Teacher Education through Flexible Learning in Africa (TETFLE)
The Teacher Education through Flexible Learning in Africa (TETFLE) and other developing contexts online journal is a refereed, open-access e-journal that publishes original research on distance teacher education in Africa. TETFLE aims to create a platform for researchers and practitioners on glocal matters that relate to distance teacher education on the continent. Publications cover issues of content, pedagogical consideration, technology and management in distance education. Exemplar papers with rigour showing research evidence are most appreciated. TETFLE also publishes review articles and book reviews. TETFLE currently appears once in a year, with an additional special edition from accepted biennial conference papers, as applicable. The journal is the official journal of the Distance Education and Teachers’ Training in Africa (DETA) biennial conference, hosted by the Faculty of Education, University of Pretoria, South Africa. INDEXING TETFLE is indexed by the Directory of Open Access Journals (DOAJ). TETFLE Publication Fee The TETFLE journal charges a publication fee of R3 000 (Three Thousand Rand). This excludes VAT for authors from South Africa. The current US Dollar rate applies. This fee is charged after the manuscript has been accepted for publication. The author(s) will be duly informed when to make payment. Published articles are accessed by users without fees on the website.
Authors who publish with this journal agree to the following terms: Authors retain full copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution Share-alike 4.0 International License This license lets others remix, adapt, and build upon authors' work non-commercially, as long as they credit the author and license their new creations under the identical terms that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Understanding Multi-layered Conceptualisations of Innovation in Education
Innovation is a difficult concept to pin down. Indeed, there are intense debates and deep disagreements about this topic. The same can be said for innovation in education. While it is agreed that education is vital for creating a sustainable future, innovation in education has disparate meanings for various actors involved in education. Innovation in education may be driven by a host of factors ranging from sociological constructs such as equity or gender to global phenomena such as COVID-19. Innovation also varies in nature and degree. It can be in the form of an augmentation on current educational practices or artefacts, or in terms of a radical change. Innovation can be building on existing or disrupting current educational practices and artefacts. It can be inspired or imposed by educational authorities. This paper seeks to understand how various stakeholders of the education sector conceptualise what innovation is in education, and how it impacts their sector. The stakeholders include policymakers, educators, educational cadres that oversee policy implementation and teacher educators. The data has been produced through online questionnaires and focus group discussions. These data were analysed through the lens of different taxonomies of innovation that constitute the conceptual framework of the paper. The findings indicate that each stakeholder has a unique conceptualisation of what innovation in education entails. These conceptualisations do have commonalities among them. More importantly, the findings indicate gaps that exist among the different views that need to be bridged for the successful implementation of innovative projects in education.
Copyright (c) 2025 Waaiza Udhin, Vicky Avinash Oojorah https://creativecommons.org/licenses/by-nc-sa/4.0
An exploration of course tutors’ reported teaching practices in a distance learning institution in Ghana
Quality teacher education is contingent upon the pedagogical practices of teacher educators. While various studies have explored these practices, few have situated them in the broader framework of teacher education models. This article leverages tutors’ perceived pedagogical approaches and learners’ demographic characteristics to interrogate the implementation of transformative pedagogy within Ghana’s distance learning setting. Through the analysis of semi-structured interviews with course tutors and senior leaders, rooted in the concept of transformative distance learning (DL) pedagogy drawn from Paulo Freire’s work (1970), we highlight the model’s effectiveness, emphasising the role of facilitation and dialogue, in the creation of empowering learning experiences. This study provides insights for comprehending, reflecting on, responding to, and learning from the evolving practices of course tutors in a distance learning institution in Ghana. Based on these insights, we propose recommendations to enhance the model’s pedagogical potential, which offers valuable implications for advancing teacher education policies and practices in Ghana and other African countries with similar distance learning models.
Copyright (c) 2025 Eric Addae-Kyeremeh; Jane Cullen , Might Kojo Abreh, Margaret Ebubedike, Joyceline Alla-Mensah https://creativecommons.org/licenses/by-nc-sa/4.0
Early Grade Teachers’ Implementation of Phonics-based Literacy Instruction for Reading Skills Development: Do Teachers’ Professional Experiences Make a difference?
