Articles in Periodicals & Books

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Editorial: Reflections on the Increasing Role of TEL in Learning for Development
(2025-03-24) Panda, Santosh; Panda, Santosh
In the ‘Editorial’ to the last issue of our journal JL4D, we had noted that “For effective implementation of TEL, Panda and Mishra (2020) underlined that while ‘policy-capacity-technology’ could act as a theory of change model, open and distance institutions need to invest in our collective understanding of ‘learning’ in a ‘networked society’ and work toward implementation of TEL in relation to contextual socio-cultural and educational ecologies” (Panda, 2024, p. i). Deriving from this, it may be underlined that context and contextual understanding become very important insofar as technology deployment and application in ‘learning for development’ are concerned. ‘Learning for development’ (LfD) covers a wide range of themes, levels, and strategies, and these are also transforming in contemporary times. Research has been leading this transformation, and research on technology-enabled learning (TEL) contributing to and facilitating LfD should not only be contextual but, more importantly, look into the critical role of technology for community-based socio-economic development (Selwyn, 2023; Selwyn et al., 2020). Based on these formulations, we have selected and included 17 items (nine research papers, seven case studies, and one book review) in this issue of the Journal.
Book Review: Critical digital pedagogy in higher education
(2024-11-19) Hill, LeRoy; Panda, Santosh
“Critical Digital Pedagogy in Higher Education,” edited by Suzan Köseoğlu, George Veletsianos, and Chris Rowell, is a seminal work that addresses the pressing need for a pedagogical shift in higher education. Rooted in the digital landscape, the book critiques traditional power structures and advocates for a learner-centred approach that resonates with students’ socio-cultural contexts. Drawing inspiration from Paulo Freire’s “Pedagogy of the Oppressed,” the editors present a contemplative framework that challenges educational norms and promotes critical consciousness, shared learning experiences, and a nurturing online environment. The volume stands out for its collaborative nature, incorporating diverse expert voices to explore themes like care ethics, Indigenous knowledge, and the pervasive influence of digital tools. This approach not only enriches the discourse on digital pedagogy but also encourages the practical application of theory in contemporary teaching and learning. The book is a valuable resource for a wide audience, seeking to foster meaningful engagement and transform higher education in the post-Covid-19 era.
Problems Confronting the Teaching Profession in Tanzania and Implications towards Educational Excellence in the Digital Age
(2024-11-19) Mgaya, Rose; Panda, Santosh
This study examined the problems encountered by the teaching profession in Tanzania and their impact on achieving educational excellence in the digital age. It was a qualitative phenomenological study involving 33 participants, including key educational administrators, heads of schools, and teachers. Interviews and Focus Group Discussions (FGDs) formed the main data collection methods, whereas, data collected were subjected to thematic analysis. The findings revealed several problems, including technology integration in teaching due to a lack of ICT resources, teachers' lack of digital competence, nonchalant attitudes towards technology and a reluctance to change, deplorable working and living conditions, limited opportunities for professional development and professional misconduct. These problems affect the quality of teaching and the country's education system. The study recommends the improvement of training programmes by equipping teachers with technological competencies needed in the contemporary digital age.
Low-connectivity Educational Technology: A Case Study of Supporting Learning during Covid-19 via SMS with ‘Keep Kenya Learning’
(2024-11-19) Jordan, Katy; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia; Panda, Santosh
The use of Short Messaging Service (SMS) for education has grown in recent years, drawing particular attention to supporting school-level learners, due to the Covid-19 pandemic. This renewed interest has prompted questions about how this form of educational technology could be used in the longer term. However, despite being used in many Covid-19 responses, there are few documented examples of innovative applications in this field during the pandemic, which represents a gap in the literature. As a medium for education, SMS offers potential benefits such as being cost-effective and having positive impacts on learning. In this paper, we present a case study of an educational programme rapidly implemented during the pandemic as part of the ‘Keep Kenya Learning’ program, to support learners remotely in terms of literacy, numeracy, and social and emotional learning topics. Through the case study, we describe the innovative process used to rapidly develop content for SMS, and draw upon usage statistics, quiz scores and user feedback to gain insights into its implementation with learners and caregivers in Kenya. The case study demonstrated that educational television content can be effectively adapted to mobile delivery. Furthermore, we present practical reflections on the development and implementation of SMS educational technology which will help inform future initiatives. These include considering timing in relation to school terms when planning a supporting intervention, and designing content in a modular way to allow flexibility for learners in navigating through courses.
