https://jl4d.org/index.php/ejl4d/issue/feedJournal of Learning for Development 2023-11-17T10:55:13-08:00Tony Maysjl4d@col.orgOpen Journal Systems<p>JL4D publishes applied research with a focus on innovation in learning including open and distance learning, and its contribution to development.</p> <p><a href="https://can01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdoi.org%2F10.56059%2F2311%2F1550&data=05%7C01%7Ctmays%40col.org%7Ccc2fe091b44545ac15fa08da6b49e1d7%7C76eb3bb1cc9b4464a33c8ff921d3ae23%7C0%7C0%7C637940262299062216%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=tOSElfwrnF7OnJVzZ%2FcHSAsDfPKOcgd11Ms1GF8MnFk%3D&reserved=0">https://doi.org/10.56059/2311/1550</a></p>https://jl4d.org/index.php/ejl4d/article/view/1081Critical Reflection by Mature Students as Co-Developers of an Open Educational Resource in Foregrounding Their Learning2023-08-18T09:29:02-07:00Geesje van den Bergvdberg@unisa.ac.zaPatience Kelebogile Mudaumudaupk@unisa.ac.zaCosmas Maphosacmaphosa@uniswa.szSamuel Amponsahsamponsah@ug.edu.ghBlandina Manditerezabmanditereza@yahoo.co.ukJennifer van der Merwejennifer900119@gmail.comStephen MongweStephen.mongwe@wits.ac.za<p> </p> <p>This study explored learning which occurred when mature distance education students co-developed an open educational resource (OER) with their lecturers using Smith’s critical reflection as a method to guide reflection on their learning. This study is significant since student learning on the co-development of an open educational resource could not be found in the literature. Within an interpretative paradigm, we used questionnaires with mainly open-ended questions to determine a particular group of students’ learning. Findings indicate learning about themselves, their interactions, and their contexts. The study puts forward specific implications to improve future practices based on the findings. The specific contribution is that students who engage in critical self-reflection change their perspectives, allowing them to self-examine and reflect on future actions. This learning experience assists students, lecturers and institutions of higher education in their approach toward critical reflection and the co-development of OER.</p>2023-11-17T00:00:00-08:00Copyright (c) 2023 Geesje van den Berg, Patience Kelebogile Mudau, Cosmas Maphosa, Samuel Amponsah, Blandina Manditereza, Jennifer van der Merwe, Stephen Mongwehttps://jl4d.org/index.php/ejl4d/article/view/1259Editorial: Learners as Focus in ‘Learning for Development’ (L4D)2023-11-16T10:21:13-08:00Santosh Pandaspanda.ignou@gmail.com2023-11-17T00:00:00-08:00Copyright (c) 2023 Santosh Pandahttps://jl4d.org/index.php/ejl4d/article/view/1245Book Review : Education and Blockchain2023-11-03T11:11:33-07:00Rory McGrealrory@athabascau.ca2023-11-17T00:00:00-08:00Copyright (c) 2023 Rory McGrealhttps://jl4d.org/index.php/ejl4d/article/view/1252Book Review: Handbook of Open, Distance and Digital Education: Parts I and II2023-11-10T05:56:39-08:00Jako Olivierjolivier@col.org<p>The <em>Handbook of Open, Distance, and Digital Education</em> (ODDE) is a comprehensive publication covering key topics from open and distance education as well as digital education. This book establishes itself as colossus in the realm of distance education literature, spanning seven parts, 80 chapters and 1,437 pages. Covering such an extensive publication within the scope of a single review might not do justice to the significant individual contributions of this work. Consequently, this review pertains only to part I and part II of this book, which involves the first 14 chapters.</p>2023-11-17T00:00:00-08:00Copyright (c) 2023 Jako Olivierhttps://jl4d.org/index.php/ejl4d/article/view/802Supporting Student Active Engagement in Chemistry Learning with Computer Simulations2023-03-03T12:50:34-08:00Evode Mukamaemukama@col.orgPrisca Byukusengesengaprisca@gmail.com<p>This case study is an attempt to investigate how computer simulations can contribute to engaging students’ active participation in knowledge creation through chemistry learning. Empirical data were collected through interviews, a survey, and a test on secondary school student performance in Rwanda. The findings reveal four main forms of participating in knowledge construction with computer simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance, and strategic variation-reliance. The study found no statistical difference between male and female students’ preferences while engaging with these forms. There was also no difference in their performance in terms of higher order thinking skills in chemistry learning with computer simulations. Moreover, the findings demonstrated that computer simulations can help students to create multisensory connections enabling them to become actively engaged in chemistry learning through various settings. Consequently, the lines between abstract concepts and their related chemical reactions and processes become closely connected in a virtual reality. Finally, this study suggests a pedagogical strategy that teachers can undertake to support student active engagement in chemistry learning with computer simulations.