In-service training in phonics-based literacy instruction comparing the USAID and non-USAID Jifunze Uelewe schools has not been focused on by the research team in Tanzania. Thus, there has been limited evidence to inform planning and implementing lessons improving reading skills among early grades pupils using phonics-based literacy instruction. Three data collection methods were used: in-depth interviews, classroom observation and a questionnaire reaching 305 participants (208 early-grade teachers, and 97 Ward Education Officers) in 50 public schools (40 in the Tanzania mainland and 10 from Zanzibar). Content analysis was used to analyse responses given by teachers’ and education quality assurance officers on the focused research questions. The results indicate that teachers reported receiving better support for teaching practices than for the preparation of materials or for growing their content knowledge. Also, the programmes rarely help teachers gain skills for teaching children with special needs. Overcrowded classrooms and lack of technological materials were reported to compromise teachers’ ability to promote responsive classrooms in their teaching. A good number of teachers (78%) in the USAID Jifunze Uelewe regions and 48% from non-USAID regions had an opportunity to attend in-service professional development on working with special needs children. Some teachers felt less satisfied with the in-service training they received as it was conducted over a short period, thereby not impacting their teaching skills. The study concludes that in-service training, especially mentoring and coaching, should be sustained to improve teachers’ knowledge and skills to prepare and deliver phonics-based lessons appropriately.
Copyright (c) 2025 Pambas Tandika Basil, Placidius Ndibalema, Godlove Lawrent, Joyce Mbepera, Prosper Gabrieli https://creativecommons.org/licenses/by-nc-sa/4.0
Strategies for Enhancing Acceptance of New Technologies by Open, Distance, and eLearning Centers in Kenya
Introducing a new technology can be very exciting especially to the technology creators. However, as espoused by the Technology Acceptance Model (TAM), while the creator of a given technology may believe that the new technology is very user-friendly, it may only be accepted by its potential users if they share the same beliefs. The study sought to establish strategies that Open, Distance, and eLearning Centers pursue to enhance acceptance of new technologies by online learners. This study is mainly anchored on the Technology Acceptance Model (TAM) which is widely used to explain the factors related to users’ acceptance of new technologies. A cross-sectional survey of seventy-three (73) universities in Kenya was undertaken with the in-charge Open, Distance, and electronic Learning (ODel) Centers as the respondents. Fifty-nine (59) respondents completed a survey tool, which was shared as a Google form. Data were analysed quantitatively and qualitatively. Continuous evaluation and improvement of ODeL technologies was the most common strategy perceived to enhance new technology acceptance at 85%. The study recommends a need to develop and operationalise a new technology acceptance and adoption policy as a key strategy to enhance the acceptance of new ODeL technologies.
Copyright (c) 2025 Michael Ngala https://creativecommons.org/licenses/by-nc-sa/4.0
Experiences with interactive video assessment in higher education to enhance teaching and learning
When designing quality educational experiences, decisions must be made based on the latest educational technologies available. Interactive videos are one of the most advanced digital information technology and multimedia content developments. Therefore, using interactive videos requires significant investment in technology and human resources, which could be challenging in countries experiencing socio-economic or digital inequalities. Using a four-phased sequential exploratory mixed-method research design, this study aimed to explore lecturers’ (n=20) and students’ (N=800) experiences with interactive videos in South Africa to discover the underlying drivers for adopting interactive videos and identify factors that could hinder adoption. During the exploration, the Community of Inquiry (CoI) framework informed the study on instructional design principles to consider when creating educational experiences (i.e., social presence, cognitive presence, and teaching presences) and the Technology Acceptance Model (TAM) provided insight into determinants (i.e., perceived usefulness; perceived ease of use; behavioural intention to use technology) that directly or indirectly could explain lecturers’ behavioural intentions to adopt interactive videos. This study found that interactive videos have significant benefits and advantages that can positively impact teaching and learning experiences, making them a valuable application for lecturers and students. Findings also show the diverse possibilities for using interactive videos to promote a teacher and cognitive presence online. Findings from this study could help support and guide the adoption of interactive videos in higher education.
