Perceived Efficacy of e-Proctoring Software for Emergency Remote Online Based Assessment: Perceptions of Proctored Examinations - Ironsi, Chinaza (EDEN Conference Proceedings, 2021)
The switch from traditional teaching methods to emergency remote online learning as a result of the outbreak of COVID-19 necessitated a change in approaches to measurement and evaluation in our educational system. A lot of methods were adopted yet the need for credible, properly monitored, valid and reliable assessment continues to be an issue of debate. E-proctoring as a popular strategy for monitoring and administering online-based examinations has witnessed tremendous success over the years yet ethical issues and many more are yet to be extensively examined. While a teacher may embrace the use of this software for monitoring examination, the perception of preservice teachers has not been explored adequately, much more the opinions of the instructors and preservice teachers on the level of efficacy with regards to the use of e-proctoring strategy for monitoring online-based examinations in a hybrid/emergency remote online educational model has not been investigated. It is in this light that this study intends to examine the perceptions of instructors and preservice teachers on the use of e-proctoring devices during online-based assessments, two research questions were investigated through a quantitative research design. A structured questionnaire was used to elicit information from 40 participants comprising of 36 students and 4 teachers on their perceptions of the effectiveness and efficacy of the e-proctored software while administering and monitoring examinations. Findings from the study will be beneficial in drawing valid conclusions on the use of e-proctored devices in monitoring emergency remote online-based assessment. The conclusions will prepare school administrators and equip them with the possible approaches to adopt in ensuring that a credible valid and reliable evaluation process is conducted during the post-COVID 19 semesters.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.38069/edenconf-2021-ac0026 2339240:7UAR7MC2 2405685:9NMH5XJQ

What can we learn from EMIS diagnostics? | Blog | Global Partnership for Education - Irving, Margaret; Percier, Marc-Antoine (2019)
Millions of dollars are invested in strengthening education management information systems, but many countries still struggle with data-related issues. How can countries make their systems more effective? An EMIS diagnostic is the first step.
KerkoCite.ItemAlsoKnownAs: 2339240:CJ2XAYYS 2339240:YV5QAT6M 2405685:2NUN9HSN 2405685:TQ6BQSYH 4656463:34BSI83K

Baseline Situational Analysis on Open Distance Learning (ODL) in Southern African Development Community (SADC) Member States - Isaacs, Shafika; Mohee, Romeela (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VAR65TK9 2405685:7G4LE65V
Keywords: ⛔ No DOI found

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial - Iserbyt, Peter; Charlier, Nathalie; Mols, Liesbet (Resuscitation, 2014)
00001 shortDOI: 10/f562g7 KerkoCite.ItemAlsoKnownAs: 10/f562g7 2129771:PJ2YNAJP 2405685:KQWYTD4Z

Unbundling the 13 million out-of-school children in Nigeria - Ishaku, Joseph; Oraka, Onome (Southern Voice (Nigeria), 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:RNM3ZT93

Education technology in the COVID-19 response in Nigeria - Isisi, Akogun; Olojede, Omolola; Adedoyin, Adesina; Akogun, Oladele (EdTech Hub, 2020)
ZenodoArchiveID: 4706031 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706031 2339240:LNRXZMBD 2405685:RG93WYZD
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

After School Tutoring: Evidence from a Randomized Control Trial - Islam, Asad; Ruthbah, Ummul (Monash Business School, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6UF6IMYI 2339240:9E58WXYL 2405685:CDI2BBT7 2405685:WJ9E799P 2405685:ZWZGL8M9 2534379:Q8FJ88QY

Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic - Islam, Asad; Wang, Liang Choon; Hassan, Hashibul (EdTech Hub, 2022)
During the prolonged school closure due to the Covid-19 pandemic, many children in rural Bangladesh were missing out on formal education. What is more these children had limited access to distance learning modalities such as the internet, television, and radio. To counteract this poor access, this study used the widely accessible modality of mobile phones to deliver a set of audio lessons to primary school students using Interactive Voice Response (IVR). These lessons were developed using the Interactive Radio Instruction (IRI) method. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5721401 10.53832/edtechhub.0070 2339240:CHJR9D5G 2339240:RFJZSHMG 2405685:FE3VBQQW 2405685:NFXKD34I 2405685:PU8D6GXN 2405685:SY9TIAMH
Keywords: _r:AddedByZotZen

Exploring the fundamental factors of digital inequality in Bangladesh - Islam, Muhammad Nazrul; Inan, Toki Tahmid (SAGE Open, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1177/21582440211021407 2339240:C3ZIMHJY 2405685:TDV2W3I9

Use of Technology in Open and Distance Education: A Guideline for the Educational Institutions in Bangladesh - Islam, Saria; Mahmudul, A.S.M. (International Journal of Applied Information Systems, 2016)
KerkoCite.ItemAlsoKnownAs: 10.5120/ijais2016451481 2339240:ICM5ECYQ 2405685:A9QMZE8J

Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic - Islam, Touhidul; Hussain, Maria; Shimul, Shafiun Nahin; Rupok, Rifat Islam; Orthy, S.R.Khan (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5602863 10.53832/edtechhub.0063 2339240:I3JETHDB 2405685:5ZF9VGMK 2405685:6P5Q5IRZ 2405685:BIRTYTRC
Keywords: _r:AddedByZotZen

COVID-19 and the surge of absenteeism in SA schools - ISSAfrica (ISS Africa, 2021)
The impact of higher-than-expected absence rates is significant and will be compounded by a third wave.
KerkoCite.ItemAlsoKnownAs: 2339240:UCM5WNR7 2405685:GD7MXME8

COVID-19 a global crisis for teaching and learning | Teachers Task Force for Education 2030 - ITTE (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UVZXSWQB

2017 Global ICT Development Index - ITU (2017)
KerkoCite.ItemAlsoKnownAs: 2339240:D5MLE5DK 2405685:XYG7DKVM

Guidelines for industry on Child Online Protection - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:AAZGWDQM 2405685:XMM48N2Q

Guidelines for parents and educators on Child Online Protection - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TJFAUIPT 2405685:TMFNVJVN

How broadband, digitization and ICT regulation impact the global economy Global econometric modelling - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9DDP5SW6 2405685:46DEBCB8
Keywords: ⛔ No DOI found

How low cost wireless broadband networks are connecting ‘last-mile’ communities in Djibouti - ITU (ITU News, 2019)
By ITU News Twenty per cent of Djibouti’s homes have access to a computer, while internet access is available to just under 10 per cent of households, according to ITU Data. Within the framework of the Djibouti Vision 2035, the country has embarked on a programme to strengthen its ICT sector with a view to providing quality telecommunication services at
Section: Broadband/Network KerkoCite.ItemAlsoKnownAs: 2339240:PCSI9Z3T 2405685:P3J7K3QM

ICT Country Profiles: Mongolia - ITU (The International Telecommunication Union, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:3GT5TVKL 2405685:256VVLTX

ICT Facts and Figures 2017 - ITU (International Telecommunication Union, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:LN5HMG4D 2405685:CI7Y26G7

Measuring digital development: Facts and figures 2019 - ITU (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:9SG4ANLJ 2405685:AT4EB7GV

The Kio Kit: a digital learning solution engineered in Africa for the world - ITU (ITU News, 2018)
To mark Mobile Learning Week 2018, ITU News caught up with Nivi Sharma, the Managing Director of BRCK (brck.com), whose mission is to connect Africa to the internet, through providing a WiFi infrastructure to allow anyone with a smartphone to have free and open access to the internet.
Section: Emerging Trends KerkoCite.ItemAlsoKnownAs: 2339240:QQLRK37W 2405685:Z52V3UNZ

The Last-Mile Internet Connectivity Toolkit: Solutions to Connect the Unconnected in Developing Countries - ITU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HKULRF7U 2405685:DDY6AGSW

Vodafone Instant Schools platform leverages technology to boost high quality education in Ghana - ITU Digital Inclusion Division (2018)
Library Catalog: digitalinclusionnewslog.itu.int EdTechHub.ItemAlsoKnownAs: 2405685:JTE25BIR

Press release: ITU Telecom World Awards 2016 winners announced... - ITU Telecom World (ITU, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:AJQXZF46 2405685:BZQNBQY8

Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology - Ivala, Eunice; Gachago, Daniela; Condy, Janet; Chigona, Agnes (Journal of Education and Training Studies, 2014)
Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
Publisher: Redfame Publishing Inc, 9450 SW Gemini Drive #99416, Beaverton, OR 97008 KerkoCite.ItemAlsoKnownAs: 10.11114/jets.v2i1.286 2339240:5UUL3KML 2405685:ECTD3I55 2405685:IZMKPN8S 2534378:IEFUXYHR 2534378:KPXZTCDD
Keywords: Case Studies; Cognitive Processes; College Faculty; ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Focus Groups; Foreign Countries; Higher Education; Personal Narratives; Postsecondary Education; Preservice Teachers; Professional Development; Qualitative Research; Reflection; Skill Development; South Africa; Story Telling; Teaching Methods; Technology Uses in Education; Video Technology; __:import:02; __:match:final; __:matched; __:study_id:2096367; __finaldtb

Mixed methods applications in action research - Ivankova, Nataliya V. (Sage, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:KWBAF332 2405685:8FC3BD9U

Face the facts: Internet Watch Foundation Annual Report 2020 - IWF (2020)
The latest data and statistics on what the Internet Watch Foundation (IWF) are doing globally to tackle child sexual abuse images and videos online.
KerkoCite.ItemAlsoKnownAs: 2339240:B9PGUWKJ 2405685:5HFR942H

La Scientificite En Langues Africaines: L’exemple Du Kalabari Et De L’ikwerre - Iyalla-Amadi, Priye; Odungweru, U. S. (AFRREV IJAH: An International Journal of Arts and Humanities, 2015)
KerkoCite.ItemAlsoKnownAs: 2405685:M6HPZKFX 4042040:JEDTST39

The effectiveness of integrating interactive technology in reading comprehension: A case study of Jamaica's grade school - Iyare, Ngozi F.; James, Julia; Amonde, Tom M. (Journal of Information Technology Education: Research, 2018)
Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups – an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students' motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results.
Publisher: Informing Science Institute, 131 Brookhill Court, Santa Rosa, CA 95409 KerkoCite.ItemAlsoKnownAs: 10.28945/4098 2339240:D393J5PP 2405685:57ZK2DLD 2534378:8J9G8HNR 2534378:CCG5NKEW
Keywords: Case Studies; Control Groups; Conventional Instruction; ERIC; Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Students; Experimental Groups; Foreign Countries; Grade 3; Instructional Effectiveness; Jamaica; Mastery Learning; Outcomes of Education; Reading Comprehension; Reading Improvement; Reading Instruction; Teaching Methods; Technology Integration

Will Technology Transform Education for the Better? - J-PAL Evidence Review (Abdul Latif Jameel Poverty Action Lab, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:EP4SDEQI 2405685:9N96VS8X

test - jac, nyili (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5524863 2405685:86XEZU2S
Keywords: _r:AddedByZotZen

Value for money and international development: Deconstructing myths to promote a more constructive discussion - Jackson, Penny (OECD Development Co-operation Directorate, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:TPBV4E5D 2405685:8ILRQE95

Rwandan ed-tech startup BAG Innovation raises $150k seed round - Disrupt Africa - Jackson, Tom (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:UTY2JHU3 2405685:WAIGHFRK

