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Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities [Mīkstie vāki]

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  • Formāts: Paperback / softback, 330 pages, height x width: 279x216 mm, weight: 633 g
  • Izdošanas datums: 14-May-2021
  • Izdevniecība: Business Science Reference
  • ISBN-10: 1799869415
  • ISBN-13: 9781799869412
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Re-Envisioning and Restructuring Blended Learning for Underprivileged CommunitiesPalielināt
  • Formāts: Paperback / softback, 330 pages, height x width: 279x216 mm, weight: 633 g
  • Izdošanas datums: 14-May-2021
  • Izdevniecība: Business Science Reference
  • ISBN-10: 1799869415
  • ISBN-13: 9781799869412
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781799869412.html
Keywords:
Challenges in the educational arena are not new phenomena. However, with the recent outbreak of the COVID-19 pandemic, researchers and educators have been made even more aware of the need for a paradigm shift in education. Blended learning, as opposed to fully online learning or traditional face-to-face teaching, has been well-researched and has been found to have the potential to provide better educational solutions in challenging contexts. These contexts range from pandemic situations where social distancing is the order of the day to financial and time constraints regarding full-time study, as well as limited physical capacity at institutions. Blended learning solutions are often designed for resourceful institutions and cannot be easily implemented in developing countries and in communities where resources are limited. Typical issues like connectivity, accessibility, lack of suitable devices, and affordability need to be taken into consideration and in cognizance of blended learning interventions. These challenges are often neglected in blended learning research but are critical discussions to be had.

Re-Envisioning and Restructuring Blended Learning for Underprivileged Communities shares how institutions in the developing world and less privileged communities have re-imagined and restructured blended education to enhance teaching and learning for underprivileged communities. This book aims to address blended learning solutions across institutional, program, course, and activity levels. The chapters will cover a variety of learning environments, from rural settings to less developed countries and more, and explore the programs and courses designed to improve student success and accessibility in diverse student populations. This book is ideally intended for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students who are interested in blended learning opportunities in less-privileged settings and to underserved and marginalized populations.
Preface xv
Chapter 1 A Blended Learning Toolbox for Educators 1(23)
Chantelle Bosch
The focus for blended learning in education has grown immensely in the last decade.
The outbreak of the COVID-19 pandemic in 2020 ignited the need to transform the traditional face-to-face classroom setting to online and blended learning environments.
These transitions can be a daunting and challenging task, especially in underprivileged communities where resources are few and facilitators and institutions are not well-equipped to make the change.
This chapter provides a theoretical overview of blended learning that focusses on defining blended learning, benefits and challenges of blended learning, and blended learning models.
The chapter concludes by presenting "a blended learning toolbox" that can be used to assist facilitators in the design process of blended learning environments.
Chapter 2 Quality Assurance in Blended Learning at Institutions in Privileged and Underprivileged Communities: The Need for Policy Implementation 24(20)
Michael Casparus Laubscher
Natasha Ravyse
Blended learning enhances education and offers effective teaching and learning.
Its success is well-documented, as well as the criticism regarding quality assurance in blended learning.
Quality assurance (QA) is an invaluable aspect of teaching and learning and has a rightful position in higher education.
QA strives to ensure a standard of teaching and learning which is relevant, effective, and resourceful, and it occurs within an established framework.
Research suggests that the implementation of an effective QA framework is a complex matter, with great emphasis on context.
Such a framework contains various elements which are often denoted by benchmarking.
This chapter highlights the implementation of sustainable and effective policies at an institutional level as one such element.
Meaningful collaboration between institutions will lead to greater success in the implementation of an effective QA framework.
Institutions in underprivileged communities find this implementation challenging, but there are some encouraging examples of success and progress.
Chapter 3 ICTs Used Effectively to Re-Envision and Restructure E-Schooling for Underprivileged Communities: Primary Schools in Ekurhuleni South District 44(22)
Puseletso Kekana
Leila Goosen
The purpose of this chapter was to investigate how effectively information and communication technologies (ICTs) were used at primary schools in the Ekurhuleni South district of Gauteng Province, South Africa for re-envisioning and restructuring e-schooling in underprivileged communities.
Governments and schools made huge investments, integrating ICTs and providing computer-based education, to support teaching and learning.
There have been numerous initiatives, which have been endorsed by national and international bodies worldwide.
The main aim of all ICT-based initiatives was to enhance the quality of education and prepare learners for the emerging digital world.
Numerous studies across the world have provided impressive outcomes for the use of ICTs in schools, and more evidence is also emerging regarding the sustainability of ICT transformation in schools.
There has also been abundant literature, which emphasized the need for teachers to change their beliefs about and perceptions of ICTs in order to realize the full potential.
Chapter 4 Re-Envisioning and Restructuring E-Learning Through Engagement With Underprivileged Communities: The Impact of Effectively Using ICTs in Classrooms 66(22)
Nomvula J. Ndhlovu
Leila Goosen
The purpose of this study was answering questions regarding the impact of effectively using information and communication technologies (ICTs) in classrooms on re-envisioning and restructuring e-learning through engagement with schools in underprivileged communities.