</p>2023-11-17T00:00:00-08:00Copyright (c) 2023 Evode Mukama, Ms Priscahttps://jl4d.org/index.php/ejl4d/article/view/813The Development and Effectiveness of STEAM-C Integrated Learning Devices to Improve Students' Creative Thinking Skills in Specific Cultural Context2022-12-23T09:45:59-08:00Davi Apriandidavi.mathedu@unipma.ac.idIka Krisdianaikakrisdiana@unipma.ac.idEdy Supraptoedy.mathedu@unipma.ac.idBima Adi Megantarabimaadimegantara2611@gmail.com<p>Good learning devices greatly assist teachers in conveying the process of seeking knowledge to students. This study aimed to develop a STEAM-C (Science, Technology, Engineering, Art, Mathematics and Culture) integrated learning device in Masjid Kuno Taman, Indonesia to improve students' creative thinking skills. The learning devices included lesson plans, modules, and student worksheets. This research and development (R&D) used the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Subjects (n = 84) were selected by the cluster sampling method. The data collection techniques were focus group discussion (FGD), observation, tests, and questionnaires. The trial of using the product was carried out on mathematics teachers and students at SMP 10 Madiun and SMP 12 Madiun for the academic year 2021/2022, with a total of three teachers and 84 students. The results showed that the degree of validity of the learning devices was in the good category, as was the level of practicality seen in the presentation, use, time and readability. Furthermore, as seen from the four indicators, the devices developed effectively improve students' creative thinking skills, namely fluency in the high category and flexibility, elaboration, and originality in the medium category. As a result, the STEAM-C integrated learning device is recommended for use in mathematics learning to help students improve their creative thinking skills. Implications have been drawn, based on this research and other recent research in this area, for specific ‘learning designs’ in specific social contexts.</p>2023-11-17T00:00:00-08:00Copyright (c) 2023 Davi Apriandi, Ika Krisdiana, Edy Suprapto, Bima Adi Megantarahttps://jl4d.org/index.php/ejl4d/article/view/709Mediating Role of Teachers’ Effective Communication Skills in the Relationship between Interpersonal Mindfulness and Subjective Well-Being2022-10-21T10:18:29-07:00Esra Tekelesracakmak88@hotmail.comSeher Merve Erussehermerverus@gmail.com<p>The purpose of this study is to determine whether teachers’ effective communication skills were a mediator in the relationship between interpersonal mindfulness and subjective well-being. 315 teachers participated in this study which was designed as a correlational model. Personal Information Form, Interpersonal Mindfulness Scale-TR (IMS-TR), Effective Communication Skills Scale (ECSS)<em>, </em>Positive and Negative Emotion Scale (PANAS), and Life Satisfaction Scale (LSS) were used to collect data. To determine the mediating role of effective communication skills in the relationship between interpersonal mindfulness and subjective well-being, Bootstrapping method was applied. The results revealed that indirect effect of interpersonal mindfulness on subjective well-being via effective communication skills was statistically significant. Effective communication skills were a partial mediator in the relationship between interpersonal mindfulness and subjective well-being of teachers. Consequently, interpersonal mindfulness may enhance effective communication skills and owing to this rising subjective well-being may grow stronger.</p>2023-11-17T00:00:00-08:00Copyright (c) 2023 Esra Tekel, Seher Merve Erushttps://jl4d.org/index.php/ejl4d/article/view/722Effectiveness of In-Person and Virtual International Mobility Scholars Programme on Career and Professional Development2022-10-21T10:20:13-07:00Alexis Carralexis_carr@sfu.caCatherine Beaudrycatherine.beaudry@polymtl.ca<p>International mobility programmes, both in-person and virtual, aim to build human capital. Though there is evidence of their impact on skill development, there is scant research on career and professional benefits. Moreover, because virtual mobility is a new concept, there has been little investigation into how this mode affects the perceived benefits. Using the lens of human capital theory, this study explores outcomes of in-person and virtual mobility in the Queen Elizabeth Scholars-Advanced Scholars programme, which includes doctoral, post-doctoral and early career scholars. Through interviews with 23 scholars, we explore the perceived impact of the programme, considering mode of delivery, on the career and professional development of scholars. Despite challenges with the unexpected shift to virtual mobility during Covid-19 lockdowns, both in-person and virtual mobility scholars reported benefits to their career and professional development. These results suggest that virtual mobility may be considered as a viable option to enhance the flexibility, inclusivity, and accessibility of such programmes.