Conclusion: Mapping for a Better World

Langran, Elizabeth; DeWitt, Janine

doi:10.1007/978-3-030-55673-0_6

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…A "one-size-fits-all" approach to online teaching falls short of capturing the complexity and richness of various educational contexts, especially non-WEIRD and under-resourced. This is clear in the scholarly and educational tendencies of place-based (Langran & DeWitt, 2020) and student-centered (Hoidn & Klemenčič, 2020) pedagogies.…”

Section: Introductionmentioning

confidence: 99%

“…A “one‐size‐fits‐all” approach to online teaching falls short of capturing the complexity and richness of various educational contexts, especially non‐WEIRD and under‐resourced. This is clear in the scholarly and educational tendencies of place‐based (Langran & DeWitt, 2020) and student‐centered (Hoidn & Klemenčič, 2020) pedagogies. Moreover, research shows that socio‐economic and cultural factors influence the implementation of technology in online education (Maatuk et al., 2022; Mathrani et al., 2022).…”

Section: Introductionmentioning

confidence: 99%

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E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

Golzar,

Yacoub,

McKinley

2024

Int J App Linguistics

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While e‐learning has gained prominence globally over the past several years, little is known about the successes English language teachers (ELTs) experience in e‐learning environments in non‐WEIRD (western, educated, industrialized, rich, democratic) contexts where teacher support is limited or unavailable. This two‐stage, primarily qualitative multi‐method study specifically aimed to examine the extent to which ELTs found success through e‐learning in Afghanistan and Egypt. Survey (N = 82) and interview (N = 15) data showed that the teachers reported daunting challenges, including institutional malfunctioning, ineffective policies, absence of facilities and technical knowledge, large heterogeneous classes, students' low emotional investment, negative perceptions, and absence of rigorous and systematic assessment. The teachers also narrated their effective coping strategies to resolve the existing tensions, described how they incorporated the success elements, and how they improved student engagement and learning outcomes. The study provides surprising insights about how the move to emergency online teaching in under‐resourced non‐WEIRD contexts has changed and can inform teaching delivery. We conclude with implications for teachers to develop more effective e‐learning environments in such contexts.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

Golzar,

Yacoub,

McKinley

2024

Int J App Linguistics

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Risk mapping and estimation of COVID-19 transmission in South Sulawesi, Indonesia by a self-identification survey

et al. 2022

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The rapid transmission rate of coronavirus disease 2019 (COVID-19) is multi-factorial but primarily due to population mobility and aggregation. This research aimed at estimating the rate based on risk mapping and investigation of geospatial distribution. It was divided into different phases that included data collection through a self-identification form available online; data validation of the data collected; application of spatial statistics; comparison with official numbers of positive COVID-19; and mapping of the results. The results show that self-identification based on procurement of independent personal data online had an accuracy of 89%.

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Conclusion: Mapping for a Better World

Cited by 2 publications

References 12 publications

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

Risk mapping and estimation of COVID-19 transmission in South Sulawesi, Indonesia by a self-identification survey

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