Promoting distance education in higher education in Cape Verde and Mozambique

Ramos, Fernando; Tajú, Gulamo; Canuto, Louisette

doi:10.1080/01587919.2011.584845

Cited by 13 publications

(21 citation statements)

References 6 publications

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“…For the institutions, there are four issues identified from the literature namely culture, policy, technology and support. However, the most prominent challenge comes from the institutional culture itself (Alebaikan & Troudi, 2010, Ramos et al, 2011. Alebaikan and Troudi (2010) for instance reported that it is challenging for Saudi universities to get students to adapt to the use of new learning strategies as they are so used to the traditional didactic, lecture-based classroom.…”

Section: Issues and Challenges In Implementing Blended Learningmentioning

confidence: 99%

“…In terms of technological aspects, it is observed that internet connection fault has posed the greatest challenge for blended learning implementors (Alebaikan & Troudi, 2010;Ramos et al, 2011;Heaney & Walker, 2012;Levin et al, 2013). Issues like poor wheather (Levin et al, 2013), limited bandwitdh access (Alebaikan & Troudi, 2010) and inability to view students' body language in online environment (Heaney & Walker, 2012) are among the restrictions that comes with technology.…”

Section: Issues and Challenges In Implementing Blended Learningmentioning

confidence: 99%

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Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature

Ma'arop¹,

Embi²

2016

IES

117

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While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended learning as well as the recommendations or lessons learnt from the experience. Eight articles published between January 2010 and December 2013 were appraised. This review revealed that among the challenges faced by the instructors are increased workload and time devotion, lack of pedagogical and technical skills to conduct the program and difficulty in finding the right blend between face-to-face and online learning. The review also discovered the importance of staff training, support and networking as strategies to help instructors deal with such issues.

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Section: Issues and Challenges In Implementing Blended Learningmentioning

confidence: 99%

Section: Issues and Challenges In Implementing Blended Learningmentioning

confidence: 99%

Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature

Ma'arop¹,

Embi²

2016

IES

117

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“…The value of technology-enhanced activities to participants should be balanced with ease of technology use (Adedoja et al, 2013). Table 5 Studies Related to Learning Activity Design A practical operational model of delivery with a mixture of face-to-face components (at the beginning and at the end of the programme) together with online components interspersed across the delivery time (Ramos et al, 2011) is a good model for programmes such as the TA programme where actual learning time is limited. Where resources are scarce, there is the option of sharing or allowing participants to borrow rather than own devices (Roberts & Vänskä, 2011).…”

Section: That Could Contribute To Supporting Technologically-enhancedmentioning

confidence: 99%

“…The shift in learning activity design is towards practical, targeted tasks in which participants "actively reflect on experience, rather than receive disembodied knowledge in workshops and online training" (Singh, 2011, p. 240). Vital to this process is the creation of an effective peer review process (Singh, 2011) and a focus on artefact creation (Ramos et al, 2011: Ng'ambi, 2013.…”

Section: That Could Contribute To Supporting Technologically-enhancedmentioning

confidence: 99%

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Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts

Kizito

2016

IRRODL

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This paper examines the possible characteristics and the value of designing learning activities grounded in connectivism-an emerging learning theory. It is an exploratory attempt to connect the theory to the prevailing technology adoption archetypes used in African contexts with the aim of extracting influences that could shape pedagogical technology adoption in African higher education contexts. A reflection on the process of designing learning activities that employ blogging in an experimental training intervention provides a unique context in which to try and infuse connectivist principles while outlining the challenges that surface. The questions driving the argument in this paper include: What do connectivist perspectives offer learning activity design and practice? What can the prevailing technology adoption models used in African contexts offer to learning activity design? Can we combine connectivist perspectives and Africanbased technology adoption models to inform pedagogical technology adoption in African higher education contexts? These questions are exploratory and are based on one single subjective experience of the author.They are part of an argument put forward as a proposal which is yet to be tested in practice.

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Hub-and-spokes practices of blended learning: trajectories of emergency remote teaching in Brunei Darussalam

2021

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The recent global pandemic has conveyed emergency remote teaching (ERT) specifically the blended approach, an indispensable alternative teaching and learning delivery in formal schools. In Brunei secondary schools, the blended learning approach formed the core 'Continuity Learning Plan' for instruction along with the mandated educational changes accruing to the social and economic challenges of the twenty-first century learning system. Its widespread adaptation underlies teachers' transitional initiatives and practices which must have reshaped the structural climate and relational dynamics of conventional instruction. Espousing the continuous learning model, this paper envisages to investigate the adaptive-related practices of Bruneian secondary school teachers and learners employing blended learning. Qualitative research approach with semi-structured interview was adopted in the study with respondents comprising of 18 teachers and 13 students. Thematic coding and recursive analysis of data revealed seven (7) dimensions or centre points of blended learning and teaching practices, namely: technological, interactive and effectiveness, added value, feasibility, pedagogical, institutional support and evaluation of success. In general, results suggest the Hub-and-Spokes model that organic support, integrated implementation and professional readiness are germane to the adaption of a functional and manageable blended delivery approach.

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Promoting distance education in higher education in Cape Verde and Mozambique

Cited by 13 publications

References 6 publications

Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature

Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature

Connectivism in Learning Activity Design: Implications for Pedagogically-Based Technology Adoption in African Higher Education Contexts

Hub-and-spokes practices of blended learning: trajectories of emergency remote teaching in Brunei Darussalam

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