</p> <p> </p>2023-11-17T00:00:00-08:00Copyright (c) 2023 Alexis Carr, Catherine Beaudryhttps://jl4d.org/index.php/ejl4d/article/view/944Adoption and Utilisation of Workplace E-Learning Practices in the Public Sector Organisations: A Systematic Review2023-04-14T11:44:19-07:00Marguerite Margie Seremaseremamm11@gmail.comDr Sadrag Panduleni Shihomekasshihomeka@yahoo.comRakel Kavena Shalyefurkshalyefu@unam.na<p>The e-learning concept is increasingly receiving attention in education but there seems to be inadequate guidance in developing a formal programme for implementing e-learning, especially in the public sector. Hence, this study focuses on aggregating information on the adoption and utilisation of e-learning in the public sector and attempting the development of a conceptual model for understanding workplace e-learning implementation. A systematic search of the literature was conducted to collect all the literature addressing the adoption and utilisation of e-learning in the public sector. This review brought to light key factors that influence the adoption and utilisation of e-learning amongst public sector employees, including attitude, satisfaction, behaviour intention, continuance intention, or behaviour to use e-learning. The adoption and utilisation of e-learning in the public sector requires a carefully thought-through and evidence-based approach, especially the development of the e-learning programme.</p>2023-11-17T00:00:00-08:00Copyright (c) 2023 Marguerite Margie Serema, Sadrag Panduleni Shihomeka, Rakel Kavena Shalyefuhttps://jl4d.org/index.php/ejl4d/article/view/729Involvement of Teachers in Inclusive Schools for Quality Learning Design and Quality Student Learning2023-01-06T10:15:03-08:00Muchamad Irvanmuchamad.irvan.fip@um.ac.idMuhammad Nurrohman Jauharimnjauhari@unipasby.ac.idAhsan Romadlon Junaidiaksan.romadlon.fip@um.ac.idLutfi Isni Badiahlutfi@unipasby.ac.idAmelia Rizky Idhartonoameliari@unipasby.ac.id<p>Developing quality learning in inclusive schools is an essential issue for educators. Several aspects that need to be considered to create quality learning in inclusive schools are assessment, lesson planning, good classroom management, learning materials and media development, implementation of accessible education using appropriate technologies and evaluation. These aspects are essential parts that must be appropriately addressed to produce quality learning. This study uses a mixed explanatory sequential design. Quantitative research instruments were used to collect data from 100 teachers on teacher involvement in quality learning in inclusive schools. The results of this study describe the condition of teacher performance in inclusive schools in developing quality learning. Involvement and collaborative efforts between teachers appear below. In this case, knowledge is more of a differentiating factor determining who does what in the learning and design process, while the universal learning rules are still not being fully implemented. This condition may influence the quality of learning for students with disabilities. It is hoped that future research will examine teachers’ attitudes and increase their efforts in developing quality learning for students with disabilities. Moreover, the principles of implementing UDL need to be integrated into the inclusive education curriculum in Indonesia.</p>2023-11-17T00:00:00-08:00Copyright (c) 2023 Muchamad Irvan, Muhammad Nurrohman Jauhari, Ahsan Romadlon Junaidi, Lutfi Isni Badiah, Amelia Rizky Idhartonohttps://jl4d.org/index.php/ejl4d/article/view/831Perception of Students about the Effectiveness of the Flipped Classroom and Technological Tools in the Learning of Mathematics2023-02-24T10:42:42-08:00Ricardo-Adán Salas-Ruedaricardo.salas@icat.unam.mx<p>This quantitative research analyses the perception of students about the use of flipped classroom and technological tools in the functions unit considering the machine learning algorithms on linear regression, a decision tree and neural networks. This research proposes consulting YouTube videos about functions and use of the Desmos application in the teaching-learning process. The results of the linear regression indicate that the consultation with YouTube videos before the class and use of the Desmos application collaboratively during the class, and individually