Articles in Periodicals & Books

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  • Publication
    Editorial: Learning for Development: Lessons from Diverse Contexts and Perspectives
    ( 2022-07-19) Panda, Santosh ; Panda, Santosh
    There has been a contemporary trend in educational delivery, as also in education research studies, toward technology-enabled learning, which offers scope for contexualisation and appropriateness for effective and quality individual and group learning. This trend, though, does not preclude the age-old and conventional campus-based learning. The trend, in fact, has more been toward diversified forms of ‘blended teaching-learning’ – with the nature of the ‘blend’ varying according to the context and current provision in respective educational/ national contexts. In the developing countries, the discourse is more vulnerable in respect of appropriate decision-making for an equitable and inclusive educational provision. Practical field experiences, as also rigorous research studies, should significantly contribute to such decision-making at governmental, institutional and faculty level. Keeping this in view, we have put together, in this issue of the Journal, the following research articles/ studies, case studies, reports from the field, and book reviews which may inform us in further visualising and implementing our actions.
  • Publication
    Book Review: McNaught & Gravett, Eds., Embedding Social Justice in Teacher Education and Development in South Africa
    ( 2022-03-19) Hordatt Gentles, Carol ; Panda, Santosh
    This edited volume by Carmel Mc Naught and Sarah Gravett is part of a series titled Perspectives on education in Africa. The series seeks to “offer tools for analysing, for understanding, and for decisionmaking concerning contemporary issues of education in Africa” (p. xiii). Its underlying assumption is that such tools and analysis, while respectful of other perspectives should be grounded in indigenous knowledge and experience as a way of decolonising African education. The promotion of African scholarship about Africa is seen as a way of enhancing education in and for African people by celebrating it and theorising lessons for the future.
  • Publication
    Book Review: Dede & Richards, Eds., The 60-Year Curriculum: New Models for Lifelong Learning in the Digital Economy
    ( 2022-03-19) Olcott, Don Jr ; Panda, Santosh
    The 60-Year curriculum: New models for lifelong learning in the digital economy examines new vantage points for higher education reform and global shifts in workforce development driven primarily by new models of lifelong learning. The chapter authors have provided insightful and occasionally provocative analyses of how universities in the digital economy will need to reconceptualise their models of lifelong learning given the impacts of digital technologies and increases in life expectancy resulting in longer careers and the need for education, training, upskilling-re- skilling-upgrading. In sum, these trends mean that “what we learn, when we learn it, how we learn it, and who we learn it from will all change” (Scott, p. 25).
  • Publication
    Virtual Community Mentoring Models for Middle School Underachievers Psychosocial Development and Well-Being During COVID-19
    ( 2022-03-19) Gomes, Roseline Florence ; Thomas, Lijo ; Panda, Santosh
    Recent studies highlight the outcomes of COVID-19 on the psychosocial skills of early adolescents. It shows the unavailability of virtual community mentoring models for teenagers' individual and interpersonal growth in the virtual scenario. Hence, there emerges a need to explore and apply the available virtual communication resources by facilitators, families, and other community professionals for teenagers’ self-development. This article reports the application of virtual resources like WhatsApp, graphic design platforms (CANVA and Adobe), graphic interchange formats (GIPHY App), all-in-one visual content editing forums (InShot App), and memes (Meme Generator App) in engaging and supporting community mentoring capacities leading to psychosocial development and well-being for teenagers during COVID-19. Through this article, contemporary virtual models are explored and executed with community guidance to integrate the personal developmental skills of middle school underachievers. There is also a need to work with community interventions by using virtual mentoring skillsets for positive youth development.
  • Publication
    Effects of Internet Access During Examinations
    ( 2022-03-19) Mitra, Sugata ; Dangwal, Ritu ; Panda, Santosh
    The scores obtained by students in examinations where internet access was allowed during the examination were compared with the scores obtained in traditional examinations where no assistance was allowed. These scores were then compared with those obtained in a standardised school examination on the same topic or subject, taken by the same students a year before. We observed that scores dropped by over 70% within a year of taking a traditional examination but could be significantly improved if internet access is allowed in the later examination. We further observed that scores in examinations where internet access was allowed were consistently higher than where internet access was not allowed. Finally, we report an analysis by rank and observe that student rankings change both over time and whether internet access was allowed or not. This leads us to suggest that use of the internet during examinations measures abilities that are different and more meaningful to our times than those that are measured by traditional examinations based on memorisation and unassisted recall.