Copyright (c) 2025 Joyce West https://creativecommons.org/licenses/by-nc-sa/4.0
Editorial: Teacher Education Practices in a Flexible, Higher Education Environment
Copyright (c) 2024 Ruth Aluko https://creativecommons.org/licenses/by-nc-sa/4.0
Editorial for special issue: A paradigm shift towards innovative, resilient and transformative teacher education
Copyright (c) 2025 Dr. Tony Lelliott, Ms Mohini Baijnath https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher education in a flexible higher education environment: Considerations for the future
Although teacher education practices had undergone major changes due to the possibilities that came with developments in the field of information and communication technologies and the introduction of online teaching and learning since the turn of the century, the COVID-19 pandemic brought about further major paradigm shifts and greater flexibility in the way teacher education for prospective and in-service teachers can be and are offered. The question can rightfully be asked by higher education institutions offering these programmes, what should inform their thinking and planning going forward, specifically in the Sub-Saharan context where the demand for education is ever-rising, amongst other, due to the relatively young population of the region and the massification of higher education. Yet the question can be asked now that the pandemic is almost over, how higher education institutions move forward with teacher education programmes, and on what they base decisions on. We thus highlight some considerations for universities on the future of flexible teacher education programmes. We start by discussion the concept of flexible learning, and specifically flexible modes of delivery for teacher education. We then provide some theoretical and contextual considerations for higher education institutions to take into account, after which we consider challenges, solutions and impact of such programmes. We argue that higher education institutions should embrace flexible learning as the way forward for teacher education programmes, but that they should make sure that it aligns with the context of the institution.
Copyright (c) 2024 Lynette Jacobs, Karen Ferreira Meyers https://creativecommons.org/licenses/by-nc-sa/4.0
Comparative and International Education as a Way to Strengthen Internationalisation in Teacher Education Programmes at Universities in Africa
One lacuna in teacher education programmes at universities in Africa is a lack of internationalisation. This is a position paper, using the method of comparative and international education. The paper argues that imbuing teacher education programmes at universities in Africa with comparative and international education is an obvious way to counter such detrimental trends of parochialism, universities appointing their alumni, an inward orientation and to effect internationalisation in such programmes. This is particularly significant at this point, when the constraints brought about by the COVID-19 pandemic have rendered many of the other conventional means of internationalising higher education difficult or impossible. The article concludes comparative ad international education courses in teacher education programmes fully serve a host of purposes. These include description of education systems, understanding of education systems, improvement of education practice (both at policy and at classroom level), applying the comparative method to investigate or illuminate education issues, and furthering of the philanthropic ideal. Furthermore, such courses appear to be ideally suited to bring about much-needed internationalisation in such programmes. Being part of an internationalisation drive, it may have several additional benefits related to the countering of Northern hegemony in education, and shaping the course of the decolonisation of education drive.
Copyright (c) 2024 Charl Wolhuter https://creativecommons.org/licenses/by-nc-sa/4.0
Student Teachers’ Views on Developing Practical Online Art Skills During Teaching Practice
Addressing the learning needs of grades 10-12 art students, specifically those students who are vulnerable to exclusion and marginalisation, requires inclusive and innovative approaches when teaching practical art skills online and face-to-face. The aim of the study was to establish student teachers’ challenges when teaching practical art online during COVID-19 and to find innovative ideas for addressing such challenges. Qualitative data was collected from art student teachers (n=147) who reflected on their teaching practice experiences and responded to two online open-ended questions. Challenges that student teachers mostly experienced included a lack of in-person teaching, internet connection and data, student-teacher support from mentors and lecturers, not enough practical teaching experience hours, stress, and anxiety. If not addressed, these challenges could have an impact on not only the practical application of art skills but also the development of scarce skills such as creativity and problem-solving skills that are necessary for all citizens to make informed decisions. In addressing these challenges, various innovative online and offline activities were suggested, such as demonstrations posted on WhatsApp groups, peer tutoring, extension of submission dates for practical art activities, creating offline videos for learners to view and work on activities at their own pace, repeat lessons, keeping activities simple, virtual museums, and using natural resources from learners’ surroundings to develop practical art skills.
Copyright (c) 2024 Thelma de Jager https://creativecommons.org/licenses/by-nc-sa/4.0
The Effect of COVID-19 on inclusive mathematics education
The COVID-19 pandemic has dramatically changed education all over the world. As part of emergency remote teaching (ERT), the switch to online instruction had several technological, pedagogical and social challenges. Oral hearing impaired (HI) learners experienced difficulties during synchronous online lessons with hearing devices not picking up sounds, disruption to comprehend the lesson, not familiar with the online devices and emotional side-effects (Krishnan et al., 2020). The research question that guided this study is what is the influence of COVID-19 on mathematics teachers’ inclusive practices for oral HI learners? This study followed a case study design and collected data from two high school inclusive mathematics teachers before the pandemic and during ERT. The South African Department of Basic Education’s (DBE, 2011) Guidelines for responding to learner diversity in the classroom through curriculum and assessment policy statements and Whittle, Tiwari, Yan and Williams’ (2020) ERT environment framework’s design step guided the data collection and analysis processes. Data was collected in the form of interviews, observations and document analysis. It was found that teachers should receive adequate training when teaching in an inclusive school focusing on hearing impairments. During ERT the teachers felt teaching became a 24-hour job, the school’s expectations were high and they had strict requirements on the appearances of the videos. They had to produce between 12 and 16 videos per week for asynchronous teaching. Hardly any inclusive practices were implemented during ERT. The HI learners were neglected during the lockdown of schools during the COVID-19 pandemic as the teachers only focussed on making videos and tried to cope with the demands. More research needs to be done to determine how the COVID-19 pandemic, and possible future pandemics, and lack of inclusive practices influence the HI learners’ understanding and progression in mathematics. From that a framework can then be constructed to guide inclusive teachers in possible future pandemics and ERT scenarios.
