Suchergebnisse

Abstract
Recent global occurrences are significantly affecting institutions of higher education, particularly on the continent of Africa. In addition, the process of the democratization of education has inevitably led to the explosive demands by the citizens of the different African countries for open admission to institutions of higher education. Against this background this article discusses recent developments at the University of South Africa (UNISA) which have been concerned with the adoption of online distance and open learning approaches in order to achieve greater accessibility and the massification of educational products. This is especially pertinent during this era of technology-driven educational innovation, so as to make university programmes not only accessible but also relevant to the needs and aspirations of African communities.

Teachers' learning communities (TLC) provide life-long learning experience for teachers to acquire and improve their teaching. One case of TLC in a government school in Kuwait is described and analyzed. Results gained from this research study indicated positive attitudes towards TLCs. However, lack of teachers' willingness to apply what they learn, and the lack of the school leadership support, and teachers' autonomy were some of the challenges facing the successful creation of TLC. School leaders should foster the application of TLCs in schools by ensuring teachers' willingness to participate, encouraging teachers' interaction, providing effective leadership support, and motivating teachers to apply what they learn in their classrooms.

Recent global occurrences are significantly affecting institutions of higher education, particularly on the continent of Africa. In addition, the process of the democratization of education has inevitably led to the explosive demands by the citizens of the different African countries for open admission to institutions of higher education. Against this background this article discusses recent developments at the University of South Africa (UNISA) which have been concerned with the adoption of online distance and open learning approaches in order to achieve greater accessibility and the massification of educational products. This is especially pertinent during this era of technology-driven educational innovation, so as to make university programmes not only accessible but also relevant to the needs and aspirations of African communities. (AAS/DÜI)

La condición de usuario o usuaria de un servicio es un aspecto esencial de la vida humana. Un aspecto que además se relaciona con el devenir histórico, la realidad económica, los desarrollos tecnológicos y la orientación política de toda sociedad. En consecuencia, los problemas de los servicios públicos representan desafíos complejos que convocan diversidad de conocimientos y requieren de herramientas conceptuales para obtener soluciones o aproximaciones. Hemos convocado además una colección de tecnologías de la información, tanto para apoyar las tareas de enseñanza-aprendizaje, como para reforzar la refl exión necesaria sobre el tema. En este texto presentamos el diagnóstico general sobre el que se funda una comunidad de aprendizaje sobre estos temas y algunos de los métodos informáticos que hemos incorporado a nuestras prácticas de servicio. ; Being a user of any public service is an essential role in human life. This aspect is also related with historical evolution, economic factors, technological development, and political orientation of societies. In consequence, problems found in public services should be understood and considered as complex challenges requiring the convergence of diverse discipline approaches and conceptual tools that could help to fi nd solutions or near solutions to those problems. A number of Information and Communication Technologies (ICTs) have been collected for teaching & learning activities and for reinforcing theoretical refl ection on public services. General and particular aspects on which our collaborative learning community in public services is based are shown in this article, as well as some computer-based methods created for understanding public service operations. ; 59-66 ; jacinto@ula.ve ; mariaelena.garciadiaz@gmail.com ; melva@ula.ve ; solimari@gmail.com ; soleivargasq@gmail.com ; Cuatrimestral

This study investigated the impact of an asynchronous learning community (ALC) on English as a second language (ESL) learners' skills acquisition. The ALC was designed by incorporating the community of inquiry (CoI) framework, which highlights cognitive, social, and teaching presence. The participants of this study consisted of 24 ESL learners and four ESL educators, and they were selected using a purposive sampling method. Focus groups and one-to-one semi-structured interviews were conducted to gather data. The responses were analysed using thematic analysis. The results showed that opinion-based discussions play an essential role in enhancing learners' skills, particularly their higher-order thinking skills. The study also identified some challenges ESL learners encountered in the ALC, such as improper time management skills, lack of participation, and a sense of isolation. Therefore, some effective strategies were proposed to overcome these challenges. The study recommends that the ALC approach that integrates the CoI framework should be embedded in the ESL curriculum to develop learners' skills and foster a sense of community in the virtual learning environment. This approach can lead to better outcomes for learners in terms of skill acquisition and their ability to succeed in academic and professional settings.

"This is a visionary, consciousness-raising book that asks us to rethink the purposes and design of study away and study abroad experiences in the context of a broadened set of global threats, including climate disruption, soaring inequality, ecosystem breakdown, the dying off of distinct languages and cultural communities, and the threat of a nuclear catastrophe. As we ask students to truly comprehend this world from the privileged perspective of the global North, Rich Slimbach asks us to consider two fundamental questions: What and how should we learn? And having learned, for what should we use what we know? A panoply of pedagogies and methods of inquiry - from study away/abroad and service-based learning to diversity programming, environmental education, and community-based research - aim to develop students who both understand the challenges faced by global communities and act in ways that advance their social and environmental health. What temperaments, social habits, and intellectual abilities will they need to help heal their corner of creation? And what pedagogical perspectives, principles, and procedures can best support them in this creative challenge? Rich Slimbach argues that transforming student consciousness and life choices requires a global learning curriculum that integrates multi-disciplinary inquiry into the structural causes of problems that riddle the common good, along with mechanisms that bid students to cross borders, to pay attention, and to listen to those unlike themselves. At its heart, this book proposes a truly transformative approach to community-engaged global learning"--

Adapting learning ability to technological media can expand knowledge obtained as a person's literacy efforts. The literacy activities of the Bali Ekklesia orphanage managers were limited to the children's textbooks delivered online from the school. Even though the quality of education in orphanages is highly dependent on the creativity and literacy process of the management to equip and encourage children. In face of the post of Covid, a more varied learning model is needed as an effort to refresh and to increase the spirit of learning, discipline, self-confidence by using educational video media. The Quan-Qual descriptive method was conducted in this study, by observing the literacy processed by the orphanage manager as the main data. The documentation and recording techniques during training activities were transferred by experts to determine the type of educational film, subtitling steps, simulation, and practice, as was provided by the orphans' manager are the supporting data of this research. This study aims to analyze the efficient strategy of literacy by encouraging the orphan's in provide knowledge from the right sources especially in foreign language learning. The results of this study have provided a solution for the orphan's manager to be able to create a new strategy of learning through interactive video during covid-19 until the current post-covid. This strategy has greatly helped the orphans understand and practice it more quickly in their daily lives, as well as support government policies in encouraging students to be more innovative and creative in learning through foreign language videos.