The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review - Jacob, Robin; Parkinson, Julia (Review of Educational Research, 2015)
This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists.
shortDOI: 10/gdtnhh KerkoCite.ItemAlsoKnownAs: 10.3102/0034654314561338 10/gdtnhh 2339240:FBNZXN96 2405685:VYAVG9MW

2020 EdTech Ecosystem: Ghana and Cote D'ivoire - Jacobs Foundation (Jacobs Foundation and Chrysalis, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:83UDVRBX 2405685:LVJMBCWE

Evidence needs to be at the heart of $300 billion global edtech industry - Jacobs Foundation (Jacobs Foundation, 2022)
The Jacobs Foundation calls for a “culture shift”. This follows the launch of a global CHF 40 million initiative for greater collaboration between investors, edtech companies, and premier research institutions to help bridge the gap between research and edtech.
KerkoCite.ItemAlsoKnownAs: 2339240:PP9PDJVU 2405685:5S5PZR3A

PK-12 educators’ requests for teaching during a pandemic - Jacques, Lorraine A; Shrubb, Richard G (EdMedia + Innovate Learning 2020, 2020)
In the spring of 2020, districts across America needed to quickly transition to distance learning in response to the COVID-19 pandemic. Many educators turned to social media for help addressing this change. This study examined posts from a public Facebook group whose purpose was to support teachers during this pandemic to learn what help educators were seeking for emergency distance learning. Findings indicated that most sought resources or activities to support student learning, followed by how to conduct distance education, followed by requests for technical support.
KerkoCite.ItemAlsoKnownAs: 2405685:86LDD3IX
Keywords: ⛔ No DOI found

Targeting within universalism - Jacques, Olivier; Noel, Alain (Journal of European Social Policy, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1177/0958928720918973 2339240:4RNKX4CG 2405685:PUWB7MI7

The role of nongovernmental organizations in primary education: a study of six NGOs in India - Jagannathan, Shanti (Robert McNamara Fellowships Program, World Bank Institute, 2001)
KerkoCite.ItemAlsoKnownAs: 2339240:9T4Z9KYJ 2405685:RLLN4D4J

5 Problems with the Draft India Data Accessibility & Use Policy, 2022 - Jain, Anushka (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8UX9JFS7 2405685:T22SXW3W

Systematic literature studies: database searches vs. backward snowballing - Jalali, S; Wohlin, C (Proceedings of the ACM-IEEE international symposium on empirical software engineering and measurement, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1145/2372251.2372257 2405685:5MQKS9RN 2486141:FNQHJ85U

Opportunities for Accelerating Progress on Education for Syrian Children and Youth in Jordan - Jalbout, Maysa (2015)
KerkoCite.ItemAlsoKnownAs: 2339240:27U6PNJA 2405685:G4Z89U99 4803016:JLD9YZHH
Keywords: ⛔ No DOI found

A Study on the Relationship between Self Directed Learning and Achievement in Information Technology of Students at Secondary Level - Jaleel, Sajna; O. M., Anuroofa (Universal Journal of Educational Research, 2017)
Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly. Today, educators are preparing learners for a world we cannot even predict, and self-directed learning has become an essential foundation for 21st century learners. In recent years teachers are giving importance to technology based education such as student centered education, technology based education, hands-on training, lab-based education and e-learning in the classrooms. The underlying rationale seems to be that students are better able to learn when they can control the flow of their experience, or when their learning is "self-directed." Teachers are also has an important place in Self Directed Learning environment. Their constant support and motivation is required for accelerating the effectiveness and also increasing the rate of achievement. Information Technology (IT) is becoming the subject of 21st century, because knowledge in IT plays a crucial role for the daily living. In this paper, the Investigators tried to find out whether there exists any relationship between Self Directed Learning (SDL) and Achievement in Information Technology of Secondary School Students for the total sample and also for the subsample Gender. The Investigators also tried to find out whether there exists any significant difference in the Self Directed Learning and Achievement in Information Technology of Students at Secondary Level based on Gender. Proper statistical techniques were used for collecting, standardizing and analyzing the data.
Publisher: Horizon Research Publishing KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2017.051024 2339240:3ILFWVLV 2405685:D26PQHYD
Keywords: Academic Achievement; Correlation; Independent Study; Information Technology; Secondary School Students; Secondary School Teachers

Lack of internet access in Southeast Asia poses challenges for students to study online amid COVID-19 pandemic - Jalli, Nuurrianti (The Conversation, 2020)
In Southeast Asia like in many other developing regions, a large segment of the population don't have access to the Internet and electronic devices.
KerkoCite.ItemAlsoKnownAs: 2339240:XFH8JWUR 2405685:QX3R6SC8

Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan: A Qualitative Delphi Study of Pashtun Men - Jamal, Aamir (SAGE Open, 2016)
Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...
Publisher: SAGE PublicationsSage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/2158244016663798 2339240:HP4SWVLE 2405685:S943ZV3C

The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid - James, Jeffrey (The Information Society, 2020)
Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes.
KerkoCite.ItemAlsoKnownAs: 10.1080/01972243.2020.1761497 2129771:QT6NI25Q 2339240:3X8K6I3K 2405685:AJKCCYS4 2405685:TDKXCJSI

Developing critical and theoretical approaches to educational technology research and practice - Jameson, Jill (British Journal of Educational Technology, 2019)
shortDOI: 10/gf62hg KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12775 10/gf62hg 2339240:2GDQTIZA 2339240:HWDKX456 2339240:RNTYTJ85 2405685:3X4HSMHB 2405685:UG65PX2M 2405685:UPPL58ZU

The EdTech Hub’s approach to amplifying impact through engagement – The EdTech Hub - Jamieson Eberhardt, Molly (EdTech Hub, 2019)
If you have spent time working in the education sector, you’ll know that even marginal gains are worthy of celebration. Those of us involved in launching the EdTech Hub know this well — from our experience as teachers, researchers, advisers, programme implementers, and civil servants. Nevertheless, we have the ambition to help accelerate progress toward quality education at an unprecedented rate. We of course know that sustainable change often takes time, and we respect hard-earned marginal gains. But what we’re really after is improvement in education outcomes at a pace that matches the urgency of the problem — think millions of children receiving quality education within a decade, not in decades.
shortDOI: 10/ghgngr KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3906791 10/ghgngr 2405685:AGB565DF 2405685:MUPWVYW6
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Investigating the Relationship between Students' Digital Literacy and Their Attitude towards Using ICT - Jan, Salma (International Journal of Educational Technology, 2018)
This study aimed to explore the relationship between secondary school students' digital literacy and their attitude towards using information and communication technology in a private secondary school in Karachi, Pakistan. For this study, the data were collected through survey questionnaire using google forms. The total sample size for this study was 344 secondary school students having almost equal ratio of male and female. On bivariate correlation analysis, digital literacy was found to be associated with students' attitude towards using information and communication technology (ICT) and other ICT related demographics. Further analysis using multiple linear regression analysis showed that digital literacy (DL), use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students' attitude towards using ICT.
Publisher: International Society for Educational Technology KerkoCite.ItemAlsoKnownAs: 2339240:GN89MJ8X 2405685:YJQ7SI9N
Keywords: Computer Literacy; Educational Technology; Foreign Countries; Handheld Devices; Incidence; Secondary School Students; Student Attitudes; Student Characteristics; Technological Literacy; Technology Uses in Education; Telecommunications; Training; ⛔ No DOI found

Investigating the relationship between students’ digital literacy and their attitude towards using ICT - Jan, Salma (International Journal of Educational Technology, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:83946ZQQ 2405685:GXYYF63V
Keywords: ⛔ No DOI found

Reciprocity among Farmers in Farming System Research: Application of Social Network Analysis - Jana, Rabindranath; Bandyopadhyay, Suraj; Choudhuri, Anil K. (Journal of Human Ecology, 2013)
In course of agricultural activities, farmers interact among themselves to fulfill different kinds of needs, such as getting advice regarding cultivation, obtaining appropriate seeds and plants, getting tools and implements, etc. On the basis of data to whom a farmer sends requests for such help and whether the farmer receives the required help, one can build a social network of help, whether simple or weighted, in agricultural production. The paper intends to study variation in measures of reciprocity among the farmers of the two villages in respect of different activities for agricultural production. For the study, two villages Madhya-Uttar and Astabari consisting of 88 and 79 households respectively were selected from unirrigated, rainfed area in the south-eastern region of the district of East Medinipur of West Bengal. To collect the required data, open-ended check lists were employed. A standardized graph theoretic measure (s3-measure) of reciprocity was applied to carry out social network analysis. In both the villages, values of reciprocity measures for seeds/plants and tools/implements exchange were more than that for advice giving; the measure for the network of agricultural activities as a whole was also greater than the network for social aspects. In case of all networks, values of s3-measure for the village Madhya-Uttar were much higher than Astabari. It indicates that the farming households of a network having greater value of s3-measure are more inter-dependent among themselves in agricultural production.
Publisher: Routledge _eprint: https://doi.org/10.1080/09709274.2013.11906552 zotzenLib.CopiedFrom: 2339240:FI73YH85 KerkoCite.ItemAlsoKnownAs: 10.1080/09709274.2013.11906552 2339240:FI73YH85 2405685:8VW4AE3P
Keywords: In-degree; Out-degree; Reciprocal Pair; Simple and Weighted Social Networks; s3-measure

Data or bread? A policy analysis of student experiences of learning under lockdown - Jansen, J. (Southern African Review of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VTN5WEHF 2405685:EIV33BLC
Keywords: ⛔ No DOI found

Decolonisation in Universities: The politics of knowledge - Jansen, Jonathan (Wits University Press, 2019)
Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities.
KerkoCite.ItemAlsoKnownAs: 2405685:ZNXFPM2C

Rumie Management Center (RMC): Product Documentation - Janzen, Tiffany; Chugh, Manav (Rumie, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:B6MZUYHT

Mobile learning for teachers in Latin America: exploring the potential of mobile technologies to support teachers and improve practice - UNESCO Digital Library - Jara, Ignacio; Claro, Magdalena; Martinic, Rodolfo (2012)
KerkoCite.ItemAlsoKnownAs: 2339240:KRJHMC8K 2405685:5DZ5M8LX

Parenting in Bangladesh: A Review of the Literature from 2006 to 2018 - Jasmine, Umme Habiba; Nduna, Mzikazi (Journal of Comparative Family Studies, 2022)
This study was a point of departure for future research on the need for a coherent understanding and knowledge of parenting in Bangladesh. This article presents the findings from an integrative research review on parenting in Bangladesh. A comprehensive search conducted in PubMed, Science Direct, and PsychINFO using the keywords “parenting”, “childcare”, “motherhood”, “fatherhood”, “mothering”, “fathering”, each paired with “Bangladesh” yielded 246 articles. Twenty papers published between 2006 and 2018 were selected for thematic analysis based on pre-set criteria. In most studies, the term mother was used interchangeably with parent, with mothers regarded as the primary caregiver. Parenting in the Bangladeshi context was found to be conceptualized primarily in terms of attitudes, disciplinary practices, feeding, parent–child interaction, and psychosocial stimulation. Parenting components aimed at moral development and attachment building in children were underrepresented. The data revealed largely inconsistent and uncoordinated discussions of parental practices, demonstrating the lack of a holistic approach in the literature in Bangladesh. Research on parenting in Bangladesh favors gendered assumptions of females as the primary caregiver. Based on their findings, the authors recommend qualitative studies to better reflect and conceptualize the concept of parenting in Bangladesh.
Publisher: University of Toronto Press KerkoCite.ItemAlsoKnownAs: 10.3138/jcfs-2021-0071 2339240:9PP366GD 2405685:WCUZM8QA
Keywords: Bangladesh; gendered role; integrative review; literature review; mother; mère; parentalité; parenting; revue de littérature; revue intégrée; rôle genré

