Full bibliography 2,572 resources
- Piper, B. (2021). Guide 3. Curriculum and Scope and Sequence Development for Literacy and Numeracy .pdf [Structured Pedagogy Guide]. https://scienceofteaching.s3.eu-west-3.amazonaws.com/assets/Z6AeYAYzm9Pnf27D_fxbw4zeoP-Yop0LG-3.%20Curriculum%20and%20Scope%20and%20Sequence%20Development%20for%20Literacy%20and%20Numeracy%20.pdf
- Morris, E., Farrell, A., & Venetis, E. (2021). A Roadmap for Measuring Distance Learning: A Review of Evidence and Emerging Best Practices. USAID. https://www.edu-links.org/resources/roadmap-measuring-distance-learning
As countries around the world have closed learning institutions in response to the COVID-19 pandemic, teaching and learning have pivoted from in-person instruction to distance learning. Simultaneously, there has been a surge in efforts to promote access to distance learning programming. Distance learning is commonly used to reach learners who need flexible learning opportunities, as well as to reach groups excluded from formal education institutions. As countries and education agencies take up distance learning, it is important to design and implement evidence-based strategies for monitoring and evaluation to measure whether distance learning efforts are serving the intended communities and achieving intended objectives. The purpose of this review is to support education practitioners, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiatives designed for diverse learners and implemented both within and outside of learning institutions. Broad input, review and feedback on early drafts of this toolkit were solicited and incorporated from the education sector in Washington, D.C. and Missions.
- Werth, E., Williams, K., & Werth, L. (2020). Fostering Rapid Institution-wide Curricular Change in Response to COVID-19. Journal of Learning for Development, 7(3), 416–422. https://jl4d.org/index.php/ejl4d/article/view/434
To aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution’s 130-year history from a traditional 16-week semester to 8-week block scheduling. This case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic.
- Traxler, J., & Smith, M. (2020). Data for Development: Shifting Research Methodologies for Covid-19. Journal of Learning for Development, 7(3), 306–325. https://jl4d.org/index.php/ejl4d/article/view/463
Successful and appropriate informal digital learning can help individuals and communities build sustainable and meaningful livelihoods, strengthen social cohesion and resilience, preserve and enhance cultural traditions and engage constructively and robustly with the wider world. Building digital learning that embodies participative and collaborative development and community ownership and control rests on the work of educators who understand these individuals and communities and their cultures, which may be very distant and different from global norms and the mainstream of their countries. These educators may, however, be reliant on research tools and techniques that are inappropriate or inadequate in these different settings and situations. This paper sets out a brief critique of these established tools and techniques as the prelude to reviewing a range of more innovative and eclectic ones drawn from a variety of disciplines. This is timely because COVID-19 has increased the barriers that separate educators from would-be learners whilst also increasing the education that these people and communities need.
- Ranjan, P. (2020). Is Blended Learning Better than Online Learning for B.Ed Students? Journal of Learning for Development, 7(3), 349–366. https://jl4d.org/index.php/ejl4d/article/view/412
Blended learning is a newly emerging area of research and practice in educational institutions. It is defined as a useful and reasonable combination of online and face-to-face learning and is acclaimed as a successful mode of teaching. The recent growth of online education, which is without classroom interaction, in a developing country like India therefore presents a reason to verify the relative effectiveness of these teaching modes. This study was an experimental study spread over two years, to compare the effectiveness of the blended learning mode and the online learning modes (including their specific teaching-learning strategies) for a B.Ed curriculum. A randomly selected sample of students with a comparable level of intelligence quotient (IQ) was subjected to both controlled (face-to-face) and experimental treatments (online and blended learning). The participants were the students of a predominantly face-to-face mode of a B.Ed Course. The researcher found that the average achievement scores of the blended learning mode were higher than the online learning mode. It appears that the interaction of the instructor and the learners was a critical factor for the better performance of blended learning. This research also suggests that blended learning resulted in better learning attainment and motivation. Blended learning has potential to support learner-centric teaching-learning endeavours. It is an important finding for the emerging trend towards online learning in India. It is also relevant in the context of the conditions created by the COVID-19 pandemic, which has put constraints on the face-to-face mode of teaching.
- Papi, C. (2020). Supporting Teachers in the Transition towards Distance Education: Challenges and Means. Journal of Learning for Development, 7(3), 467–472. https://jl4d.org/index.php/ejl4d/article/view/449
During the lockdown as a result of the pandemic, it became necessary to deploy distance education in many countries, at all levels of education. This article presents the creation of a training course aimed at helping teachers to shift from in-person classes to distance learning. It highlights the issues and challenges encountered and pinpoints the first observable impacts of this course, as well as in-progress and upcoming developments
- Onesmus, G. (2020). Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School: Journal of Learning for Development, 7(3), 423–432. https://jl4d.org/index.php/ejl4d/article/view/450
Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges.
- Moluayonge, G. (2020). The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon. Journal of Learning for Development, 7(3), 479–484. https://jl4d.org/index.php/ejl4d/article/view/454
Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.
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