Promoting Cyber Ethics Compliance among Teachers in Tanzania: What should be done?
(2024-11-19) Mfaume, Hamisi; Bilinga, Margareth; Panda, Santosh
The invention of digital ICT devices is one of the most important developments in the history of humankind, and education can greatly benefit from it. However, cyber ethics violations by teachers have become prevalent and are expected to increase unless measures are taken. This study explored education stakeholders’ perspectives on ways to promote teachers’ compliance with cyber ethics in Tanzania. It employed a qualitative case study design involving three secondary schools and 27 participants selected purposively in Kinondoni Municipality in the Dar es Salaam region. Data were sought through semi-structured interviews and document reviews and subjected to thematic data analysis. The findings indicated that teachers’ compliance with cyber ethics requires training of teachers on the pedagogical uses of technology, the inception of a specific national policy for the responsible use of technology in schools, integration of the cyber ethics aspects of the Teachers’ Code of Conduct, improvement of teachers’ living and working conditions, and promotion of teachers’ awareness of the Cyber Crimes Act of 2015, among others. The study recommends that policymakers and education authorities implement the suggested initiatives to promote cyber ethics compliance among teachers for education excellence in Tanzania, and, possibly, elsewhere.
Perception of Education and Industry Leaders on Micro-Credentials and their Potential in Higher Education
(2024-11-19) Santally, Mohammad; Rajabalee, Yousra Banoor; Cooshna-Naik, Dorothy; Greller, Wolfgang; Panda, Santosh
Micro-credentials are certifications that evaluate knowledge and skills acquired through specific learning experiences. This research explores the perceptions of education and industry leaders in Mauritius regarding recognition, ease of application, and value of micro-credentials in higher education. Interviews were conducted with 10 education and four industry leaders. The findings indicated that while the respondents lacked a deep understanding of micro-credentials as an educational model, they recognised the need to formalise its adoption within frameworks such as the National Qualification Framework (NQF) and a National Credit System. Additionally, there is a pressing need for reliable, competency-based assessments and structured pathways to map micro-credentials to university credits, leading to recognised qualifications. These insights from Mauritius can provide valuable lessons for other developing nations seeking to integrate micro-credentials into their higher education systems, helping to address skills gaps, promote lifelong learning, and create flexible educational pathways that align with local and global workforce demands.
Leading Strategic Reset: A Framework for Revisioning University Strategic Priorities
(2024-11-19) Olcott Jr, Don; Panda, Santosh
Strategic reset is the process of reassessing an institution’s strategic priorities, making changes if warranted, and assessing whether the institution can effectively engage and respond to any zeitgeist in the future through agility, flexibility, innovation, and responsiveness to all key stakeholders. The prerequisite for strategic reset is, Why change? What forces are the catalyst for change? The author notes that stakeholder demands for change in education are not new and not all institutions necessarily have to engage in all priority strategic areas for strategic reset. Moreover, reframing strategic priorities must be phased-in based on priority synergy areas. Attempting to do everything fragments resources, increases negative public perceptions about mission ambiguity and diminished quality and leads to mediocrity. Competitors will reframe their institutions with new architectures and streamlined strategic priorities to ensure focus, agility, and responsiveness to highly complex market forces. Competition will drive your institution off the playing field unless the leaders step back, reset, engage and focus their leadership team on resetting strategic priorities and creating the university of the future.
