, Interpersonal Mindfulness Scale-TR (IMS-TR), Effective Communication Skills Scale (ECSS), Positive and Negative Emotion Scale (PANAS), and Life Satisfaction Scale (LSS) were used to collect data. To determine the mediating role of effective communication skills in the relationship between interpersonal mindfulness and subjective well-being, Bootstrapping method was applied. The results revealed that indirect effect of interpersonal mindfulness on subjective well-being via effective communication skills was statistically significant. Effective communication skills were a partial mediator in the relationship between interpersonal mindfulness and subjective well-being of teachers. Consequently, interpersonal mindfulness may enhance effective communication skills and owing to this rising subjective well-being may grow stronger
Effectiveness of Digital Technologies in Inclusive Learning for Teacher Preparation
No full textIn this research, digital technologies that will potentially be useful for teachers in an inclusive educational space were considered. The combined classification of digital technologies of inclusive direction, including software and hardware in three main areas, is offered: for training and repetition; to help with learning; and to expand learning opportunities. The authors developed and theoretically substantiated a model for preparing pre-service teachers to use digital technologies in an inclusive educational space. The effectiveness of the developed model was tested through a pedagogical experiment that involved three tests based on criteria. The effectiveness of the authors’ model was confirmed by the sign test at the significance level of 0.05