Copyright (c) 2023 Linda Le Hanie, Sonja van Putten, Hanlie Botha https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching practice efficacy for preservice student teachers under COVID-19: A case study of Chitungwiza schools.
This qualitative case study aimed to evaluate pre-service student teachers’ conceptions of the quality of teaching practicum on their preparedness for service. The establishment of teaching practice efficacy under pandemic induced circumstances can inform teacher education on developing new models of supervision. The COVID-19 outbreak around November 2019 created extensive interruption across all human activities. Lockdowns and movement restrictions to curb the spread of the disease had a profound impact on access to education in general and in particular pre-service student teachers' teaching practice. Focus group discussions and semi-structured individual interviews were used to solicit views from a sample of twenty students attached to two primary schools and their mentors and six teaching practice lecturers from two primary school training colleges. Data were analysed thematically. The results indicated that pre-service student teachers and the entire education sector were caught unprepared by the sudden demand for online education. The study found infrastructure and human capacity deficit to ensure the provision of quality education effectively. A prolonged school absence meant students could not thoroughly test theoretical knowledge through practice. The study established that pre-service student teachers need support through further training on emerging online teaching and learning technologies after the practicum. Mentors also need urgent in-service training on the use of information communication technologies. Lastly, the government must start developing policies that promote and enhance support information communication infrastructure availability. Further research might look into the well-being of pre-service students in a pandemic environment.
Copyright (c) 2023 Abigirl Mawonedzo https://creativecommons.org/licenses/by-nc-sa/4.0
Self-directed assessment framework for practical tasks for Clothing and Textile Technology undergraduate teacher trainees under COVID-19 conditions
COVID-19 has affected social and economic life in several countries and the educational system is no exception. In response to the prevalence of the pandemic, digital technology has become a critical addition to face-to-face interactions for educational purposes. This study aimed to design a self-directed assessment framework (SDAF) for clothing and textile technology (CTT) undergraduates for distance learning. The assessment framework derived its understanding from the key concepts constituting assessment as the broader construct associated with sub-constructs such as skills and rubrics. A mixed methods approach was used in which twenty students and four lecturers from four purposively selected universities in Zimbabwe participated. Curriculum documents were analysed to identify skills to be assessed. Focus group discussions with lecturers confirmed the skills identified and ascertained the rubric for assessment. The framework was validated using a pilot test and Likert administered to students. A content data analysis method was used. Results showed that students found the framework for self-directed assessment of the skills outlined in the curriculum document valuable. Future explorations will help determine the usefulness of a similar framework in the theoretic concepts of the CTT curriculum.