Its importance is justified regarding positioning disrupted pupils' education towards the development agenda in South Africa.
It draws on the latest findings and is located within relevant conceptual/theoretical frameworks on ICTs for teaching and learning.
In quantitative aspects of the research design, issues of reliability and validity were considered, while in qualitative aspects, issues of dependability and interpretation were important.
Results presented showed that laptops, smartboards, projectors, cell phones, desktops, printers, and iPads were used effectively in classrooms.
A discussion of the results suggests solutions and making recommendations that are applicable and useful.
In conclusion, ICTs had a positive impact on pupils' education, by helping them to concentrate and understand difficult concepts.
Chapter 5 A Mobile Application (App) Based on Realistic Mathematics Education: The Design of an Intervention Tool for Mathematics Teachers 88(21)
Dorothy Joy Laubscher
A. Seugnet Blignaut
Hercules D. Nieuwoudt
Persistent poor results in mathematics can be ascribed to the content being taught so that it is removed from reality.
This chapter reports on the design of a mobile application based on the realistic mathematics education approach.
A purposeful stratified sample yielded participants from a group of in-service teachers enrolled for a post-graduate degree in mathematics education.
A qualitative design-based research method was followed.
The research produced a mobile application which serves as an intervention tool for practicing mathematics teachers to make the content more relevant and realistic.
Various design principles were also formulated that could assist in future mobile app design projects.
The mobile application can be used in a blended learning context, especially in underprivileged communities since accessibility to mobile devices is common.
The availability of the app for free on Google Play store has the potential to assist mathematics teachers and learners from any context to improve their achievement in mathematics.
Chapter 6 Supporting EFL Science Students Through a Multilingual Approach to Blended Learning 109(15)
Erasmos Charamba
Throughout the history of mankind, language has been used as a tool of ascendance and colonisation to consolidate power and create governable subjects.
In this way, the coloniser's language became the colonised country's official language.
Upon attaining political independence, several of these nation-states embarked on educational reforms by revising their curricula in the name of 'decolonising education'.
A closer look at these countries' curricula shows they are still largely Eurocentric following the monolingual ideology of 'one nation, one language' with foreign languages being the lingua franca for these multilingual societies despite this approach being singled out as the major cause of academic underachievement in most countries.
This chapter investigates the available technological approaches to support the teaching of science to English foreign language (EFL) students who are taught through a language different from their home language.
Chapter 7 Content Developers as Stakeholders in the Blended Learning Ecosystem: The Virtual Institute for Afrikaans Language Education Portal as a Case Study 124(19)
Adri Breed
Nadine Fouche
Nina Brink
Marlie Coetzee
Cecilia Erasmus
Sophia Kapp
Sulene Pilon
Rone Wierenga
Gerhard van Huyssteen
Within the blended learning environment, it is important to consolidate expert content and pedagogy inside and outside the classroom.
Subject experts who serve as content developers play a vital role by contributing quality controlled subject content covered by the curriculum, which can be made available to students on digital platforms.
However, in developing countries and in communities where resources are limited, good and complementary digital content may not be accessible to all learners.
Teachers are often left to their own devices to develop teaching content.
When considering Afrikaans language teaching in South Africa specifically, there is a great need within the language community for learning and teaching support.
This chapter reports on the role that the Virtual Institute for Afrikaans (VivA) is playing as a content provider of quality Afrikaans linguistic material in the blended learning environment.
The aim is to present VivA as a case study or prototype of an independent organisation acting as a key stakeholder in the blended learning ecosystem.
Chapter 8 Exploring the Use of Universal Design for Learning to Support In-Service Teachers in the Design of Socially-Just Blended Teaching Practices 143(22)
Frederic Fovet
This chapter examines the pivot to online and bended learning which occurred during the COVID health crisis and highlights how blended learning has emerged by far as the most popular and sustainable delivery option.
The COVID pivot has also demonstrated, however, that blended learning too often ignores social inequities, and as a result allows them to become exacerbated.
The chapter examines ways to support K-12 teachers as they seek to support social justice objectives within blended learning environments and suggests that universal design for learning can serve as a user-friendly and hands-on framework to address learner diversity in these innovative hybrid learning environments.
The chapter further explores the repercussions this reflection has in relation to pre-service teacher training, in-service professional development, and leadership culture.
Chapter 9 Integrating Technology to Support Learners With Barriers to Learning in the Rural Classroom 165(20)
Marinda Neethling
Susan Greyling
Benita Taylor
To reduce extended academic delays and disruptions, in-service teachers (hereafter teachers) enrolled for an online BEd Honours Learner Support programme had to re-think the integration of technology when supporting a learner with a barrier to learning in their classrooms.
The teachers, of whom a few are educators in rural schools, had to complete a practical paper-based portfolio as a formative assessment.
The portfolio expected the teacher to identify a learner with a learning barrier and develop a support plan over six months.
With the schools closed, the portfolio in its original form became a challenge since the teachers could not have face-to-face interaction and interventions with their learners.
