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- The COVID-19 pandemic has highlighted the significance of educational technologies in teaching and learning. The global pandemic led to the closure of educational institutions worldwide, prompting the widespread implementation of online learning as a substitute method for delivering curricula. The communication platform is known as WhatsApp has gained widespread adoption and extensive utilisation within the realm of education. The primary aims of this literature review are to examine the utilisation patterns and obstacles linked to the implementation of WhatsApp in the realm of education, assess the advantages and possibilities that students and facilitators can derive from utilising this platform for educational purposes, and comprehend the hindrances and restrictions that arise when employing WhatsApp in an academic environment. The literature was acquired through the utilisation of keywords that are linked to both WhatsApp and education from diverse databases. Having a thorough comprehension of current trends, potential advantages, obstacles, and gains linked to the use of WhatsApp is imperative for lecturers and administrators. Scholarly investigations have revealed a noticeable trend of lecturers and students increasingly utilising WhatsApp as a means of communication and collaboration. The objective of this literature review is to make a noteworthy contribution to the domain of education and technology through an investigation of the potential of WhatsApp as a learning tool. Additionally, this review seeks to offer valuable insights on how to effectively incorporate WhatsApp into pedagogical practices. The article underscores the significance of taking into account privacy and security concerns while utilising WhatsApp for educational objectives and puts forth recommendations for additional investigation.
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- Due to the COVID-19 threat, schools, and tertiary institutions shutdown globally in March 2020 to contain the spread of the death threatening disease. The disruption of learning as a result of the virus caught many governments and institutions off guard. Institutions of higher learning were forced to adopt online teaching to save the academic year. However, the switch from offline to online learning is likely to affect students who will have trouble in adapting to the new learning environment negatively. The focus of this article is to investigate whether institutions of higher learning were prepared for the shift to blended learning as a result of COVID-19. Furthermore, the article will also discuss challenges encountered by the students with the sudden change in the learning environment. The study argues that certain institutions of higher learning were not prepared for online learning in terms of staff preparedness including the students. The article concludes that more needs to be done if institutions of higher learning hold that no one should be left behind.
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- Pedagogic praxis that emerging farmers are subjected to seems to be in the form of antiquated praxis, that is, there is an absence of harmonizing real-world training, and conventional learning paradigms. This intellectual piece sees this as a challenge for emerging farmers as they become fairly submissive, and pedagogic praxis they are exposed to act as an antidote of critical thinking. Pedagogic resources are mean to respond to their immediate live world practicum or emerging farmer or their status quo. By and large agricultural education curricula are impassive and/or inapt to the socio-economic, geo-spatial, and technological context of emerging farmers. This article uses bricolage as a theoretical framework, because this theory sensitise us about knowledge production and approaches in research, in addition with context(s) as a procedure for multidisciplinary approaches in research (Kincheloe, 2001: 690). This study also adopted a Participatory Action Research (PAR) as an approach, because the approach in its nature is anthropological, caring, supportive and diffuses discursive praxis in any form or shape. Thus meaning power relations between trainers and emerging farmers during teaching has to be reviewed for effective learning. This study used a Critical Discourse Analysis (CDA) as an analytic approach, looking at the textual, semantics, discursive and social functions. Findings of this study shows that lack of teamwork between emerging farmers, educators and agricultural advisors might be what is causing learning difficulties and inabilities amongst emerging farmers.
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- Education is critical to the development of any country. The quality of education depends on the quality of teachers in the education system. Studies affirm that the initial teacher education that teachers enter the teaching profession with, is not enough to sustain the education system. Hence, there is a need for continuing life-long learning for teachers to keep abreast of their profession. Seemingly, teachers play a significant role in the integration of ICT into teaching and learning. Therefore, adequate and regular professional development of teachers is paramount to the use of learning technologies in classrooms. This study employed a systematic review of the literature to explore the impact of teachers' exposure to ICT through professional development activities on teaching and learning success. The TPACK framework was adopted as an underpinning lens to understand the phenomenon. The study affirms that the professional development of teachers should be situated within ICT pedagogical and content-related content to capacitate teachers' ICT knowledge and skills. Hence, teachers' ICT knowledge enhances classroom instructional delivery, using various learning technologies in teaching and learning. The study recommends adequate and regular capacity building for teachers with ICT training, while teachers should be supported with ICT gadgets and resources. Follow-up should be designed to ensure teachers’ adoption and use of ICT for teaching and learning in South African schools, to familiarise their learners with various learning technologies, and to enhance their academic performances.
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- The increase in student populations in higher education institutions means faceto-face service delivery is now very expensive. Most institutions are therefore exploring the possibility of online learning on a massive scale, which the restrictions of the Covid-19 pandemic have now expedited. This study aims to investigate the extent to which pre-service teachers use Moodle to enhance learning. The study used a quantitative approach in which quantitative data were gathered using a five-point Likert-scale questionnaire developed by the researchers, using previous studies. A stratified sample of 400 pre-service teachers selected from a population of 4 000 participated in the study. A total of 332 participants successfully completed and returned the questionnaires, giving a return rate of 83 per cent. The study used the Technology Acceptance Model as its theoretical framework. The results indicated that seven of the 13 hypotheses were statistically significant, leading to the adoption of all six model constructs. The coefficient of determination of the model was a substantial 69.8 per cent, which explained the extent to which pre-service teachers use Moodle to enhance learning. By using moderation, it was established that all three demographic factors of the study did not influence the pre-service teachers’ use of Moodle. The results indicated that the developed model is valid, robust and suitable for use by stakeholders. Pre-service teachers are therefore encouraged to use Moodle to enhance learning. Future research could be done to establish the 30.2 per cent of factors this model did not capture.
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