Copyright (c) 2023 Rumbidzayi Masina, Joe Phaeton Mukaro, Tawanda Chinengundu https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing Student Support Services in Open and Distance Learning: The Case of Botswana Open University
ABSTRACT To ensure that all students studying through the open and distance learning (ODL) system have enduring learning experience and success, there is a need for a practical and effective student support system. Research in the United Kingdom and elsewhere has shown that the rate of attrition is higher in ODL when compared to the conventional systems. In an ODL environment, student support services entail academic, psychosocial, and administrative support. Botswana Open University (BOU) is no exception to having pitfalls considering the queries raised by students. This study assessed the effectiveness of student support services in an ODL institution like BOU. The researchers adopted Tinto’s Student Integration Model as their theoretical benchmark. The model states that students are more likely to remain enrolled in an institution if they become connected to the social and academic life of that institution. A qualitative design involving interviewing tutors, students, heads of departments, tutor coordinators, and the student counsellor allowed for collection of data that was thematically analysed. The findings identified challenges related to administrative, academic and psychosocial support. Based on these findings, recommendations were made to improve student support services at BOU. Key words: Student Support Services, Open and Distance Learning, eLearning Support, Academic support, Psychosocial support, administrative support
Copyright (c) 2023 Fidzani Agnes Majaule https://creativecommons.org/licenses/by-nc-sa/4.0
Student views on strategies to promote sustained learning in distance learning: An Ubuntu perspective
Distance learning in South Africa has been experiencing the unfortunate occurrences of low student throughput and retention. Therefore, the purpose of this paper was to determine possible strategies for sustained learning. Framed by Ubuntu as its theoretical perspective, the researchers discovered valuable insights through a methodological literature review and an empirical inquiry. Eight undergraduate students reflected on their distance learning experiences and challenges and suggested strategies for sustained learning. From an interpretivist research paradigm supported by a qualitative research approach, the study used a case study to conduct semi-structured interviews to gather data at an open distance learning institution in South Africa. The findings indicate that distance education institutions should provide sufficient learning support; conduct surveys to determine student challenges and needs; improve communication with students; develop a hotline; use open education resources and provide financial aid to all disadvantaged students. The study argues that the values of Ubuntu as set out in this paper, should be considered when drafting policy and implementing strategies to support students
Copyright (c) 2023 Nancy Tafirenyika, Geesje van den Berg https://creativecommons.org/licenses/by-nc-sa/4.0
Using ICT-based pedagogy to teach English First Additional Language during the COVID-19 pandemic: A rural case study
During the COVID-19 pandemic, face-to-face teaching was suspended and teachers were forced to transition to online teaching supported by information and communication technology (ICT)-based pedagogy. This study explored how teachers used ICT-based pedagogy to facilitate EFAL learning during COVID-19 in a rural area of Limpopo, South Africa. A qualitative descriptive case study was grounded in interpretivism and informed by teacher self-efficacy (TSE). Nine purposefully sampled EFAL teachers (four male and five female) were interviewed. Data were analysed using thematic analysis. The findings indicate that only two of the nine teachers employed ICT in online teaching and learning using social media platforms like WhatsApp and YouTube. Challenges such as the lack of teachers’ ICT knowledge and skill, lack of data bundles for internet connection and learners’ lack of digital devices emerged. The two teachers were unable to effectively provide online teaching to the learners due to a lack of adult support. It was concluded that only a few EFAL teachers were ready to apply ICT in their teaching on a permanent basis. This study recommends that in-service teachers’ training in the integration of ICT in the teaching and learning process is needed.
data bundles, digital devices, information and communication technology, online teaching and learning, social media
Copyright (c) 2023 Margaret Maja https://creativecommons.org/licenses/by-nc-sa/4.0
Learning about fostering student engagement during online teaching: A collaborative reflective inquiry of two teacher educators
The rapid shift to online teaching and learning during the COVID-19 pandemic required lecturers to think of altering their pedagogical approaches to suit online learning. One of those pedagogical approaches is fostering student engagement. We are two teacher educators who collaborated using a self-study methodology to look into our practice to learn about fostering student engagement in an online teaching environment. This study was guided by the theory of experiential learning and collaboration. Data were collected from our journal entries and collaboration discussions to narrate how our collaborative endeavours enabled us to learn about fostering student engagement in an online teaching platform. While the findings of what we learnt about fostering student engagement when teaching online are not entirely new in literature, we found that our collaborative endeavours helped us to deal with our fears and vulnerabilities as well as noticing pertinent aspects of student engagement in online teaching. We recommend that lecturers need to embrace collaboration in negotiating new and challenging educational situations.
Student engagement, distance education, online education, COVID-19, collaboration
Copyright (c) 2023 Yemisi Deborah Ali, Climant https://creativecommons.org/licenses/by-nc-sa/4.0
Adoption and development of OERs and practices for self-directed learning: A South African perspective
The use of open educational resources (OERs) within the broader context of open educational practices (OEPs) has many advantages, including the potential to result in self-directed learning, as students take responsibility for their learning. However, despite their vast potential, the promise of OERs has not yet translated into concrete and tangible OER adoption and development in the Global South, and specifically in South Africa. It also seems that the flow of OERs is mostly in one direction, namely from developed to developing country contexts. The purpose of this article is to determine what the literature reveals regarding OER adoption and development in South Africa. Within an interpretivist paradigm and a qualitative approach, we used an integrative literature review to collect data. Two large databases were consulted, and after applying the chosen inclusion and exclusion criteria, six relevant texts were found and discussed. The findings reveal that limited research is available. Furthermore, it became clear that OER planning, adoption and development is a process, and that collaboration and institutional support and leadership play important roles in the state of OER adoption, development and projects. The literature also revealed that despite the benefits of using OERs, there are stumbling blocks to adopting and using OERs in South Africa. Based on the findings, it is suggested that OERs for self-directed learning should advance and develop teaching and learning, by supporting flexibility and openness of learning resources. Lastly, to grow the use of OERs, with specific reference to South Africa, ongoing research on the state of OER adoption and development is needed.