Teachers’ Implementation of Higher Order Thinking Skills in Physical Education in an Online-Based Professional Teacher Education Programme
(2024-11-19) Hardiansyah, Sefri; Panda, Santosh
Teacher Professional Education (known as PPG) is an Indonesian government programme to produce professional teachers who can implement Higher-Order Thinking Skills (HOTS) in learning so that students in Indonesia can be expected to have high HOTS. However, in reality, students' HOTS in Indonesia are still low, raising questions about the effectiveness of PPG in producing teachers who can implement HOTS. This study aimed at investigating the implementation of HOTS in physical education learning by teachers who participated in the online PPG programme based on gender and tenure, so that it can be a benchmark by the Indonesian government for the effectiveness of the PPG programme. This was a comparative study and the population was comprised of 35 physical education teachers who participated in the PPG programme online at Padang State University in 2022 Batch I. The research sample of 30 people was determined by the purposive sampling technique. HOTS implementation data was taken from video documentation of participants' teaching practice and then assessed using 19 items of the Teaching Performance Guidelines. Data were analysed with an independent sample t-test and ANOVA test. The results showed that physical education teachers who participated in the online-based PPG programme were able to implement HOTS into the learning process well, and the implementation of HOTS, based on gender and tenure, was not significantly different.
Study on School Students’ Blended Learning Experiences and Mathematical Self-Concept during Covid-19
(2024-11-19) Jasmin, Diana Rose; Ongcoy, Paul John; Panda, Santosh
The self-perception of one's mathematical abilities is a critical component that academics study to improve mathematics education. Amidst the Covid-19 pandemic, the majority of educational institutions used a blended learning method, specifically including both online and modular distance learning. This research investigated the contribution of blended learning experiences in mathematics to learners' self-perception of their mathematical abilities in the new learning environment. This research used deliberate sampling to select and conduct focus group conversations with ten (10) students studying Science, Technology, Engineering, and Mathematics (STEM). The data obtained underwent thematic analysis. The findings revealed that students' experiences of the teacher’s mastery of the topic, observations about learner-learner relations, the importance of rereading transcripts, and utilisation of internet-based resources fostered their mathematics self-perception, while their experiences such as inadequate teacher-student connections, distracting educational settings, clashes with domestic obligations, and sensations of solitude hindered it. The findings show that comprehending these encounters in this demanding educational setting presents a constant prospect for students to enhance their mathematical learning and their perception of their own ability to excel in the topic.
Effectiveness of Web-supported Videos on Students’ Academic Achievement, Critical Thinking Skills and Three-dimensional Learning
(2024-11-19) Gülen, Salih; Dönmez, İsmail; Panda, Santosh
While traditional teaching methods such as face-to-face lectures, training, and mentoring have been utilised in the educational process, the importance of web-supported materials was better underscored with the advent of the pandemic. Documentary videos, prepared with scientific data, serve as significant web-supported materials. The aim of this research was to find out the effectiveness of web-supported videos on associate degree school students' academic achievement, critical thinking skills, and three-dimensional learning in science. The study employed a pre-post-test design, a type of quasi-experimental research, involving 42 associate degree school students enrolled in a child development programme. Data were collected using academic achievement tests, critical thinking skill tests, and three-dimensional learning scales, and analysed using non-parametric techniques. The two-month training revealed that web-supported videos contributed to the academic achievement and three-dimensional learning skills of students in understanding the concepts of the moon, sun, earth, and planets, though they did not have a significant effect on students' critical thinking skills.
Students’ Technological Readiness and Online Learning Self-Efficacy in Physical Education
(2024-11-19) Dimo, Sherina; Abalayan, Joeven Deo; Celestial, Elvie; Achas, Michael; Majarucon, Niqui Joy; Tolentino, Robinson; Setiawan, Edi; Lobo, Joseph; Panda, Santosh
The study of ‘technological readiness and online learning self-efficacy’ has been thoroughly examined across multiple fields in recent years. Most investigations on this topic have consistently shown a contradictory relationship between the two factors. Moreover, there is a dearth of studies undertaken in the field of Physical Education within higher education, particularly in the setting of the Philippines. This study aimed to investigate the correlation between Technological Readiness (TR) and Online Learning Self Efficacy (OLSE) among a sample of 305 Physical Education Teacher Education (PETE) students in a higher education institution in the Philippines. Correlational and predictive analyses, specifically Pearson-r and Multiple Regression, were employed to ascertain the association between the four aspects of TR (Optimism, Insecurity, Innovativeness, and Discomfort) and OLSE. The findings indicate a positive and direct correlation between TR and OLSE. Moreover, the four dimensions of TR, exhibit a positive correlation with OLSE. According to the results, PETE students’ inclination to utilise advanced tools through online learning platforms could greatly enhance their online learning self-efficacy. The following recommendations and prospective research initiatives are hereby provided.