Education - Jazz Foundation (2020)
Committed towards a more educated nation
Library Catalog: www.jazzfoundation.com.pk KerkoCite.ItemAlsoKnownAs: 2339240:DPXV8FUI 2405685:88JEN9RT 2405685:PTQH72J9

Digital Citizenship in Pakistan - Jeffrey, Roger; Oberlander, Jon; MacDonald, Stuart; Bhatti, Feyza (British Council, 2016)
KerkoCite.ItemAlsoKnownAs: 2405685:XR7EPNN4

From Theory to Practice: Open Government Data, Accountability, and Service Delivery - Jelenic, Michael Christopher (2019)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-8873 2339240:LXXRK6IW 2405685:QEFZPG9K

Impact of Covid-19 on the right to education In Kenya - Jelimo, Catherine (Right to Education Initiative, 2020)
On March 15, 2020, the Kenyan government abruptly closed all schools and colleges nationwide in response to COVID-19, disrupting nearly17 million learners countrywide. The closure of institutions not only affected learners and teachers but it also brought forth numerous economic and social issues, including interrupted and loss of learning, education exclusion, homelessness, nutrition and economic crisis, childcare challenges and increase in teenage pregnancy cases, financial cost implication to households, and sexual exploitation among others.
KerkoCite.ItemAlsoKnownAs: 2339240:ECQGDC2K 2405685:Y863GBYM

Impact of pandemic COVID-19 on education in India - Jena, Pravat Kumar (International Journal of Current Research (IJCR), 2020)
The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students’ life. Around 32 crore learners stopped to move schools/colleges and all educational activities halted in India. The outbreak of COVID-19 has taught us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms with technologies, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 on education are discussed and some fruitful suggestions are also pointed to carry out educational activities during the pandemic situation.
KerkoCite.ItemAlsoKnownAs: 10.24941/ijcr.39209.07.2020 2339240:I4N7M2UM 2405685:8CAGU4TB
Keywords: COVID-19; Education; Govt. of India; impact; ⚠️ Invalid DOI

5 actions to help bring the most marginalized girls back to school after COVID-19 - Jenkins, Robert; Winthrop, Rebecca (The Brookings Institution, 2020)
Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2339240:7FI6B94F 2339240:85E3JA7E 2405685:924ECFFX 2405685:HZXBSR62 2405685:SI86DHRX

Employment Structure and the Rise of the Modern Tax System - Jensen, Anders (National Bureau of Economic Research, 2019)
This paper studies how the transition from self-employment to employee-jobs over the long run of development explains growth in income tax capacity. I construct a new database which covers 100 household surveys across countries at different income levels and 140 years of historical data within the US (1870-2010). Using these data, I first establish four new stylized facts: 1) within country, the share of employees increases over the income distribution, and increases at all levels of income as a country develops; 2) the income tax exemption threshold moves down the income distribution as a country develops, tracking employee growth; 3) the employee share above the tax exemption threshold is maximized and remains constantly high; 4) movements in the tax exemption threshold account for the observed variation in tax collection across development. These findings are consistent with a model where a high employee share is a necessary condition for effective taxation and where the rise in income covered by information trails through increases in employee shares drives expansion of the income tax base. To provide a causal estimate of the impact of employee share on the exemption threshold, I study a state-led US development program implemented in the 1950s-60s which shifted up the level of employee share. The identification strategy exploits within-state changes in court-litigation status which generates quasi-experimental variation in the effective implementation date of the program. I find that the exogenous increase in employee share is associated with an expansion of the state income tax base and an increase in state income tax revenue.
KerkoCite.ItemAlsoKnownAs: 10.3386/w25502 2339240:BWCVJY8N 2405685:AQK6W3IH 4656463:PRFXGI88

A systematic literature review of the use of Semantic Web technologies in formal education - Jensen, Jesper (British Journal of Educational Technology, 2019)
This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck-Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development.
shortDOI: 10/gf5f68 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12570 10/gf5f68 2339240:PJ8XJQ83 2405685:IC2U23KL
Keywords: Reviewed

The (Perceived) Returns to Education and the Demand for Schooling - Jensen, Robert (The Quarterly Journal of Economics, 2010)
Economists emphasize the link between market returns to education and investments in schooling. Though many studies estimate these returns with earnings data, it is the perceived returns that affect schooling decisions, and these perceptions may be inaccurate. Using survey data for eighth-grade boys in the Dominican Republic, we find that the perceived returns to secondary school are extremely low, despite high measured returns. Students at randomly selected schools given information on the higher measured returns completed on average 0.20–0.35 more years of school over the next four years than those who were not.
KerkoCite.ItemAlsoKnownAs: 10.1162/qjec.2010.125.2.515 2339240:6Q7DVDFN 2405685:GXFXFEJM

Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? - Jeong, Heisawn; Hmelo-Silver, Cindy E. (Educational Psychologist, 2016)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/00461520.2016.1158654 2339240:66AMP8HW 2405685:WZMNBHSH

How school closures during COVID-19 further marginalize vulnerable children in Kenya - Jepkemei, Damaris Seleina Parsitau and Evelyn (Brookings, 2020)
School closures in Kenya have devastating consequences for marginalized learners.
KerkoCite.ItemAlsoKnownAs: 2339240:BJT5G6NK 2405685:Y5TYRMPX

Development of digital diary for enhanced parental school involvement in Tanzania - Jeremiah, Sekione R.; Mtebe, Joel S. (The African Journal of Information Systems, 2018)
The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4% of parents and 96.7% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement.
KerkoCite.ItemAlsoKnownAs: 2339240:W5QVIB2S 2405685:BYLMXZHB
Keywords: ⛔ No DOI found

Enhancement of Science Performance through Computer Assisted Instruction among Selected Secondary School Learners in Kenya | Dr. Samuel N Jesse - Academia.edu - Jesse, Samuel (2014)
KerkoCite.ItemAlsoKnownAs: 2339240:PZPJ3Y73 2405685:SFD4AHGW

Community Engagement in Education Programs - Jessee, Cassandra (2011)
KerkoCite.ItemAlsoKnownAs: 2339240:S4HYM6GG 2405685:QTL6YHDD
Keywords: ⛔ No DOI found

SiLearn: an intelligent sign vocabulary learning tool - Jestin, Joy; Kannan, Balakrishnan; Sreeraj, M (Journal of Enabling Technologies, 2019)
Purpose Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern technology can be utilized fruitfully to find solutions to the learning difficulties experienced by the deaf. The purpose of this paper is to present SiLearn – a novel technology based tool for teaching/learning sign vocabulary.Design/methodology/approach The proposed mobile application can act as a visual dictionary for deaf people. SiLearn is equipped with features that can automatically detect both text and physical objects and convert them to their corresponding signs. For testing the effectiveness of the proposed mobile application quantitative analyses were done. Quantitative analysis is based on testing a class of 28 students belonging to St Clare Oral School for the Deaf, Kerala, India. This group consisted of 17 boys and 11 girls. Analysis was also done through questionnaire. Questionnaires were given to teachers, parents of deaf students learning sign language and other sign language learners.Findings Results indicate that as SiLearn is very effective in sign vocabulary development. It can enhance vocabulary learning rate considerably.Originality/value This is the first time that artificial intelligence (AI) based techniques are used for early stage sign language learning. SiLearn can equally be used by children, parents and teachers for learning sign language.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JET-03-2019-0014 2339240:3TIFN8RY 2339240:XBVND93J 2405685:KRCC2J5F 2405685:XGY53UE5
Keywords: Assistive technology; CALL; Deaf education; Learning technology; Mobile-assisted language learning; Sign language

Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia - JICA (Japan International Cooperation Agency, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2339240:RC54QSKZ 2405685:4MTLKFBX 2405685:JEGDNZCT
Keywords: ___working_potential_duplicate

Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia - JICA (Japan International Cooperation Agency, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:239E56EY 2405685:4MTLKFBX
Keywords: ___working_potential_duplicate

Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew (2018)
KerkoCite.ItemAlsoKnownAs: 2317526:EYC6GBR4 2339240:IIS8RA6V 2405685:Z5JFW6JH UA-13cdba5f-8af7-4414-ad70-592098eeea4b
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; publicImportV1

A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning - Jobe, William (Open Praxis, 2013)
This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.
KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.4.86 2339240:Q7HX7UH7 2405685:KHRJVC79

Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings - Joe, Hye-Kyoung; Hiver, Phil; Al-Hoorie, Ali H. (Learning and Individual Differences, 2017)
shortDOI: 10/f9t33t KerkoCite.ItemAlsoKnownAs: 10.1016/j.lindif.2016.11.005 10/f9t33t 2339240:LWSDXNMM 2405685:U9X4ME39

Education in Sub-Saharan Africa - John, Doe; Jane, Doe (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6798426 2405685:ZM55V7KM
Keywords: _r:AddedByZotZen

Data Collection Strategies in Mixed Methods Research - Johnson, Burke; Turner, Lisa A. (SAGE, 2003)
Johnson, B. and Turner, L.A. (2003) Data Collection Strategies in Mixed Methods Research. In: Tashakkori, A.M. and Teddlie, C.B., Eds., Handbook of Mixed Methods in Social and Behavioral Research, SAGE Publications, Thousand Oaks, 297-319.
Google-Books-ID: F8BFOM8DCKoC KerkoCite.ItemAlsoKnownAs: 2339240:TABBLHJ3 2405685:QBEU7PW5
Keywords: Social Science / Folklore & Mythology; Social Science / Research

The Automation of Management and Business Science - Johnson, C.D.; Bauer, BC; Niederman, F. (Academy of Management Perspectives, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5465/amp.2017.0159 2405685:ITCCF5GH 2486141:RS9IM5JJ
Keywords: _Added-ailr-2024

A longitudinal study of learning, progression, and personal growth in Sierra Leone - Johnson, David; Hsieh, Jenny (University of Oxford, 2019)
EdTechHub.ItemAlsoKnownAs: 2405685:A2EVGSWW

Implementing a one-to-one iPad program in a secondary school - Johnson, Donald P (UNIVERSITY OF NEBRASKA AT OMAHA, 2014)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:D4DRDZCV 2405685:948MY8YX

Ecological Systems, Complexity, and Student Achievement: Towards an Alternative Model of Accountability in Education - Johnson, Eileen S. (School Leadership Review, 2008)
KerkoCite.ItemAlsoKnownAs: 2339240:R2BS8Z3Z 2405685:UPKJH3ZY
Keywords: ⛔ No DOI found

