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Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education,...
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There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable...
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Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in...
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Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
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This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to...
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