@article{burns_staying_2013, title = {Staying or leaving? {Designing} for persistence in an online educator training programme in {Indonesia}}, volume = {28}, issn = {0268-0513, 1469-9958}, shorttitle = {Staying or leaving?}, url = {http://www.tandfonline.com/doi/abs/10.1080/02680513.2013.851023}, doi = {10.1080/02680513.2013.851023}, abstract = {This case study discusses factors impacting the attrition and persistence rates of 60 Indonesian educators in an online programme in 2010. Course designers developed three variations of a web-based programme – a fully online, hybrid and web-facilitated model – and placed 20 learners, all with similar technology skills, in the three different models. The online cohort experienced a 31\% attrition rate while 100\% of learners in the hybrid and web-facilitated models completed the programme. Data collection revealed that the greatest factor impacting attrition or persistence was the absence or presence of face-to-face interaction with the instructor and colleagues. This paper outlines programme design elements that learners found most helpful in successfully completing the course.}, language = {en}, number = {2}, urldate = {2020-05-22}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, author = {Burns, Mary}, month = jun, year = {2013}, note = {shortDOI: 10/ggx3rg KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2013.851023 10/ggx3rg 2339240:Z3PSB7EP 2339240:Z4Q6JPIM 2405685:FQJN7IPM 2405685:IPRAAK3V 2405685:M5M8WHW2 2405685:QM54QTRZ}, keywords = {Indonesia, completion, online learning, persistence, readiness}, pages = {141--152}, } @misc{burns_school_2020, title = {School, interrupted: 4 options for distance education to continue teaching during {COVID}-19}, shorttitle = {School, interrupted}, url = {https://www.globalpartnership.org/blog/school-interrupted-4-options-distance-education-continue-teaching-during-covid-19}, abstract = {Take a look at the four most common distance technology for contractors, donors and educators who find themselves needing to explore distance-learning options, with a particular focus on sub-Saharan Africa.}, language = {en}, urldate = {2020-06-02}, journal = {Global Partnership for Education}, author = {Burns, Mary}, year = {2020}, note = {Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:PSW9X5JE 2405685:XQH95TTX}, } @article{burns_improving_2006, title = {Improving teaching quality in {Guinea} with interactive radio instruction}, volume = {Working paper}, url = {https://www.infodev.org/infodev-files/resource/InfodevDocuments_500.pdf}, abstract = {Guinea's Sous le Fromager project is an excellent example of radio as an effective delivery system for enhancing teachers’ basic content skills and for helping teachers with little or no instructional skills acquire those skills.}, language = {en}, number = {2}, author = {Burns, Mary}, month = feb, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:IB9MSTJD 2405685:EB5MX5GI}, pages = {15}, } @techreport{burns_technology_2021, title = {Technology in {Education}. {Background} paper prepared for the 2023 {Global} {Education} {Monitoring} {Report}}, url = {https://unesdoc.unesco.org/ark:/48223/pf0000378951/PDF/378951eng.pdf.multi}, abstract = {This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approach to technology.The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.}, urldate = {2022-08-22}, institution = {UNESCO}, author = {Burns, Mary}, year = {2021}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:M9QPC59P 2405685:KGTU7JWX}, } @techreport{gaible_using_2007, title = {Using {Technology} to {Train} {Teachers}: {Appropriate} {Uses} of {ICT} for {Teacher} {Professional} {Development} in {Developing} {Countries}}, institution = {World Bank}, author = {Gaible, Edmond and Burns, Mary}, month = jan, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2405685:HDT8VYCL}, } @techreport{burns_information_2019, title = {Information and communications technologies in secondary education in sub-{Saharan} {Africa}: {Policies}, practices, trends, and recommendations}, url = {https://mastercardfdn.org/wp-content/uploads/2019/11/ICT-in-Secondary-Education.pdf}, institution = {Mastercard Foundation}, author = {Burns, Mary and Santally, Mohammad Issack}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2339240:BIW2Z8U5 2405685:PF2YUZR3}, pages = {81}, }