There has been a growing interest in using an e-portfolio as an alternative method of assessment in an open distance eLearning environment. The use of an e-portfolio as another method of assessment in Environmental Education (EE) has not been sufficiently researched. The purpose of this study was to explore how the use of an e-Portfolio as an alternative method of assessment enhances pre-service teachers' technological pedagogy in an environmental education module. Qualitative data was collected using interviews and document analysis. The study employed interpretive paradigm, connectivism theory, and purposive sampling. A qualitative approach was employed to analyse and identify emerging themes from the data. The qualitative findings are that the e-portfolio was significant in assessing sustainable education, enhanced the pre-service teachers' digital pedagogy. Challenges included a lack of computer skills, connectivity, support during compilation of e-portfolio, and sufficient activities to promote teachers' digital pedagogy.
Open education resource (OER) has become an increasingly important topic for consideration in the open distance learning (ODL) context. ODL students’ education should be learner-centered based on intrinsic motivation and OER usage. The purpose of this study was to explore the student teachers’ experiences in using open education resource in ODL. Even though many studies have been conducted on OER in ODL, there are insufficient empirical studies that have explored environmental education (EE) student teachers’ experiences in using OER in the ODL environment. In exploring this topic, the qualitative research methodology, interpretive paradigm, and rhizomatic approach were used. Participants and documents were purposefully sampled. Data was ethically collected through documentation and semi-structured telephonic interviews. The data were thematically analysed and processed to find patterns, keywords were identified, coded, and clustered into categories, and themes emerged. Qualitative findings showed that EE studentteachers knew about OER informally and some students wanted to use OER. Hindrances to OER usage by student-teachers included little engagement with OER by lecturers and costs to access OER.
This investigation aimed to explore the mode of curriculum delivery in Primary School in Tshwane South District during the Covid-19 pandemic because there is insufficient research on this subject. A case study of a Primary School was used to obtain in-depth information about the mode of curriculum delivery during the Covid-19 pandemic. Using a case study was also practical because the pandemic's restrictions posed a challenge to research many schools. Data was gathered through document analysis. A qualitative approach was employed to analyze and identify categories and emerging themes from the data. An interpretive paradigm was used while connectivism theory was employed as a lens. The findings revealed that schools used face-to-face mode of curriculum delivery during the lockdown and after schools re-opened during Covid-19, resulting in a challenge with content coverage that led to revising the annual teaching plans and trimming the curriculum.
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