The achievement gap phenomenon: a practical application of modeling & simulation - Johnson, John J.; Padilla, Jose; Diallo, Saikou Y. (Proceedings of the Annual Simulation Symposium, 2018)
The academic achievement gap is a persistent phenomenon in U.S. education system despite a long history of efforts and billions of dollars spent to correct it. Literature abounds with theories about why the gap exist, such as: student self-perception, parent involvement, teacher quality, and others. Model based approaches have been used to understand various aspects of the phenomenon. However, no models were identified that consider a comprehensive set of theories, and is specifically designed to investigate potential policies and strategies for reducing the gap. We build such a model using a methodology that includes: a) Modeling and Simulation-System Development Framework (MS-SDF); b) Systems Modeling Language (SysML); and c) a Systems Dynamics approach. Preliminary findings indicate that concepts from prevailing theories about the achievement gap can be accurately represented in a single system dynamics model. We also identify key stakeholders, functions, and variables affecting the achievement gap.
KerkoCite.ItemAlsoKnownAs: 2405685:7RAEZQ9S 2405685:IN6SRBXL
Keywords: M&S system development framework (MS-SDF); achievement gap; modeling and simulation; system dynamics; systems modeling language (SysML)

NMC Horizon Report: 2014 Library Edition - Johnson, L.; Adams Becker, S.; Estrada, V.; Freeman, A. (Austin, Texas: The New Media Consortium, 2014)
00000 EdTechHub.Source: 2129771:2YTC5G25 KerkoCite.ItemAlsoKnownAs: 2129771:2YTC5G25 2405685:P5B5CRCC
Keywords: NOTdocs.opendeved.net

Toward a definition of mixed methods research - Johnson, R. Burke; Onwuegbuzie, Anthony J.; Turner, Lisa A. (Journal of mixed methods research, 2007)
shortDOI: 10/fksqf8 KerkoCite.ItemAlsoKnownAs: 10.1177/1558689806298224 10/fksqf8 2339240:95XZTNSZ 2405685:BSAC8M3C

Mixed Methods Research: A Research Paradigm Whose Time Has Come - R. Burke Johnson, Anthony J. Onwuegbuzie, 2004 - Johnson, R.B.; Onwuegbuzie, A.J. (2004)
The purposes of this article are to position mixed methods research (mixed research is a synonym) as the natural complement to traditional qualitative and quantitative research, to present pragmatism as offering an attractive philosophical partner for mixed methods research, and to provide a framework for designing and conducting mixed methods research. In doing this, we briefly review the paradigm “wars” and incompatibility thesis, we show some commonalities between quantitative and qualitative research, we explain the tenets of pragmatism, we explain the fundamental principle of mixed research and how to apply it, we provide specific sets of designs for the two major types of mixed methods research (mixed-model designs and mixed-method designs), and, finally, we explain mixed methods research as following (recursively) an eight-step process. A key feature of mixed methods research is its methodological pluralism or eclecticism, which frequently results in superior research (compared to monomethod research). Mixed methods research will be successful as more investigators study and help advance its concepts and as they regularly practice it.
KerkoCite.ItemAlsoKnownAs: 2339240:8TFE26KI 2405685:JZHMXX68
Keywords: ⛔ No DOI found

Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting - Johnson, Stacy R.; Finlon, Kristy J.; Kobak, Roger; Izard, Carroll E. (Early Childhood Education Journal, 2017)
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.
shortDOI: 10/gbjks7 KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-016-0790-1 10/gbjks7 2405685:5SRMZ3SD
Keywords: Classroom quality; Head Start; Peer coaching; Professional development; Professional learning communities; Student–teacher interactions

MOOCs Feasibility Study: Demand among Teachers in Rural Ghana. - Johnston, Jamie (Society for Research on Educational Effectiveness, 2016)
KerkoCite.ItemAlsoKnownAs: 2339240:S2KSUDLJ 2405685:MYTSC7NJ
Keywords: ⛔ No DOI found

Effectiveness of Interactive Satellite-Transmitted Instruction: Experimental Evidence from Ghanaian Primary Schools. CEPA Working Paper No. 17-08. - Johnston, Jamie; Ksoll, Christopher (Stanford Center for Education Policy Analysis, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:SVCWDI45 2405685:8DZ8SPJV
Keywords: ⛔ No DOI found

Can cost-effectiveness analysis integrate concerns for equity? Systematic review - Johri, Mira; Norheim, Ole Frithjof (International Journal of Technology Assessment in Health Care, 2012)
OBJECTIVES: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA). METHODS: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed. RESULTS: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis. CONCLUSIONS: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.
KerkoCite.ItemAlsoKnownAs: 10.1017/s0266462312000050 10/f3xtd7 2339240:IWXV98J3 2405685:PSE2A7W4
Keywords: Canada; Cost-Benefit Analysis; Decision Support Techniques; Health Resources; Health Services Accessibility; Health Status Disparities; Humans; Quality-Adjusted Life Years; Social Justice; Social Welfare

Policy-making as discourse: a review of recent knowledge-to-policy literature - Jones, Harry (Overseas Development Institute, 2009)
KerkoCite.ItemAlsoKnownAs: 2339240:ETMVZP8E 2405685:85MXGEIF

Taking responsibility for complexity - Jones, Harry (ODI, 2011)
This Briefing Paper reviews the implications of complexity for policy and programme implementation. It aims to give readers the tools to decide when a problem is complex, outline why this matters and provide guidance on how to achieve results in the face of complexity.
KerkoCite.ItemAlsoKnownAs: 2339240:JX3U5B4V 2405685:L4GGZMFG

Taking responsibility for complexity: how implementation can achieve results in the face of complex problems - Jones, Harry (ODI, 2011)
OCLC: 837825712 KerkoCite.ItemAlsoKnownAs: 2339240:EGQINSQ2 2405685:7YN765SC
Keywords: ___working_potential_duplicate

Taking responsibility for complexity: how implementation can achieve results in the face of complex problems - Jones, Harry (ODI, 2011)
OCLC: 837825712 KerkoCite.ItemAlsoKnownAs: 2339240:QQXBCULW 2405685:AF54SH5L
Keywords: ___working_potential_duplicate

Knowledge, policy and power in international development: a practical framework for improving policy - Jones, Harry; Jones, Nicola; Shaxson, Louise; Walker, David (Overseas Development Institute, 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:X8KS8DJM 2405685:A3T226WU
Keywords: ⛔ No DOI found

Higher education and its communities: Interconnections, interdependencies and a research agenda - Jongbloed, Ben; Enders, Jürgen; Salerno, Carlo (Higher Education, 2008)
Universities everywhere are being forced to carefully reconsider their role in society and to evaluate the relationships with their various constituencies, stakeholders, and communities. In this article, stakeholder analysis is put forward as a tool to assist universities in classifying stakeholders and determining stakeholder salience. Increasingly universities are expected to assume a third mission and to engage in interactions with industrial and regional partners. While incentive schemes and government programmes try to encourage universities to reach out more to external communities, some important barriers to such linkages still remain. To fulﬁl their obligation towards being a socially accountable institution and to prevent mission overload, universities will have to carefully select their stakeholders and identify the ‘right’ degree of differentiation. For the university, thinking in terms of partnerships with key stakeholders has important implications for its governance and accountability arrangements. For the future of the universities we foresee a change towards networked governance and arrangements to ensure accountability along the lines of corporate social responsibility. In order to further explore some of these concepts and to empirically investigate the tendencies suggested here, this article proposes an ambitious research agenda for tackling the emerging issues of governance, stakeholder management and higher education’s interaction with society.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10734-008-9128-2 2339240:ECNFVUP2 2405685:LFR7BP53

Curriculum flexibility in a blended curriculum - Jonker, Herma; März, Virginie; Voogt, Joke (Australasian Journal of Educational Technology, 2020)
This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.4926 2339240:Z5GJEGTU 2405685:ZMFNPWV4
Keywords: blended curriculum; case study research; collaborative design; curriculum flexibility; curriculum implementation; perceived curriculum; qualitative research

Automating data extraction in systematic reviews: a systematic review - Jonnalagadda, Siddhartha R.; Goyal, Pawan; Huffman, Mark D. (Systematic Reviews, 2015)
Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-015-0066-7 2405685:QJYZ8NIZ 2486141:GXAXBYC9 2486141:XDDV9J4H
Keywords: Conditional Random Field; Data Element; PubMed Abstract; Support Vector Machine; Systematic Review Process; _Added-ailr-2024

Low-tech personalised learning to improve girls' education in Kenya. - Jordan, K; Damani, K; Khagame, P; Mongeau, C; Mumbi, A; Myers, C; Njuguna, L; Otieno, J; Zhao, A (EdTech Hub and M-Shule, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:M7HVSHJG 2405685:KN2IBMDV

Covid-19 school closures in low- and middle-income countries: Emergent perspectives on the role of educational technology - Jordan, Katy (Journal of Learning for Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2BDLYTUP 2339240:DFHS5PI3 2339240:JTUAX3R7 2339240:V7VSHKVT 2405685:AVYK5T2I 2405685:BVFLF8QP 2405685:J7AK3RMI 2405685:JV429XI7
Keywords: COVID-19; ___working_potential_duplicate; digital divide; education in emergencies. education systems; educational technology; ⛔ No DOI found

How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review - Jordan, Katy (Technology, Pedagogy and Education, 2023)
In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.
Accepted: 2022-05-18T23:30:06Z Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.84697 2405685:8XW8JR6H

Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity - Jordan, Katy (EdTech Hub, 2019)
shortDOI: 10/ghgnf5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3581041 10/ghgnf5 2405685:YXIGT4W9
Keywords: LP: English; R:Literature review; systematic review; _DOILIVE; _EdTechHub_Output; _zenodoETH

Learners and Caregivers' Barriers and Attitudes to SMS-based Mobile Learning in Kenya: Key findings from a telephone survey - Jordan, Katy; Damani, Kalifa; Myers, Christina; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7689021 ZenodoArchiveConcept: 7689020 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7689021 10.53832/edtechhub.0162 2405685:FQV2DUEH 2405685:JV87UGDX
Keywords: _r:AddedByZotZen

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya - Jordan, Katy; Damani, Kalifa; Myers, Christina; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia (African Educational Research Journal, 2023)
The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.114.23.088 2405685:6BR2KK45

The Use of SMS and Other Mobile Phone-based Messaging to Support Education at Scale: A Synthesis of Recent Evidence - Jordan, Katy; Damani, Kalifa; Myers, Christina; Zhao, Annette (Proceedings of the Tenth ACM Conference on Learning @ Scale, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1145/3573051.3596172 2339240:YW4HVVTD 2405685:82DMJDK6 2405685:ZBTT8ST5

Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. During this time of crisis, education will not be business as usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In this discussion paper, we explore some of the key constraints of using EdTech at scale to support education in low - income countries at a time of crisis, and highlight the opportunities that have so far emerged, in a rapidly - changing context. We draw upon evidence and examples to inform policy and programming decisions, moving from the initial emergency response to building resilience in the longer term, and planning to diagnose and treat the learning gaps that have emerged during the crisis.
ZenodoArchiveID: 5652036 Dates: 13-11-2020 — Actualizado el 09-01-2021 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652036 10.6018/red.453621 2405685:2BIQKP9C 2405685:IVHRNTQ7 2405685:L7Y5JD68 2405685:ZXQZ3FVV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; países de bajos ingresos

