Browsing by Author "Nyangara, Karen"

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    Book Review: The Encyclopedia of Female Pioneers in Online Learning
    (2023-03-20) Nyangara, Karen; Panda, Santosh
    The encyclopedia of female pioneers in online learning is a fascinating compilation about the work of thirty leading educational experts who have lived and worked in eighteen countries across the globe. Their knowledge and contribution to the field has shaped and improved how people learn online. The women in this book were some of the first to introduce new ideas, concepts and applications in distance education and online learning, and they continue to contribute to Distance Education, e-learning and Open and Distance Learning. As strong proponents for phenomenology, the authors, Bainbridge and Wark, have given these women a platform to share their subjective interpretation of experiences as pioneers in online learning.
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    Engendering Digital Learning to Enhance Online Interaction in Continuing Education
    (2022-09) Nyangara, Karen
    PCF10 Sub-theme: Inspiring Innovations // Skill building for increased employability, relevance at work or for promotion drives continuing education through flexible learning modes such as digital learning. However, digital learning research continues to focus on formal learning institution, where technologies and learners are more sophisticated than in continuing education. Participants demonstrate gendered differences in ability to access and use online tools and platforms, exacerbating marginalization and lack of inclusiveness. In our training sessions, men dominated: the triple roles of women and girls, access to technology and perception of social position resulted in lower levels of participation during plenary, and in ranking of overall. training experience. Subsequent training utilized synchronous and asynchronous innovations- including heavy use of chat, spider web discussion, pairing of participants to brainstorm before joining breakaway groups, integration of WhatsApp and group email for mobile-based assignments and to preview learning material. Assessment of difference in access and participation was based on length of attendance in sessions, use of feedback streams, and post training evaluation. Results indicate that use of multiple approaches positively impacts on attendance and interaction, and leading to higher attainment of learning goals. These findings show that engendering digital learning technologies facilitates inclusion of technologically disadvantaged learners in informal, low-support settings. // Paper ID 8694