Chapter 10 Revitalizing Blended and Self-Directed Learning Among Adult Learners Through the Distance Education Mode of Learning in Ghana 185(19)
Isaac Kofi Biney
Higher education institutions (HEIs) are witnessing increasing participation of non-traditional learners, learning by distance education (DE) mode.
Blended learning (BL) strategy is adapted to create opportunities for adult learners to improve knowledge, skills, and intellectual capacities to impact, among others, productivity at workplace.
This chapter explores the use of technology to conceptualize BL and self-directed learning (SDL).
It discussed blended learning as practiced in the global north and the global south.
It examined SDL and focused attention on blended learning as practiced in HEIs, using University of Ghana as a case study.
It identified issues involved in blended learning and mapped up solutions in revitalizing self-directed learning culture among the young adults in Ghana.
The chapter concludes that the state-of-the-art computer laboratories which power the Sakai LMS should be refurbished and retooled to deepen BL and SDL culture among adult learners in Ghana.
Chapter 11 Sinking or Swimming? The Role of Moodle in Promoting Self-Directed Learning at the University of Eswatini 204(21)
Selloane Pitikoe
Fritz Ngale Ilongo
Happiness Mavimbela
This chapter presents the findings of a recent study conducted on the adult learners of the University of Eswatini (UNESWA) that explored how Moodle enhanced self-directed learning among the adult learners and how these adult learners mastered the content using the Moodle platform.
It was found that while some learners excelled in using the platform, others lacked the technological skills to manoeuvre the platform.
Also, participants lamented that the lecturers did not post material Moodle.
Notably, Moodle enabled independent learning for those learners who were employed.
The following conclusions were made:
1 lecturers need to post more material on Moodie,
2 refresher videos to keep learners abreast with Moodle should be made
3 periodic institutional assessment on the uptake of Moodle should be done.
Chapter 12 Arrangements for Online Engagements of Distance Learners in the Wake of the COVID-19 Pandemic 225(15)
Samuel Amponsah
Simon-Peter Kafui Aheto
Gideon Mensah Anapey
Olivia Oatf Wwapong
The University of Ghana Distance Education Programme was not spared from the disruptions brought about by the COVID-19 pandemic.
Management of the Department needed to make a radical move to shift from its hybrid system of delivery to a full-fledged online delivery.
In spite of the limited time for this move, a lot of creative planning had to go into this, which led to a virtual training of 340 tutors, through four modules, to prepare them adequately for the task.
Aside from assessing the planning and the virtual training aforementioned, this reflective paper also delves into other important issues such as the rolling out of a virtual/online academic and counselling support and architecture for monitoring of all the 228 courses that were moved onto the online space.
This paper has implications for both policy and institutions that might be faced with similar circumstances, and it makes suggestions for exploration of other useful tools for delivery and monitoring that would contribute to better online engagements.
Chapter 13 Investigating the Readiness of a Developing Country to Adopt Blended Learning as a Pedagogical Approach During the COVID-19 Pandemic: A Case for the Great Zimbabwe University 240(14)
Tobias Marevesa
Esther Mavengano
Face-to-face as a model of instruction is most preferred by instructors in Zimbabwe and particularly those at Great Zimbabwe University.
Lecturers at this institution feel more comfortable and confident delivering their content through lectures.
Therefore, the transformation from face-to-face instruction to blended learning is a challenge that requires serious academic conversations.
Knowles' adult learning theory is utilised in this study to interrogate the preparedness and readiness of both staff and students at the Great Zimbabwe University to pave the way for a pedagogical shift from face-to-face instruction to blended learning in the context of COVID-19 pandemic.
The major contention in this study is that the conception of blended learning and its didactical and pedagogical approach is still a problematic transition for instructors at the Great Zimbabwe University.
It was concluded that while this may be the case, blended learning could still be a panacea to the problems of the outbreak of coronavirus disease.
Chapter 14 Principles and Guidelines for Establishing Communities of Inquiry in Blended Learning to Broaden Student Participation 254(20)
Jessica Pool
Adri Du Toit
Blended learning provides possibilities for redesigning courses to be more inclusive and to accommodate diverse student learning needs.
Various factors, including socio-economic inequalities and the digital divide, hinder students in higher education from experiencing the full potential benefits of blended learning.
Events around the COVID-19 outbreak required that educational programs be offered online or in a blended mode, ensuring the continuation of educational programs.
The community of inquiry (CoI) framework is a valid instrument to measure quality of online learning focusing on four important presences that contribute to quality learning.
It can therefore be used by lecturers to (re)design and evaluate effective blended learning environments.
The study focused on developing practical guidelines with applicable examples for establishing and sustaining Col in blended learning to include more students with diverse access to resources.
In addition, overarching recommendations for amelioration of the digital divide of students in blended learning were made.
Compilation of References 274(47)
About the Contributors 321(7)
Index 328
Lydia Kyei-Blankson, PhD is a faculty member at Illinois State University. Dr. Lydia Kyei-Blankson has expertise in research methods, applied statistics, and psychometrics. She teaches graduate courses in research methods and statistics at Illinois State University. Her research interests investigate the underlying factors associated with student academic achievement. She is especially interested in technology use in education to improve student learning and achievement and has co-authored a number of articles in this area.