Perception about and Effect of Adaptive Educational Application on Electronics Topics on Students’ Virtual Spaces, Motivation, Satisfaction and Active Role
(2024-11-19) Salas-Rueda, Ricardo-Adán; Panda, Santosh
Currently, educators seek to offer personalised contents to facilitate autonomy during the educational process. The aim of this mixed study (quantitative and qualitative approach) was to build and analyse the effectiveness of the Adaptive Educational application on electronics topics (AEET) considering Data Science (machine learning algorithm on linear regression). In particular, AEET presents the content about logic gates, considering student learning style, through a web simulator, digital files, and YouTube videos. The participants were 41 students from the National School of Earth Sciences, National Autonomous University of Mexico. The results of the machine learning algorithm on linear regression indicated that the content of AEET positively affected the creation of virtual educational environments, motivation, satisfaction, and active role. At the National School of Earth Sciences, the use of AEET facilitated personalised learning at any time, autonomy, and flexibility of space during the educational process. In conclusion, it was found that AEET is a technological development that improved learning about logic gates through a web simulator, digital files, and YouTube videos.
Virtual Reality in Elementary Education: A Scientometric Review
(2024-11-19) Maryani, Ika; Karimi, Amir; Fathi, Kourosh; Panda, Santosh
In elementary education, virtual reality (VR) has been the subject of much-increased research over the last ten years, with developed and developing nations making significant contributions. This research used a bibliometric approach to examine all publications published between 1994 and 2023, depending on this information. This study uses the VOS viewer tool and the Scopus database to analyse 365 articles. The results show that developed nations significantly contributed to publications and citations, especially in research and development, whereas developing nations were more interested in using technology in education. Journals in computer science and education now receive the most citations, which indicates the current focus on Virtual Reality in Elementary Education. The trend of greater collaboration among authors may be attributed to several variables, including, but not limited to, enhanced financing, higher author competency, and the rise of transdisciplinary studies. This collaborative effort facilitates the exchange of many viewpoints, expands the scope of insights in articles, and improves the editing and revising process. The terms "child," "reality," "technology," "approach," "intervention," "teaching," "augmented reality," "difference," "patient," and "process" are the top 10 keywords linked to virtual reality in elementary school research. Research relevance, influence, and acknowledgment within the scientific community may be ensured by matching research to keyword trends. The findings of this study could help future investigators choose research topics and pinpoint areas of interest.
Study on the Assessment of STEM Instructional Design Plan Based on Information Flows
(2024-11-19) Zheng, Lanqin; Huang, Zichen; Liu, Yang; Panda, Santosh
In recent years, the growing incidence of blended and online learning has highlighted instructional design concerns, especially STEM instructional design. Existing studies have often adopted observations, questionnaires, or interviews to evaluate STEM instructional design plans. However, there is still a lack of quantitative, measurable, and objective assessment methods. To close this research gap, this study proposes an innovative method for assessing STEM instructional design plans based on information flows. In this study, 20 STEM instructional design plans were designed, analysed, and assessed using the proposed information flow-based assessment method. The results indicated that the proposed method is feasible and effective for assessing STEM instructional design plans. STEM instructional design plans could be significantly improved based on the proposed method. The results and implications for instructors and practitioners are discussed in depth.
Taming the Monster: How can Open Education Promote the Effective and Safe use of Generative AI in Education?
(2024-11-19) Tlili, Ahmed; Agyemang Adarkwah, Michael; Lo, Chung Kwan; Bozkurt, Aras; Burgos, Daniel; Bonk, Curtis J.; Costello, Eamon; Mishra, Sanjaya; Stracke, Christian M.; Huang, Ronghuai; Panda, Santosh
The development, use, and timely promotion of Open Education (OE) has been effective in addressing myriad educational concerns, including inclusivity, accessibility and learning achievement, among many others. However, limited information exists in the literature concerning how OE could enhance Generative Artificial Intelligence (GenAI), which is receiving extensive interest and criticism at this time. To address this research gap, this study relies on the Open Educational Practices (OEP) framework of Huang et al. (2020) to provide various OEP scenarios that could help to promote and facilitate the effective and safe adoption of GenAI in education. The findings of this study could provide guidelines on how relying on OEP when adopting GenAI could help in ensuring quality education which is the sustainable development goal (SDG 4) of the United Nations (UN).