Copyright (c) 2023 Geesje Van Der Berg, Charlene du Toit-Brits https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher education practices in a flexible higher education environment
The Distance Higher Education Unit at North-West University, South Africa, has now been operating for more than twenty years, having been created and crafted in response to the societal and educational context of South Africa. Besides the University of South Africa, this Distance Education Unit is the second largest supplier of distance higher education in South Africa. A substantial part of the unit’s activities is teacher education. The coronavirus disease 2019 (COVID-19) pandemic has induced a major reassessment and redesign of the model introduced twenty years ago with the vision to ensure access to growing numbers of students and to supply quality education programmes, making maximum use of available technology to achieve these goals. Against the backdrop of teacher education and challenges surrounding teacher education in Africa and South Africa, this article aims to survey and assess the unit’s experience with distance education and the reform induced by COVID-19. The research method used was that of comparative and international education, at the level of the case study. The conclusion reached is that at the North-West University Distance Education Unit, COVID-19 had the effect of accelerating the imperative to harness the best contemporary technology can offer to enhance the teaching-learning effort of the unit. This change has created a new normal, which had a knock-on effect on the contact education sector of the university as well. The majority of students in the Distance Education Unit are education students. This unit constitutes a case study other universities in Africa can learn from in responding to the need to increase teacher education capacity on the continent urgently.
Copyright (c) 2024 Charl Wolhuter, Susan Greyling https://creativecommons.org/licenses/by-nc-sa/4.0
Academics in International Branch Campuses’ Perceptions of Professional Development and Distance Education in Enhancing their Capacity
The number of international branch campuses (IBCs), denoting universities offering academic programmes and granting credentials from foreign educational institutions, has been on the rise. Consequently, there is an increasing demand to undertake comprehensive investigations into these entities, as the contextual factors surrounding IBCs wield considerable influence over programme efficacy and overall institutional well-being. This paper adopts an analytical approach to scrutinise the perspectives of forty academic professionals engaged in IBCs concerning the concept of continuous professional development (CPD) and the role of technology in facilitating it for educators working within the host country. This analysis is grounded in the foundational assumptions that educators in transnational educational settings must cultivate proficiency across a broader spectrum of professional domains compared to their peers teaching within domestic universities (Tran et al. 2021). The findings of this study reveal a consensus on the paramount significance of professional development among the surveyed individuals. However, despite the acknowledged importance of technological proficiency, nearly half of the participants still manifest a preference for traditional face-to-face learning modalities for their CPD, with the selection contingent upon the subject matter under consideration.
Copyright (c) 2024 Mandana Arfa-Kaboodvand, Liliya Makovskaya, Saida Akbarova, Saida Rajabzade https://creativecommons.org/licenses/by-nc-sa/4.0
Supervisors’ Challenges with Online Supervision Using Microsoft Teams in Supervising Open Distance and E-Learning (ODeL) Pre-Service Teachers
Online supervision has been introduced to the field of education. However, prior to the COVID-19 pandemic, university pre-service programmes did not provide pre-service teachers and supervisors with online teaching practice experience. Microsoft Teams (MS Teams) has proven to be an indispensable tool in facilitating online supervision. The Domestication Theory was used as a lens to explore the challenges supervisors faced with online supervision, using MS Teams in an Open Distance and e-Learning (ODeL) institution in South Africa. This study adopted an exploratory case study design, using semi-structured interviews. Eight supervisors were purposefully selected to participate in the study. Thematic analysis was employed to analyse the data. The findings of this study showed that poor communication between supervisors and pre-service teachers, the lack of digital literacy among pre-service teachers, the difficulty of network coverage, and providing feedback were some of the challenges that supervisors experienced during online supervision. This study recommends that training be conducted for supervisors and pre-service teachers in using MS Teams and its various functions before supervision. Further research should explore pre-service teachers’ engagement with online supervision tools to inform the future practice of teacher education programmes.