EdTech evidence for Covid-19 response: Rapid evidence reviews of EdTech use in low-income and crisis contexts - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5512134 2405685:8M6GXINE 2405685:JGTWVQI4
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Messaging Apps, SMS, and Social Media: A Rapid Evidence Review - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic.
ZenodoArchiveID: 4556938 PreviousDOI: 10.5281/zenodo.4058181 PreviousDOI: 10.5281/zenodo.4477015 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4058181 10.5281/ZENODO.4556938 10.5281/zenodo.4477015 10.5281/zenodo.4556938 2339240:8QFLYEYK 2339240:ATYZFQ8R 2339240:CUBEJEWS 2339240:LCAUL9ZC 2339240:NISQD6JT 2339240:T2Z992XW 2339240:XMQV9Y56 2339240:YGQCMSDP 2405685:2GE8ESCR 2405685:4G8DT7ZB 2405685:4JM6QWPH 2405685:5NMCR3LL 2405685:EQVI8NMV 2405685:IU849P3E 2405685:MMTHETFR 2405685:PY3CXCH9 2405685:QSD5LYSF 2405685:XHBPFYVC 2405685:Z7P9NRWJ
Keywords: Covid-19; LMICs; SMS; Social media; TPD; WhatsApp; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; educational technology; mobile learning; refugee education; teacher professional development; text message; ⛔ No DOI found

EdTech and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls? - Jordan, Katy; Myers, Christina (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5874080 2405685:9RGDIIHD
Keywords: _r:AddedByZotZen

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? - Jordan, Katy; Myers, Christina (2022)
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender [7]. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019.We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.
Accepted: 2022-04-25T08:00:57Z Publisher: Faculty of Education KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.83829 2405685:7AGRDYVW 4042040:KV9QJ46Q

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? - Jordan, Katy; Myers, Christina (Proceedings of the Ninth ACM Conference on Learning @ Scale, 2022)
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.
KerkoCite.ItemAlsoKnownAs: 10.1145/3491140.3528305 2405685:M9L6E934
Keywords: educational technology; equity; gender; girls education; international development; low- and middle-income countries

A Country-Level Research Review: EdTech in Tanzania - Jordan, Katy; Proctor, Jamie; Koomar, Saalim; Bapna, Akanksha (Zenodo, 2021)
This document presents a review of the research landscape in Tanzania in relation to EdTech research focused on learners, teachers, or systems at the level of school-based education, excluding higher education (HE). The review draws upon the research literature, policy documents, grey literature, and interviews with key stakeholders in order to present an overview of the research landscape in Tanzania. There is a substantial body of relevant EdTech research which has been undertaken in Tanzania in the past decade. Eighty research articles were identified for inclusion in the review. This document provides an overview of trends in this literature and key actors and projects, and provides a specific focus upon existing research which relates to EdTech Hub’s ‘high-potential evidence gaps’ (HPEG) framework. In combination with political economy analysis, three areas for future research which would be practical and likely to have high impact are identified and described.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4618376 10.5281/zenodo.5652060 2339240:F8ER2X27 2339240:KZ7L8K2X 2339240:YKGMJASP 2405685:3F4ASVFA 2405685:IA77HHMV 2405685:RQGJRKVS 2405685:TYZ4Y65R 2405685:VRE5DB5K
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

Supporting Open Data Kit - Joseph, Dan (Missing Maps, 2019)
KerkoCite.ItemAlsoKnownAs: 2405685:6ATM7QAX 2486141:IECBUB9S

Gender and the digital divide across urban slums of New Delhi, India: cross-sectional study - Joshi, Ashish; Malhotra, Bhavya; Amadi, Chioma; Loomba, Menka; Misra, Archa; Sharma, Shruti; Arora, Arushi; Amatya, Jaya (Journal of Medical Internet Research, 2020)
KerkoCite.ItemAlsoKnownAs: 10.2196/14714 2339240:A7GB5YPH 2405685:NVSJDCC9

The Efficacy of Low Vision Devices for Students in Specialized Schools for Students who are Blind in Kathmandu Valley, Nepal - Joshi, Mahesh R.; Yamagata, Yoshitaka; Akura, Junsuke; Shakya, Suraj (Journal of Visual Impairment & Blindness, 2008)
In Nepal, children with low vision attend specialized schools for students who are totally blind and are treated as if they were totally blind. This study identified children with low vision and provided low vision devices to them. Of the 22% of the students in the school who had low vision, 78.5% benefited from the devices. Proper devices and counseling improved the quality of life of a significant number of these students.
KerkoCite.ItemAlsoKnownAs: 10.1177/0145482X0810200706 2339240:NAYABQLP 2405685:KZELTSAK

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2339240:ZNYWJ9PF 2405685:7HSIXMSV
Keywords: ___working_potential_duplicate

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:AN5GA9QR
Keywords: ___working_potential_duplicate

Mobile phone use in two secondary schools in Tanzania - Joyce-Gibbons, Andrew; Galloway, David; Mollel, Andrew; Mgoma, Sylvester; Pima, Madeleke; Deogratias, Enos (Education and Information Technologies, 2018)
Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-017-9586-1 2339240:FRIFJCLC 2405685:Q6LX8W5X

Bridging the Gap Between Research and Practice: Predicting What Will Work Locally - Joyce, Kathryn E.; Cartwright, Nancy (American Educational Research Journal, 2020)
This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (?It worked?) but provide little basis for local effectiveness predictions (?It will work here?), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalization (?It works?) is unrealistic and urge focusing research efforts directly on how to build local effectiveness predictions. We outline various kinds of information that can improve predictions and encourage using methods better equipped for acquiring that information. We compare our proposal with others advocating a better mix of methods, like implementation science, improvement science, and practice-based evidence.
shortDOI: 10/gghbrt KerkoCite.ItemAlsoKnownAs: 10.3102/0002831219866687 10/gghbrt 2339240:648ANDQ6 2339240:FS7FMAJQ 2339240:MNUSLKYW 2405685:GWCE2WB6 2405685:Q3QL9WD9 2405685:ZS4AFWAV

Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? - Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
ZenodoArchiveID: 4706062 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706062 2339240:IB8GIAAB 2339240:VEARRJJL 2339240:XRVLW2AX 2405685:BR48DF69 2405685:IPAT355N 2405685:SDTIZDHS
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

An overview of ICT for education of refugees and IDPs - Joynes, Chris; James, Zoe (2018)
This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018).
KerkoCite.ItemAlsoKnownAs: 2339240:75ZRE2RA 2339240:J9VYGNUA 2339240:N4VI3AHC 2405685:3Z2JBF58 2405685:UUEEVW9Z 2405685:VSQUMYUI
Keywords: Google Scholar/ "education technology" refugees; RER theme_general; RER theme_pedagogies and modalities; ⛔ No DOI found

Extracting or Empowering?: A Critique of Participatory Methods for Marginalized Populations - Juarez, J. A.; Brown, K. D. (Landscape Journal, 2008)
KerkoCite.ItemAlsoKnownAs: 10.3368/lj.27.2.190 2405685:UN7SIQZR

Closing the Digital Divide: Update From the Early Childhood Longitudinal Study - Judge, Sharon; Puckett, Kathleen; Bell, Sherry Mee (The Journal of Educational Research, 2006)
The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement.
Publisher: Routledge _eprint: https://doi.org/10.3200/JOER.100.1.52-60 KerkoCite.ItemAlsoKnownAs: 10.3200/JOER.100.1.52-60 2339240:V6BL23DF 2405685:N35LVTCM
Keywords: Early Childhood Longitudinal Study; computer access in high- and low-poverty schools; first- and third-grade children; kindergarten

Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial - Jukes, Matthew C. H.; Turner, Elizabeth L.; Dubeck, Margaret M.; Halliday, Katherine E.; Inyega, Hellen N.; Wolf, Sharon; Zuilkowski, Stephanie Simmons; Brooker, Simon J. (Journal of Research on Educational Effectiveness, 2017)
We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya.
shortDOI: 10/gftrwn KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2016.1221487 10/gftrwn 2339240:BHTFCPZY 2339240:NZ4F4CI7 2339240:WQWT3F9T 2405685:8RA9QUBS 2405685:KF3AT824 2405685:L29LKK2H 2405685:NZMWQR53 2405685:ZPZ33ATM 2534378:5AX7B2XZ 2534378:69A797YC 2534378:6YQFC9JR 2534378:DNVP68DF 2534378:JCAY2TT6 2534378:LP5IEPIP 2534378:M4JQTSXE 2534378:NJKCAKUT
Keywords: Africa; Classroom Observation Techniques; Dropout Rate; ERIC; Current Index to Journals in Education (CIJE); Early Childhood Education; Effect Size; Elementary Education; Elementary School Students; Elementary School Teachers; Faculty Development; Foreign Countries; Grade 1; Grade 2; Handheld Devices; Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs; Intelligence Tests; Intervention; Interviews; Kenya; Literacy Education; Maximum Likelihood Statistics; Pretests Posttests; Primary Education; Program Effectiveness; Promising Interventions Are Great; but Are They Enough?; Questionnaires; RCT; Randomized Controlled Trials; Raven Progressive Matrices; Rural Schools; Statistical Analysis; Teacher Improvement; Teaching Methods; Telecommunications; What We Are Learning About Early Education in Sub-Saharan Africa; __:import:01; __:match:final; __:matched; __:study_id:2096051; ___working_potential_duplicate; __finaldtb; early grade reading; literacy instruction

Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools - Jull, Stephen; Swaffield, Sue; MacBeath, John (School Leadership & Management, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/13632434.2013.849679 2339240:A95D5RJ5 2405685:T2ZTFXPD

Study on Role of Radio for Rural Education in Pakistan - Jumani, Nabi Bux (2009)
It was found that the majority of the listeners possessed radio sets and was getting benefit from the educational programmes of radio. The programmes were informative and motivating. The strategies of radio for rural education were appreciable because these infused mobility, widened horizon of rural people and focused attention on the goals and problems of rural people. It could be used to enhance literacy (through distance and non-formal education). The producers/comperes were found keenly interested in their job. It was revealed that priority was given to education and rural development programmes of radio. Programmes needed detail and summary at the end. Furthermore language was not easy. Mobile radio station was needed for rural educational programme to cater to the needs of far flung areas. School broadcast (distance and non-formal teaching) was the need of the day. Social workers/opinion leaders opined that there was need of developing self reliance. Radio provides guidance to rural people in solving the problems of rural development. They felt the need of starting school broadcasting. Radio was being utilized for apprising villagers with their problem. There was need of maintaining more educational programmes. Rural programmes were to be in mother tongue. It was recommended that for educational purposes Radio Pakistan and AIOU may produce programmes which have their strong links/roots in the surroundings of the rural people. Radio schools like Interactive Radio instruction (IRI) may be used for effective teaching learning process in rural areas. Time of educational programmes should be enhanced. Programmes like radio rural forum may be started as well as open broadcasting should be adopted for rural development programme. (Contains 5 tables.)
ISSN: 1302-6488 Issue: 4 Publication Title: Online Submission KerkoCite.ItemAlsoKnownAs: 2339240:6QWQ77L4 2405685:H456VCTC
Keywords: Distance Education; Educational Technology; Foreign Countries; Instructional Effectiveness; Nonformal Education; Radio; Rural Areas; Rural Development; Rural Education; Teaching Methods

In Service Teacher Education in Sub-Saharan Africa: A Synthesis Report - Junaid, Muhammad Ibn; Maka, Francois (Commonwealth Secretariat, 2015)
KerkoCite.ItemAlsoKnownAs: 2339240:DJW6U9BM 2405685:VR6P6AX4

