Interrogating the Concept ‘Openness’ in Open Distance Learning (Odl)

Maphosa, Cosmas; Bhebhe, Sithulisiwe

doi:10.46827/ejoe.v5i2.3282

Cited by 18 publications

(16 citation statements)

References 20 publications

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“…Based on this, it is necessary to conduct a professional development program to improve digital literacy skills by using digital technology effectively, especially in the field of education (Gündüzalp, 2021;Liu, Tretyakova, Fedorov & Kharakhordina, 2020;Maphosa & Bhebhe, 2019;Radovanović et al, 2020;Timotheou, Miliou, Dimitriadis, Sobrino, Giannoutsou, Cachia et al, 2023). Learning processes are needed to explore how the integration of technology resources in the classroom evolves along with the transformation of educational materials (Sanz, Melgarejo & López-Iñesta, 2023), So this will also affect the students' perception to the learning media.…”

Section: Discussionmentioning

confidence: 99%

The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area

Bahri,

Putra

et al. 2024

J. Technol. Sci. Educ.

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This study aims to determine the relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ cognitive learning outcomes in the rural area. This study was the ex post facto with quantitative data. The method used was differential causal comparative with multiple linear regression analysis. The three variables were measured using a questionnaire, cognitive learning outcomes was measured by test. The results showed that students’ perception to the learning media, digital literacy skills, and self-regulated learning on students' cognitive learning outcomes had a moderate simultaneous relationship. The findings also showed that the contribution of self-regulated leraning to the cognitive learning outcomes was the higher (71.42%). The contribution of the three variables to cognitive learning outcomes was 86.41%. Based on related facts, research recommendations can be expanded by measuring from several other rural areas and examining several other variables, especially those that support the learning process oriented towards empowering 21st century competencies by utilizing the latest technological developments and that can reach all regions of Indonesia, especially in rural areas so as to minimize the gap in the quality of education in Indonesia.

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Section: Discussionmentioning

confidence: 99%

The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area

Bahri,

Putra

et al. 2024

J. Technol. Sci. Educ.

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“…According to Lubbe (2016), in order to implement successful program, teachers and students must both have a certain set of information and communication technologies (ICTs) skills and abilities. Thus, technological aspects of ICT must be taken into account while creating and developing ODeL environments (Maphosa & Bhebhe, 2019). In this linking, the learners should use the available technologies to improve the learning, but there is the digital divide in developing nations Cloete (2015).…”

Section: Digital Literacymentioning

confidence: 99%

“…Most of them are based upon the national population counts, but surveys from campaigns and other information from national publications and reports used to collect more detailed information. The most accurate way to gauge someone's level of literacy is to assess their reading, writing, and math abilities in a social setting (Maphosa & Bhebhe, 2019). In Pakistan, only reliable way to figure out literacy rate and levels is to look at national population census (Ashraf & Ismat, 2016).…”

Section: Introductionmentioning

confidence: 99%

ANALYSIS OF WAYS AND MEANS FOR ENHANCING LITERACY & EDUCATION FACILITATION IN INACCESSIBLE AREAS THROUGH E-LEARNING

Iqbal,

Ullah,

Kaleem

2023

GUJR

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This research study analyses the ways and means of enhancing the literacy and education facilitation in inaccessible areas over e-learning. The study explores current state of education and literacy in remote and inaccessible areas and the potential of e-learning to provide access to education. The basic objectives of study were to explore the ways and means to enhance literacy and education facilitation in inaccessible areas through e-learning and also to investigate the challenges faced by learners and educators in remote areas with limited access to educational resources and potential of e-learning to overcome these challenges. Due to the qualitative nature of the study, the available literature was analyzed by using coding followed by thematic analysis and discussion. The study highlighted key factors that contribute to the successful implementation of e-learning in remote areas, including infrastructure, internet connectivity, availability of digital devices, and digital literacy skills. The research findings suggest that e-learning can significantly improve literacy & education in inaccessible areas by providing access to high-quality educational resources & facilitating remote learning. Further, study recommends the implementation of e-learning programs as a means of enhancing literacy and education facilitation in the inaccessible areas.

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“…Whether we realize it or not, the effects of online learning, digital literacy possessed by teachers and students have increased (Patmanthara & Hidayat, 2018). Digital literacy is the ability to use ICTs in finding, evaluating, utilising, sharing, and creating information found online (Maphosa & Bhebhe, 2019). The increase in teacher digital skills can be seen from the teacher's ability to use the LMS platform, google meet, zoom, and the teacher's ability to obtain new information from the virtual world (Mishra et al, 2020;Nur, 2021;Wong & Moorhouse, 2021).…”

Section:  Introductionmentioning

confidence: 99%

Literacy and Numeracy Teaching and Learning in Pandemic Outbreak: A Case Study of Private Primary School in Rural Area

Yulia

Ishak

Perbowo

et al. 2023

JPP

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Literacy and Numeracy Teaching and Learning in Pandemic Outbreak: A Case Study of Private Primary School in Rural Area. Objective: This research aims to portray the teaching and learning of literacy and numeracy in a private school in rural area with few students in each class. Methods: The research method employed is descriptive qualitative. Data revealed that students doing Kampus Mengajar Angkatan 1 (KMA-1) or student teacher taught literacy and numeracy lesson through playing games and singing. Finding: The teaching procedures are claimed in three phases -pre, while and post. The teaching and learning process during the pandemic was carried out in various ways such as using videos and using games and singing. Conclusion: Students' challenges are lack of vocabulary and its meaning. Teachers need to develop their teaching and learning based on student and school characteristics. This is done to develop student learning motivation, literacy, and student numeracy can improve

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Interrogating the Concept ‘Openness’ in Open Distance Learning (Odl)

Cited by 18 publications

References 20 publications

The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area

The relationship between students’ perception to the learning media, digital literacy skills, and self-regulated learning with students’ learning outcomes in the rural area

ANALYSIS OF WAYS AND MEANS FOR ENHANCING LITERACY & EDUCATION FACILITATION IN INACCESSIBLE AREAS THROUGH E-LEARNING

Literacy and Numeracy Teaching and Learning in Pandemic Outbreak: A Case Study of Private Primary School in Rural Area

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