Copyright (c) 2024 Katharine Naidu, Matshidiso Taole, Nduduzo Gcabashe, Thabisile Maphumulo https://creativecommons.org/licenses/by-nc-sa/4.0
Technology use can introduce fundamental pedagogical changes that are integral to achieving significant academic improvements in higher education. When used to support learning, technology permeates higher education with digital learning mechanisms; enlarges course offerings and instructional alternatives; facilitates learning 24 hours a day; develops 21st century skills; enables greater student motivation; and facilitates deeper comprehension of concepts. The use of technology also has the potential to modify learning by instituting a new model of intertwined instruction. Present-day multilingual technology has transcended the debate about language dominating the educational space. Instead, it is now a question of how progressive multilinguals act diﬀerently as they take part in current opportunities oﬀered by the various languages on the web. The appreciation and embracing of heteroglossic perspectives in e-learning repudiate inscribed ideologies that posit monolingualism as the default norm in education. Through a sociolinguistic lens focusing on the Funds of Knowledge theory, this article seeks to explore the role language plays in e-learning and how educators can use multilingualism as a teaching/learning resource in higher education. The study presents results from a mixed methods approach in which 42 purposively sampled distance teacher education undergraduate students were taught through English and Shona. Data was collected through focus group interviews and a written assessment activity. Quantitative data suggests an improved performance while qualitative data presents an acknowledgement by students of the efficacy of multilingual pedagogy. The article recommends the use of multilingual approaches in today’s linguistically diverse e-learning higher education classrooms. It further justifies acknowledging that multilingualism is not new, even if the dramatic secularisation of the term seems recent.
Copyright (c) 2022 Erasmos Charamba https://creativecommons.org/licenses/by-nc-sa/4.0
Technology-Enabled Learning: Policy, Pedagogy and Practice Sanjaya Mishra and Santosh Panda (Eds.)
Copyright (c) 2022 Tony John Mays https://creativecommons.org/licenses/by-nc-sa/4.0
Reimagining African teacher education through distance education for a post-pandemic future
Copyright (c) 2022 Mpine Makoe, Tony Mays https://creativecommons.org/licenses/by-nc-sa/4.0
How well are student teachers prepared for e-learning and teaching? A case study from the University of Lagos
COVID-19 was declared a pandemic on 11 March 2020. Various governments introduced measures to mitigate the pandemic, including lockdown, enforced compliance with social distancing, travel restrictions, a ban on large meetings and the closure of schools. At the peak of the epidemic, learning centres and higher institutions were closed in more than 190 countries, disrupting the education of 1.6 billion students. In Nigeria, this situation forced many schools, including universities, to introduce e-learning. This study, which explores the extent to which selected students at the University of Lagos were adequately prepared for e-learning, was based on the Garrison and Anderson Community of Inquiry model. An analytical survey research design was adopted and a stratified random sampling technique was used to select 282 respondents from the University of Lagos. A validated self-developed questionnaire was used for data collection. Frequencies, percentages and means were calculated. Hypotheses were statistically tested at a 5% level of significance. The study found that the students in the Faculty of Education were to some extent prepared for the teaching mode, and they were assisted to establish social and cognitive presences to create a meaningful e-learning environment.
Copyright (c) 2022 Oyeyemi Ololade Aitokhuehi https://creativecommons.org/licenses/by-nc-sa/4.0
E-learning for student support, inclusion and equity in diverse post-pandemic teaching contexts
Prior to the onset of the global lockdown, some educators used strategies such as a flipped classroom, blended learning and hybrid learning to integrate the use of technology into the delivery of their modules. This all changed in 2020 when contact sessions were no longer an option to curb the spread of the COVID-19 virus. The result was that educators who partially used e-learning avenues and those who were fully into contact teaching had to make the shift to full online teaching. The pandemic thus brought about an awareness of how much progress we have made and the realisation of how far we still need to go in equitably addressing access and inclusion among students in higher education institutions. The purpose of the study was to explore the extent to which the relationship and partnership between specialists and educators could foster student support for inclusion, access and equity in higher education, thereby informing teacher education. This was a qualitative study with an action research design involving one educator, one e-learning specialist and 110 students across two modules. Affordance theory served as the theoretical framework for the study. Thematic analysis was used to arrive at the salient points and lessons from the partnership. The findings revealed that educators' access to information and technical support allowed them to create supportive learning environments for students. Furthermore, multiple modes of engagement ensured that the probability of diversity being an extenuating factor could be mitigated. Academics must create awareness among students on support interventions available in institutions.