Technology and Teacher Professional Development (TPD): the Process and Content of Microlearning in a School-Based Integrated In-Service Teacher Education (INSET) Project - Junaid, Muhammad Ibn; Ogange, Betty; Allela, Melisa (Commonwealth of Learning (COL), 2019)
Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved.
KerkoCite.ItemAlsoKnownAs: 2405685:AALEIRC2

E-learning tools for public awareness programme education in disaster risk management: Case study of the city of Cape Town disaster risk management centre - Kabaka, Martha; Stoltenkamp, Juliet (Proceedings of the International Conference on e-Learning, ICEL, 2013)
Disaster occurrence around the world has in the past few decades increased at an alarming rate necessitating an urgent need for mitigation strategies. As a result, research has indicated the usefulness of Information Communication Technology (ICT) in disaster risk management. Furthermore, ICT generally plays a critical role in all aspects of disaster risk management such as: early warning prediction; informing and circulating information relating to disasters to communities especially those at risk as promptly as possible and providing communication structures immediately after a disaster occurrence. As part of its planning and precautionary measures in responding to disasters, the City of Cape Town Disaster Risk Management Centre (CoCTDRMC) implements public awareness programmes across the city. The most acclaimed is an annual awareness programme especially for high school learners selected from various schools across the city. The learner participants are expected to act as change agents in their communities. In 2012, learners from twelve different schools across the city benefited from this programme. They were expected to educate families, friends, schoolmates and communities generally on the topical issues surrounding disaster risk management. This study uses a case study approach. Since the target audience of the programme is the youth, there is need to shift towards utilising ICT. The aim of this paper is to look at how e-learning as an ICT tool can be integrated in the implementation of Public Awareness Education Programme (PAEP), so as to target broader audience and create an increased capacity building across the City of Cape Town (CoCT). The examination considers providing tools that are accessible, dependable, resilient and flexible among the residents so as to reach the grassroots levels where communities are mostly affected. The paper considers a combination of tools so as to support behavioural change. Some of the research findings are that, the 2012 programme was very beneficial and successful. Henceforth there is need to target a broader audience, and although the CoCTDRMC does make use of some relevant ICTs, there is need for additional and upgraded technological resources. Also pertinent is the fact that e-learning can play a major role in making sure that a broader audience is reached if applied effectively. The findings of the research are of relevance to the CoCTDRMC and other municipalities across South Africa. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape can also use these findings to develop and implement an e-learning course for both employees of CoCTDRMC and other interested community members. This will guide them on how e-learning can assist in fostering a successful implementation of PAEP across the city.
KerkoCite.ItemAlsoKnownAs: 2405685:JM85NT5X
Keywords: Disaster; Disaster risk management; E-learning; Information communication technology; Public awareness education programme; ⛔ No DOI found

The Tertiary Education Commission Act - Kabbah, President Alhaji Ahmad Tejan (2001)
KerkoCite.ItemAlsoKnownAs: 2405685:URKBLF52

The National Council for Technical , Vocational and other Academic Awards Act - Kabbah, President Alhaji Ahmad Tejan (2001)
KerkoCite.ItemAlsoKnownAs: 2405685:M3MZ2L84

The Polytechnics Act - Kabbah, President Alhaji Ahmad Tejan (2001)
KerkoCite.ItemAlsoKnownAs: 2405685:HMGAWLHC

The Education Act, 2004 - Kabbah, President Alhaji Ahmad Tejan (2004)
KerkoCite.ItemAlsoKnownAs: 2339240:X2LEVVUF 2405685:TI5ZIK8J

The Universities Act - Kabbah, President Alhaji Ahmad Tejan (2005)
KerkoCite.ItemAlsoKnownAs: 2405685:6FAZDP79

Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability - Kabia, Francis; Tarawally, Umaru (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:BI8HMKXI

Assessing pre-service English language teachers' learning using e-portfolios: Benefits, challenges and competencies gained - Kabilan, Muhamad; Khan, Mahbub (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students’ learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers’ practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers’ practices of e-portfolios – (1) developing understanding of an effective teacher’s role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:AAZXN3IC 2405685:AP4J6MBB

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb; auto_merged

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2339240:3Y2E22FB 2405685:YU2SSCNS 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

First Lessons from Our Study: Optimising Messaging for Returns to School - Kably, Nathan; Mitchell, Joel; Zhao, Annette; D'Rozario, Jonny (EdTech Hub, 2023)
This blog examines the valuable insights gained from EdTech Hub's initial research on the use of messaging (primarily text messaging) to assist caregivers in promoting their children's school attendance. In this blog, we delve into the workings of messaging mechanisms and share our study findings. Additionally, we outline critical considerations for those interested in developing a comparable intervention. Read on to learn more...
KerkoCite.ItemAlsoKnownAs: 2339240:4T3GP6TA 2405685:IQRXCPLV

Zim tops Cambridge International exam entries - Kadirire, Helen (Daily News (Zimbabwe), 2020)
ZIMBABWE is delivering the highest number of Cambridge International examinations entries in sub-Saharan Africa and the 10th most entries each year globally, reflecting the growth of Cambridge International qualifications in the country.
EdTechHub.ItemAlsoKnownAs: 2405685:FAKP8C8J

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (2006)
KerkoCite.ItemAlsoKnownAs: 2339240:SWGNG2DL 2405685:VPVQV7I7

Teacher motivation and incentives in Malawi - Kadzamira, Esme Chipo (Centre for Educational Research and Training, University of Malawi, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:5JBMK24W 2129771:5TI4XUFN 2339240:3RTX2ISG 2405685:RYZ5A4F2 4556019:IX6M7P8I 4556019:M4TPZI27 4752638:4I5N2859 4752638:7C6UCMHK
Keywords: C:Malawi; _C:Malawi MWI; ⛔ No DOI found

Can free primary education meet the needs of the poor?: evidence from Malawi - Kadzamira, Esme; Rose, Pauline (International Journal of Educational Development, 2003)
Following elections in 1994, the Government of Malawi embarked on an ambitious programme of free primary education (FPE), resulting in a dramatic increase in enrolment. The paper argues that the policy did not sufficiently consider the ways in which direct and indirect costs of schooling continue to be prohibitive for some households, or the effects that the expansion would have on quality. The relevance of education for the majority of children who receive only a few years of primary schooling is also questioned. The paper suggests that FPE might not be contributing to the achievement of poverty alleviation goals, as intended.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0738-0593(03)00026-9 2339240:RHFDRS6C 2405685:KNBRX6T6
Keywords: Development; Educational policy; Gender; International education; Malawi; Poverty

Impact of Podcasting on Pronunciation Skills of Pre-Service EFL Teachers - Kafes, Huseyin; Caner, Mustafa (Turkish Online Journal of Distance Education, 2020)
This explorative qualitative study investigates EFL freshmen's perception of the impact of creating pronunciation podcasts on their pronunciation skills. The study was conducted with the participation of 80 freshmen, enrolled in a Teaching English as a Foreign Language teacher education program at a Turkish state university. Data were collected through semi-structured interviews, investigator notes, records of dashboard activities, analytics and performance tracking records of the LMS, and podcasts created by the participants as well as the recordings of the peer feedbacks on the discussion board. Analysis of the data was done through content analysis technique, presenting the thematized findings through analytical generalizations. Results have shown that the participants have positive views of creating pronunciation podcasts and that podcasting freed them to a great extent from the spatio-temporal limitations of the classroom, allowing them to study and practice pronunciation at their own convenience. The findings are discussed with reference to pronunciation, recommendations for EFL freshmen are made, and implications are offered.
Publisher: Anadolu University KerkoCite.ItemAlsoKnownAs: 2405685:G4SSNAY6
Keywords: Audio Equipment; College Freshmen; Content Analysis; English (Second Language); Feedback (Response); Foreign Countries; Generalization; Independent Study; Language Teachers; Management Systems; Positive Attitudes; Preservice Teachers; Pronunciation; Pronunciation Instruction; Second Language Instruction; Second Language Learning; Student Attitudes; Teacher Education Programs; Teaching Methods; ⛔ No DOI found

A Typology of Learning Profiles: Tools for Analysing the Dynamics of Learning - Kaffenberger, Michelle (2019)
KerkoCite.ItemAlsoKnownAs: 2339240:B9IPCUC4 2339240:WMRDN7LF 2405685:NX2PDMMP

How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? - Kaffenberger, Michelle (Brookings, 2020)
How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help?
Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2339240:DEVEKDJN 2405685:DXA82W42

A structured model of the dynamics of student learning in developing countries, with applications to policy - Kaffenberger, Michelle; Pritchett, Lant (International Journal of Educational Development, 2021)
Learning trajectories vary amazingly widely across countries, regions, and individual students in dynamic ways. In this paper we develop a parametrized structural model of the dynamics of the learning process and use the model for suggestive policy applications. We first synthesize the existing empirical literature on learning profiles, which suggest a clear set of parameters that formally characterize the learning process. We then calibrate this model of the learning process to reproduce the distribution of observed learning outcomes in low- and middle-income countries. Applying our calibrated model to policy simulations, we find that expanding schooling to universal attainment of basic education without changing the dynamics of the learning process would produce very little additional learning. Adjusting other parameters in the model, however, has large, positive effects. Slowing the pace of curriculum, so that more children can keep up, increases average learning in grade 10 by the learning equivalent of 1.6 years of schooling. Expanding the student skill levels that learn from a given level of instruction to account for within classroom heterogeneity of learning levels increases average grade 10 learning by the equivalent of a full year of schooling. The parameters we use are flexible, to accommodate the learning process in different contexts, and future work could explore additional parameterizations and calibrations for informing plans to improve education systems’ coherence for learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102371 2339240:CA826UNI 2405685:ZMA5UBXJ
Keywords: Dynamics of learning; Education policy; Learning trajectories; Low and middle income countries; Modelling learning

Women's Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain't Learning - Kaffenberger, Michelle; Pritchett, Lant (University of Oxford, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BRHFIQNK 2405685:6L4NU2QP

Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania - Kafyulilo, Ayoub (Education and Information Technologies, 2014)
This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 % of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-012-9207-y 2339240:XSTQQSQK 2405685:SP36ZFFU

The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in Tanzania - Kafyulilo, Ayoub (The African Symposium: An online journal of the African Educational Research Network, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:F9J3FBAD 2405685:JXZKG9EP
Keywords: ⛔ No DOI found

Challenges and opportunities for e-learning in education: A case study - Kafyulilo, Ayoub C. (Handbook of Research on Educational Technology Integration and Active Learning, 2015)
This chapter presents a review of literature on the existing opportunities and challenges of adopting e-learning in education in Tanzania and the possible measures to overcome some challenges. The study also assessed the primary factors contributing to the slow and limited use and integration of tec...
Publisher: IGI Global KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-4666-8363-1.ch015 2339240:LU5HVRJJ 2405685:JKIRKBQJ

Supporting teachers learning through the collaborative design of technology-enhanced science lessons - Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke (Journal of Science Teacher Education, 2015)
This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.
Publisher: Routledge _eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 2339240:G8S6AKP2 2405685:3EYMBZ8B
Keywords: Design teams; Interconnected model of professional growth; Professional development; Support; TPACK; Teachers; Technology