Developments in TEL: Pushing the Boundaries of Open Education
(2024-11-19) Panda, Santosh; Panda, Santosh
With the firm articulation by the first chancellor of the OU Lord Geoffrey Crowther, at the UKOU’s inaugural ceremony, that the open university is “open as to people, open as to places, open as to methods and open as to ideas” (Crowther, 1969, pp. 1-2; also reiterated by Perry, 1976), open education has evolved over the past decades and has come a long way to be understood and practised as open access, open learning, open educational resources, open sharing, open pedagogy, and open educational practices, among others. In its evolution, technology has played a significant role. In a review of open, distance and digital education in the Global South, Mays (2023) notes that open, distance and blended approaches in open schooling and higher educational institutions have increasingly embraced digital, cloud-based and connected approaches appropriate to diverse levels, disciplines and contexts, and, therefore, contextual understanding is crucial in any TEL design and application. Conole’s (2013) research review on pedagogical patterns and open educational resources, and learning design for an open world; and Selwyn et al’s (2020) caution about digital inclusion/exclusion, artificial intelligence/datafication, human learning/machine learning, and community approaches to design and implementation, will be of critical importance to TEL designers for open education. Our opening first paper in this issue of the Journal is an interesting and reflective discourse on open education and generative AI.
Book Review : Gender, Sex and Tech! An Intersectional Feminist Guide
(2024-07-21) Jha, Jyotsna; Panda, Santosh
This book is a collection of 14 essays and one introductory and one conclusions chapter, written by scholars cutting across different institutions in Canada, and engages with diverse dimensions of gender, sex and technology. Exploring interdisciplinary, feminist, intersectional and decolonising methods and approaches, the chapters in the 300-plus page book are divided into five themes of “Disrupt”, “Connect”, “Surveillance”, “Bodies” and “Reclaim”. The book emanated from working on developing a course on the same theme and was written primarily as a resource for teachers, students and research scholars and, therefore, refers to itself as a guide. What allows it to be a real guide is the fact that each chapter is accompanied by sections on “Questions for Discussion”, “Invitations to go Deeper”, “Read More” and “Listen More, Watch More”, in addition to References. These sections also follow the same theoretical backdrop as the essays, and encourage readers to explore questions about their experiences vis-à-vis their identities and interactions with technologies both in their personal and professional lives, and also both as individuals and members of a community.
Book Review : Higher Education for Good: Teaching and Learning Futures
(2024-07-21) van den Berg, Geesje; Panda, Santosh
Higher education for good is a book of hope that makes an essential contribution to the future of the university. Edited by Laura Czerniewicz and Catherine Cronin, it is an open-source book published in 2023. It explores how higher education can act as a transformative force for good within and outside the academic field. This is particularly relevant in a context marked by turbulence and severe crises in recent years. In this regard, Guzmán-Valenzuela (in the preface of the book) asks, "How can universities contribute to the good despite these rather gloomy and dark times, narratives, and practices?” (p. 33). The book addresses this question with hope by presenting theoretical and practical perspectives on rethinking and reshaping higher education.
Exploring Simulation for Immersive Learning Experiences in the Digital, Open, and Distance Classroom
(2024-07-21) Sapuan, Dewi Amat; Chan, Josephine Ie Lyn; Panda, Santosh
Simulation-based learning has the potential to foster a transformative learning culture within the Open and Distance Learning (ODL) environment. This report is based on a research project, integrating a simulation into a digital ODL classroom, conducted in Wawasan Open University, an ODL university in Malaysia. The report highlights how a simulation can be valuable to ODL students as an effective learning tool and by creating an immersive learning experience for the students.
Preferences and Views of School Students on the Integration of MOOCs in Performance Tasks of EFL Courses
(2024-07-21) Aksak Kömür, İstek; Okur, Muhammet Recep; Panda, Santosh
The Covid-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students’ motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education.

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