Copyright (c) 2022 Margaret Funke Omidire, Manyaku J. Maroga https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching Practicum Assessment Procedures Adopted by Primary Teachers’ Colleges during COVID-19 pandemic era in Zimbabwe
The advent of COVID-19 caused massive disruptions to Teaching Practicum (TP) continuity and scheduled assessment activities. This study investigated the assessment tools and procedures adopted by Primary Teachers' colleges in Masvingo province during the COVID-19 pandemic in Zimbabwe. The transformative learning theory underpinned this study. A quantitative research design was used and data was gathered using online questionnaires with both closed and open-ended items. The items solicited information on how colleges transformed assessment tools and procedures during the pandemic for continuity of learning by teacher trainees. Non-probability purposive sampling was used to select respondents. There were 14 respondents, amongst them 13 primary teacher training lecturers and one TP coordinator. Findings indicated that TP assessment strategies did not change from physical lesson observations instead, TP assessments stopped at the peak of the pandemic since schools that host teacher trainees also closed. The completion of the course for teacher trainees was extended. Where lecturers got access to schools, they resorted to the observation of TP files and supporting documents. It can be concluded that assessment of teaching practicum online remains a challenge and there is a need to change assessment strategies post-COVID-19 pandemic.
Assessment, assessors, college lecturers, COVID-19, online teaching, mentors, micro-teaching, teaching practicum, teacher trainees, ZINTEC.
Copyright (c) 2022 Tawanda Chinengundu, Jerald Hondonga, Founders Mhazo https://creativecommons.org/licenses/by-nc-sa/4.0
Reimagining Online and Blended Provision of English for Academic Purposes
The online and blended delivery of courses through the use of technologies has attracted attention and research.The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology - supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries.Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.
Copyright (c) 2022 Jean Antunes, Mariam Farooq https://creativecommons.org/licenses/by-nc-sa/4.0
Teacher Development During and Beyond COVID-19: Perspectives from Zimbabwe
The purpose of the study is to examine how Zimbabwe teacher educators can develop pre-service and in-service teachers to teach effectively during the COVID-19 pandemic and beyond. This qualitative study, guided by the case study strategy, gathered the perspectives of experienced teachers and teacher educators in Harare schools, teachers colleges and universities. Data were generated through face to face interviews, zoom meetings, WhatsApp and Google talk methods. Data were analysed using constant content analysis technique. The findings are, pre-service teachers and in-service teachers, acquire pedagogical, and technological skills in addition to what they have been taught. Another finding is that teacher educators, pre-service and in-service teachers need knowledge and skills for implementing blended teaching and learning, On Demand Examination system, formative and summative assessment. It is concluded that the model for teacher development will continue to be blended learning. It is also concluded that teachers will be developed through the ODeL mode during a COVID-19 pandemic and beyond. It is recommended that technology infrastructure in Zimbabwe be upgraded, to allow lecturers, teachers and students access the internet with ease, in addition to training them in ICT skills and knowledge. Key words
Copyright (c) 2022 Leonorah Nyaruwata https://creativecommons.org/licenses/by-nc-sa/4.0
Eclectic Traditional Value Hub Model or four-in-one: An Innovative Booster of Community Quadriliteracy among Adults in Rwandan Rural Communities
Various studies on literacy have been conducted worldwide, but there is paucity of studies that explored adult literacy from the perspectives of African traditional values. Many African communities, including Rwanda, still experience a low level of literacy in the 21st century. As a contribution to address this literacy gap, an innovative model coined “Eclectic Traditional Value Hub Model” is being implemented in selected Rwandan rural communities to promote quadriliteracy, community literacy and digital literacy among adults with limited literacy. The newness of this model is twofold: firstly, it draws from a range of African and Rwandan traditional values; secondly, it boosts parallel literacy practices in four languages, namely Kinyarwanda, English, French and Kiswahili, by which it is described as “Four-in-One”. This study reports on one year’s implementation of this model, exploring its level of success in accelerating quadriliteracy and community digital literacy and numeracy among Rwandan communities. Participants include University of Rwanda lecturers who initiated the model, graduates from secondary schools who are literacy trainers in their local communities and trainees who are citizens with limited literacy including motorists, street vendors, small-sized business people and others who strive to uplift their literacy levels. The successful stride of this model is that about ten thousand community members from Eastern province are accelerating their literacy practices through translingual and cross-lingual practices. We recommend the application of this model to other African settings with more African traditional values and assess its impact in minimising the high illiteracy rate reported in various corners of Africa.
Copyright (c) 2020 Teacher Education through Flexible Learning in Africa (TETFLE)