Supporting teachers learning through the collaborative design of technology-enhanced science lessons - Kafyulilo, Ayoub C.; Fisser, Petra; Voogt, Joke (Journal of Science Teacher Education, 2015)
This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation.
Publisher: Routledge _eprint: https://doi.org/10.1007/s10972-015-9444-1 KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-015-9444-1 10/gf7gx7 2339240:BKA45HWC 2339240:F3ZCM7SP 2405685:RNWUSFG4 2534378:325RP7HZ 2534378:8BHL2SZV 2534378:DDGZAF8Q 2534378:U7WD44V7 2534378:UWU5LPCD
Keywords: Design teams; Interconnected model of professional growth; Professional development; Support; TPACK; Teachers; Technology; _Source:Intuitive; _THEME: Open systems; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2425910; __finaldtb

Developing TPACK in science and mathematics teacher education in Tanzania: A proof of concept study - Kafyulilo, Ayoub; Fisser, Petra (Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning, 2019)
Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a ‘proof of concept’ study. Based on experiences in Ghana and Kuwait, a professional development arrangement was developed that incorporated ‘learning technology by design’ to prepare pre-service science and math teachers for using technology in their teaching. The experiences from this study informed the design of a professional development arrangement for practicing science teachers. The iterative design, implementation and evaluation of the professional development arrangements will be presented and discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-20062-6_8 2339240:MQPLNUJN 2405685:Z8QTSILA

ICT use in science and mathematics teacher education in Tanzania: Developing Technological Pedagogical Content Knowledge - Kafyulilo, Ayoub; Fisser, Petra; Pieters, Jules; Voogt, Joke (Australasian Journal of Educational Technology, 2015)
Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Pre- and post-assessment results of the pre-service teachers’ perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching.
Number: 4 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.1240 2339240:7KWSVKXS 2405685:7XN4YDQE
Keywords: TPACK; lesson design; microteaching; reflection; technology integration; training

Factors affecting teachers’ continuation of technology use in teaching - Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke (Education and Information Technologies, 2016)
This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-015-9398-0 2339240:GMCWDGDM 2405685:LCDEJKQW

Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania - Kafyulilo, Ayoub; Fisser, Petra; Voogt, Joke (Education and Information Technologies, 2016)
This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-014-9321-0 10/gf5f4m 2339240:7CEQ93PT 2339240:JGN4RV5I 2339240:UY65BS7S 2405685:JSZJ37ZS 2405685:RUYKREG7 2534378:3QB7Y6QJ 2534378:55Q9N5GF 2534378:56IKE4DH 2534378:7PX4TKVE 2534378:SYZ7CCCB 2534378:ZSZNYZ9S
Keywords: CAREER development; CHEMISTRY education; Computer Software; Computers–Information Science And Information Theory; Cooperation; EDUCATIONAL technology; ERIC; Current Index to Journals in Education (CIJE); Educational technology; Focus Groups; Foreign Countries; In-service science teachers; Interviews; Lesson design in teams; Lesson plans; MICROSOFT PowerPoint (Computer software); Observation; PROFESSIONAL education; Professional Development; Professional development; Questionnaires; Reflection; SCIENCE teachers; SECONDARY schools; Science Instruction; Science Teachers; Science teachers; Secondary Education; Secondary Schools; Secondary school teachers; TPACK; Tanzania; Teaching Methods; Teamwork; Technology Integration; Technology Uses in Education; Technology integration knowledge and skills; Visual Aids; _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Open systems; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2096124; __finaldtb

Teachers’ perspectives on their use of ICT in teaching and learning: A case study - Kafyulilo, Ayoub; Keengwe, Jared (Education and Information Technologies, 2014)
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:S7HE9LX3 2405685:NJSM4MCL

Teachers’ perspectives on their use of ICT in teaching and learning: A case study - Kafyulilo, Ayoub; Keengwe, Jared (Education and information technologies, 2014)
This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning.
Place: Boston Publisher: Springer US KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-013-9259-7 2339240:XQK45BLL 2405685:TXMN39EY
Keywords: Case studies; Communication; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Education; Educational Technology; Information Systems Applications (incl.Internet); Information technology; Learning; Learning strategies; Mathematics; Pedagogy; Science; Student Learning; Study and teaching; Teacher attitudes; Teachers; Teaching; Technology Integration; Technology application; Training; User Interfaces and Human Computer Interaction

Framing student engagement in higher education - Kahu, Ella R. (Studies in Higher Education, 2013)
Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes.
Publisher: Routledge _eprint: https://doi.org/10.1080/03075079.2011.598505 KerkoCite.ItemAlsoKnownAs: 10.1080/03075079.2011.598505 2339240:SLNM8VL4 2405685:TM5FR2BC
Keywords: critique; sociocultural perspectives; student engagement; teaching and learning; theoretical framework

Integrating information communication technology skills in Preschool Education in Kenya - Kaindio, M.P.; Wagithunu, M.N. (Mediterranean Journal of Social Sciences, 2014)
The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers' preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers' attitudes towards ICT need to be addresses first.
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p 2339240:XS6MU4U5 2405685:EEPP4SFL
Keywords: ⚠️ Invalid DOI

Integrating Information Communication Technology Skills in Preschool Education in Kenya - Kaindio, Mauta; Wagithunu, Margaret (Mediterranean Journal of Social Sciences, 2014)
The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers’ preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers’ attitudes towards ICT need to be addresses first. DOI: 10.5901/mjss.2014.v5n5p89
KerkoCite.ItemAlsoKnownAs: 10.5901/mjss.2014.v5n5p89 10/gj37hc 2339240:IKPDXNHI 2405685:ZHP6QFFE

What is Agile Methodology: A primer on moving fast. How high-functioning teams build software - Kaiser, C. (AngelList, 2019)
KerkoCite.ItemAlsoKnownAs: 2339240:G9GN46C3 2405685:4GB5HGKS

The Political Economy of School Education in Post-18th Amendment Balochistan - Kakar, Rafiullah; Saleem, Muhammad; Sarwar, Bilal (2022)
Application of ‘political settlement’ lens reveals that education outcomes aren’t recording major improvements because elite interest is aligned with neither learning nor access. Instead, elite interest is aligned more around patronage politics. Education delivery is driven by short-term, clientelist, political objectives, which are in turn shaped by the highly fragile, exclusive, fragmented and personalized nature of political settlement.
KerkoCite.ItemAlsoKnownAs: 2339240:NPREC8H3 2405685:7UV8F39B 4656463:UBMJGEPP
Keywords: ⛔ No DOI found

Ghana mulls over mobile phone ban in schools - Kaldezi, I (2016)
Ghana’s education service has started a campaign to ban the use of mobile phones in primary and secondary schools. The move, according to the educationists, will enable students to concentrate more on their studies.
Library Catalog: www.dw.com EdTechHub.ItemAlsoKnownAs: 2405685:X46N87KS

Our Journey of Remoulding Data Collection - From Paper to KoboToolbox to Avni - Kale, Smita (2020)
Smita Kale, Monitoring and Evaluation Manager at Shelter Associates, shares about their journey of moving from Paper based data collection to digital systems, first using KoboToolbox and then to Avni.
KerkoCite.ItemAlsoKnownAs: 2405685:K8MU3H94 2486141:LNJNWFR6

Social And Emotional Learning and EdTech: An Evidence Review - Kalifa, , Damani (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5094331 2405685:FNJUHA6J
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education - Kaliisa, Rogers; Picard, Michelle (Australasian Journal of Educational Technology, 2019)
This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.
Number: 6 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.5562 2405685:HRGWJESX 4042040:2SL6HJAA
Keywords: Africa; Mobile learning; equity; higher education; inclusive; policy

Nudging or Nagging? Conflicting Effects of Behavioral Tools - Kalil, Ariel; Liu, Haoxuan; Mayer, Susan; Rury, Derek; Shah, Rohen (SSRN Electronic Journal, 2023)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4318177 2339240:HNT2VXJ7 2405685:5FJWAQY9

Mediamarx: Voice to the Voiceless - Kaliyadan, Ratheesh (Kheda Communication Project, 2012)
Library Catalog: Blogger KerkoCite.ItemAlsoKnownAs: 2339240:X9IWRA2P 2405685:9JZUB7I3 4803016:68RW7YXR

A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools - Kaljee, Linda; Zhang, Liying; Langhaug, Lisa; Munjile, Kelvin; Tembo, Stephen; Menon, Anitha; Stanton, Bonita; Li, Xiaoming; Malungo, Jacob (Psychology, Health & Medicine, 2017)
Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge.
shortDOI: 10/gf62kq KerkoCite.ItemAlsoKnownAs: 10.1080/13548506.2016.1153682 10/gf62kq 2339240:AWSPZW5X 2339240:CIW2LTM9 2339240:K3H4SWYT 2405685:K9JK54CC
Keywords: Sub-Saharan Africa; orphaned and vulnerable children; psychosocial support; randomized controlled trial; schooling and education

Country-level research review: Sierra Leone - Kallon Kelly, Christiana; Koomar, Saalim; Kreimeia, Adam; McBurnie, Chris; Mitchell, Joel; Myers, Christina (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:746WTJF3 2405685:HNVAP5QB
Keywords: dode_eth-src-eth

Responding to the COVID-19 pandemic in Trinidad and Tobago: Challenges and opportunities for teacher education - Kalloo, Rowena Constance; Mitchell, Beular; Kamalodeen, Vimala Judy (Journal of Education for Teaching, 2020)
Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1800407 2405685:3XSGDCJY
Keywords: COVID-19; Teacher education; inequities; online education

Training with ICT for ICT from the trainee’s perspective. a local ICT teacher training experience - Kalogiannakis, Michail (Education and Information Technologies, 2010)
The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice. KeywordsIn-service training-Teachers-ICT-Greece
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-008-9079-3 2339240:T9FFA6HC 2405685:DXHT4AIY

Design of a braille writing tutor to combat illiteracy - Kalra, N.; Lauwers, T.; Dewey, D.; Stepleton, T.; Dias, M. B. (Information Systems Frontiers, 2009)
Less than 3% of the 145 million blind people living in developing countries are literate (Helander, Prejudice and dignity: An introduction to community-based rehabilitation. New York: UNDP 1998). This low literacy rate is partly due to the lack of trained teachers and the challenges associated with learning to write braille on a traditional slate and stylus. These challenges include writing from right to left, writing mirrored images of letters, and receiving significantly delayed feedback. Extensive conversations with the Mathru Educational Trust for the Blind near Bangalore, India, revealed the need for a robust, low-power, low-cost braille writing tutor. We present an iterative and participatory process resulting in the creation and refinement of a prototype braille writing tutor system. This system uses a novel input device to capture a student’s activity on a slate using a stylus and uses a range of techniques to teach braille writing skills to both beginner and advanced students. We report on lessons learned from the implementation of this project and from a 6-week pilot study at Mathru, and outline future directions for improvement.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10796-009-9171-2 2339240:DMTM67T4 2405685:FFILLF45

Comparative Analysis of Personal Data Protection Bill 2020 - Kalyar, Barrister Jannat Ali (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SSQQGN7R 2405685:JVHAYIPE

Mobile learning games for low-income children in India: Lessons from 2004–2009 - Kam, Matthew (In Berge, Z. & Muilenburg, L. (Eds.), Handbook of mobile learning. New York: Routledge. pp. 617–628., 2013)
KerkoCite.ItemAlsoKnownAs: 2339240:CH5ZTEDC 2405685:LRN6BNM9