after the class, positively influence the teaching-learning process on the functions. Likewise, the decision tree identifies three predictive models. The neural network establishes how the activities of this pedagogical model influence the teaching-learning process. The implications of this research suggest that universities update their courses and carry out creative school activities outside and inside the classroom through flipped classroom. Finally, the flipped classroom facilitates the active role of the students during the learning process, promotes the construction of new educational virtual spaces and allows for improving the educational process through the incorporation of technological tools before, after and during face-to-face sessions.</p>2023-11-17T00:00:00-08:00Copyright (c) 2023 Ricardo-Adán Salas-Ruedahttps://jl4d.org/index.php/ejl4d/article/view/949Students' Behavioural Intention towards Adoption of Online Education: A Study of the Extended UTAUT Model2023-05-12T11:41:00-07:00M Mansha Tahirmanshatahir75@gmail.com<p>Online education (o-education) is gaining significant attention from education providers, students, and policy makers. This research explored students’ behaviours and intentions towards online education. The present research utilised the Unified Theory of Acceptance and Use of Technology (UTAUT) as a model to investigate these intentions and behaviours. The study incorporated UTAUT predictors along with three additional independent variables. This study adopted a cross-sectional design and used a closed-end questionnaire to collect data from 403 respondents. The data were analysed with SPSS and AMOS by utilising structural equation modeling (SEM) techniques. The results of the SEM analysis indicate that perceived value (PV) and convenience (Cnv) have positive influences on behavioural intention (BI), while perceived risk has a negative impact on behavioural intention (BI). Additionally, facilitating conditions (FC) and behavioural intention (BI) are found to positively influence use behavior (UB). The research findings suggest that demographics, including age, education and gender, influence behavioural intention (BI). The findings of the study have theoretical and practical implications, which are elaborated in the last section of this article.</p>2023-11-17T00:00:00-08:00Copyright (c) 2023 M Mansha Tahirhttps://jl4d.org/index.php/ejl4d/article/view/846Design of Exo Physics Book Based on Mobile Application as a Means of Literacy Learning Media for Remote Areas in Indonesia2023-01-06T13:36:07-08:00Suritno Fayantosuritnofayanto@uho.ac.idSaida Ulfasaida.ulfa.fip@um.ac.idHenry Praherdhionohenry.praherdhiono.fip@um.ac.idNanda Deviana Shintasuritnofayantopfisuad@gmail.comAmiruddin Takdaamiruddintakda@uho.ac.idLa Saharalasahara@uho.ac.idNasrun Balulunasrunbalulu@unkhair.ac.id<p>The Indonesian Ministry of Education pays a lot of attention to education in remote areas. The lack of equal education and the level of access to education are two of the main reasons. In remote areas of Indonesia, there are still very few educational facilities, either in the form of infrastructure or other facilities, one of which is learning resources. Today's learning resources can only be used in well-developed, easy-to-reach cities. They can't be used in less-developed, remote, or remotest areas. Reports and results of observations from some remote areas say that almost all children have used Android, but not to play games as it was meant to be used. It opens up opportunities, especially for making learning tools that can be used anywhere and at any time without a stable internet connection. This means that kids can use them whenever and wherever they want. Therefore, the Exo physics book is designed with this in mind. This study aims to develop a learning resource as a packaged Android application using design thinking and scientific literacy approaches. (1)empathizing, (2) defining, (3) idling, (4) prototyping, and (5) testing comprise the design thinking phase. Five schools in remote parts of Southeast Sulawesi were used to test products with students and teachers as respondents. The result of the development of Learning media is called Exo physic book which is equipped with learning video and game features in addition to materials and questions. The findings of the analysis of teacher and student responses to the Exo physic book strongly support point 4 that it should be used as a resource for learning support. Therefore, Exo physics books can be used as one of the learning resources because the design development pays attention to network access needs so that students can use it anywhere and anytime</p>2023-11-17T00:00:00-08:00Copyright (c) 2023 Suritno Fayanto, Saida Ulfa, Henry Praherdhiono, Nanda Deviana Shinta, Amiruddin Takda, La Sahara, Nasrun Balulu