Investigating ICTs for Education in Marginalized Communities - Kamal, Mehruz; Diksha, Diksha (2019)
The Agenda for Sustainable Development is a universal agenda to eliminate poverty through sustainable development by 2030. When it was adopted in 2015, the international community recognized that education was essential for the success of all seventeen of its goals. Ambitions for education are captured in Sustainable Development Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The United Nations has explicitly stated the importance of using ICTs in achieving educational opportunities. Since then, very few studies have tackled the issue. The findings so far, do not provide detailed guidance on the impact of ICTs in this domain. The purpose of this study is to contribute to this gap by integrating research in the fields of Information Systems, Development studies, and Psychology to understand the factors for facilitating educational objectives through ICTs within marginalized communities.
KerkoCite.ItemAlsoKnownAs: 2339240:AS7RGTC4 2405685:VHKEV9JL
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities; ⛔ No DOI found

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone - Kamanda, Mamusu; Madise, Nyovani; Schnepf, Sylke (International Journal of Educational Development, 2016)
In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2015.09.008 2405685:YPUYEULY
Keywords: Girls’ education; Mothers’ education; School attendance; Sierra Leone

Parental Roles in Provision of Mobility and Educational Resources for Children with Physical Challenges a Case of Joytown Special School, Kiambu County, Kenya - Kamau, Joyce (Journal of Education and Practice, 2017)
Children with physical challenges have developmental needs and rights like other children and due to their exceptionality they call for more attention in provision of adequate quality mobility and educational resources to enhance their holistic development. However, it is apparent that provision of resources to children with physical challenges has not been possible in Kenya due to various factors which are not yet understood. The study drive was to explore parental role in the provision of mobility and educational resources to children who are physically challenged. The study sought to establish parents' involvement in provision of mobility and educational resources. The study was carried out in Joytown Primary School for the Physically Challenged in Thika Town. The school was purposefully selected because it is best suited for the study since it caters for children in the category of special needs being addressed in the study that is physical challenges. Case study design was used. Target population of the study was 100 children with physical challenges, 200 parents and 4 teachers and the head teacher. Stratified random sampling method was employed to arrive at a Sample size of 30 children with physical challenges, purposive and opportunity sampling to arrive at 30 parents and purposive sampling to arrive at 4 teachers. Therefore, the total sample size was 64. The data were collected using various techniques which included questionnaires for the teachers, interview guides for parents and observation guides for children. Collected data were analyzed using both quantitative and qualitative methods. Quantitative methods entailed use of descriptive statistics such as frequencies and percentages which enhanced discussion of qualitative data which was organized into themes and categories and presented in discussion form. The study established that parental involvement in provision of mobility and educational resources is minimal. The main recommendation of the study is that government should have a budgetary allocation meant specifically for purchase of mobility and educational resources and maintenance of facilities since it's a noble course which would ensure that children are actively involved in learning activities therefore enhancing holistic development hence molding children with physical challenges to become self-reliant and productive citizens.
Publisher: IISTE KerkoCite.ItemAlsoKnownAs: 2339240:VXMFTYG8 2405685:8FZZT8ZT
Keywords: Assistive Technology; Case Studies; Child Development; Educational Resources; Elementary School Students; Elementary School Teachers; Foreign Countries; Interviews; Observation; Parent Participation; Parent Role; Physical Disabilities; Physical Mobility; Questionnaires; Resource Allocation; Special Schools; Statistical Analysis; ⛔ No DOI found

Technology adoption in secondary mathematics teaching in Kenya: An explanatory mixed methods study - Kamau, Leonard Mwathi (Syracuse University, 2014)
KerkoCite.ItemAlsoKnownAs: 2339240:THKYV7MT 2405685:IAYQII5V
Keywords: ⛔ No DOI found

eSkwela project - eSchool for out-of-school youths and adults, Philippines - Kamei, M (2010)
There are 774 million non-literates globally (UNESCO, 2009) and there is the acute problem of illiteracy grave in South Asian region. The paper discusses the implementation of eSkwela project as Alternative Learning System (ALS) in Philippines. The initiative responds directly to a national development priority to bring elearning opportunities and Information Communication Technology (ICT) for learning resources to mobile teachers / instructional managers and out-of-school learners in the Philippines. The paper assesses how the eSkwela project initiatives have provided opportunities for remote and elearning, blended learning and how Alternative Learning System (ALS) has been supported by innovative use of ICT for content development. It presents a macro view, case study of the strategic approach, design, challenges and successes faced by the eSkwela project which is still a work in progress. Rudiments in ICT for Education for citizens to attain the new-age literacy and lifelong learning opportunities are also evaluated.
KerkoCite.ItemAlsoKnownAs: 10.1109/T4E.2010.5550039 2339240:AI3YLAUJ 2405685:6XUSKM7F

Globalization and the growth of international educational testing and national assessment - Kamens, D.H.; McNeely, C.L. (Comparative Education Review, 2009)
KerkoCite.ItemAlsoKnownAs: 10.1086/648471 2339240:5B96GY8M 2405685:GK3NERIR

Policy interventions for attraction and retention of female teachers in rural secondary schools - Kamere, Isabela M.; Makatiani, M. I.; Nzau, Arthur Kalanza (Msingi Journal, 2019)
The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions namely decentralization of teacher recruitment, payment of hardship allowance and provision of housing. A literature search reveals a dearth of information on the perspectives of rural educators on the effectiveness of these interventions. The paper presents findings based on one objective of a broader study which was to: Establish the views of female teachers’ and other stakeholders’ regarding the effectiveness of strategies for attraction and retention of female teachers in Makueni County. This study adopted a mixed methods design. The paper presents findings from the qualitative component of the study. Interviews were used to gather data. Based on their interpretations, the authors provide useful insights and offer suggestions on how the implementation of these policies could be improved.
Number: 2 KerkoCite.ItemAlsoKnownAs: 10.33886/mj.v1i2.103 2339240:LPDCWUDG 2405685:RTKRV2ZQ
Keywords: Attraction; female teachers; retention

Foundational Literacy and Numeracy in Rural Afghanistan - Kan, Sophia; Fahez, Mirwais; Valenza, Marco (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:8UH934JL 2486141:F7YTWQF3
Keywords: ⛔ No DOI found

Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains - Kane, Thomas; Staiger, Douglas (Bill and Melinda Gates Foundation, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:3WHCQQ5F

Reflective Teacher Supervision Through Videos of Classroom Teaching - Kaneko-Marques, Sandra Mari (PROFILE Issues in Teachers' Professional Development, 2015)
The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.
KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v17n2.44393 2339240:MHGIE5L4 2405685:INATDUP5

Reflective teacher supervision through videos of classroom teaching (supervisión colaborativa docente a través de clases grabadas en video) - Kaneko-Marques, Sandra Mari (PROFILE: Issues in Teachers' Professional Development, 2015)
The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.
Publisher: Universidad Nacional de Colombia, Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720057575?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v17n2.44393 2405685:E3Q476XV 2534378:8NSF3BMX 2534378:VXGS7DTC
Keywords: Brazil; Cooperation; ERIC; Current Index to Journals in Education (CIJE); English (Second Language); English Teachers; Foreign Countries; Higher Education; Observation; Postsecondary Education; Preservice Teacher Education; Qualitative Research; Questionnaires; Reflective Teaching; Second Language Instruction; Self Evaluation (Individuals); Student Teachers; Teacher Supervision; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2098468; __finaldtb

Factors affecting e-learning adoption in developing countries – empirical evidence from Pakistan’s higher education sector - Kanwal, Faria; Rehman, Mariam (IEEE Access, 2017)
E-learning has reshaped traditional education into more flexible and efficient learning in developed nations. However, e-learning remains underutilized and in the rudimentary stages of development in developing countries. Therefore, understanding the critical factors behind the adoption and acceptance of technology is a prime concern in developing countries like Pakistan. This paper provides and examines the adoption and acceptance baseline for e-learning systems by incorporating critical external factors in the technology acceptance model. A conceptual model-the Pakistan E-Learning Adoption Model-is proposed in the context of higher education. Data were collected from 354 learners at the Virtual University of Pakistan and structural equation modeling was employed to test the research hypotheses. The empirical investigation indicates that computer self-efficacy, Internet experience, enjoyment, and system characteristics are significant predictors of perceived ease of use, while system characteristics are a strong predictor of perceived usefulness. Moreover, the subjective norm is not found to be significant for perceived usefulness. The findings provide practical implications for policy makers, practitioners, and developers in successful e-learning systems implementation.
Conference Name: IEEE Access KerkoCite.ItemAlsoKnownAs: 10.1109/access.2017.2714379 10/gmfk2r 2339240:MDT3ZTM7 2405685:D9M2FJKB
Keywords: Computational modeling; Computers; Context; Context modeling; Critical success factors for adoption; Electronic learning; Mathematical model; TAM; e-learning adoption; e-learning adoption in Pakistan

‘They are visually impaired, not blind … teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners - Kao, Matiekase A.; Mzimela, Patience J. (South African Journal of Childhood Education, 2019)
Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners.Aim: This article explores a small sample of in-service teachers’ knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments.Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled.Methods: This study is underpinned by Koehler and Mishra’s theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semi-structured interviews and classroom observations. Document analysis was also used to corroborate findings.Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a ‘stand-alone’ skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners.Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills.
Grade R teachers, Sesotho, Females; shortDOI: 10/ggcr5r KerkoCite.ItemAlsoKnownAs: 10.4102/sajce.v9i1.651 10/ggcr5r 2339240:P4FMJXZX 2405685:4P9K8WRJ
Keywords: Braille; Grade R Learners; Pedagogical Knowledge; Pre-Reading Skills; Technological Knowledge; Visual Impairment

Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India - Kapasia, Nanigopal; Paul, Pintu; Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip (Children and Youth Services Review, 2020)
To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
shortDOI: 10/ghd7r9 KerkoCite.ItemAlsoKnownAs: 10/ghd7r9 2405685:Q7MA9TN9
Keywords: COVID-19; E-learning; Lockdown; Undergraduate and postgraduate learners; West Bengal

Revisiting online learner engagement: exploring the role of learner characteristics in an emergency period - Kara, Mehmet (Journal of Research on Technology in Education, 2020)
This study aims to investigate the influence of learners’ characteristics on their engagement during online education due to the COVID-19 pandemic. The investigated learner characteristics included digital literacy, self-directed learning, motivation for learning, and perceived stress. The data were collected from the undergraduate learners and the proposed moderated mediation model was tested. The findings showed that all learner characteristics are significant predictors of online learner engagement. Besides, self-directed learning and motivation significantly mediate the relationship between digital literacy and engagement while perceived stress significantly moderates the relationship of digital literacy with self-directed learning, but not with motivation for learning.
Publisher: Routledge _eprint: https://doi.org/10.1080/15391523.2021.1891997 KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2021.1891997 2339240:UXFFHB4H 2405685:RHGR3FCW
Keywords: COVID-19; Online learning; digital literacy; engagement; motivation; self-directed learning; stress

A systematic review of research on the flipped learning method in engineering education - Karabulut‐Ilgu, Aliye; Cherrez, Nadia Jaramillo; Jahren, Charles T. (British Journal of Educational Technology, 2018)
The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.
shortDOI: 10/gddfxx KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12548 10/gddfxx 2339240:4PWRK2AD 2405685:BGH3UFRL
Keywords: Reviewed