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"For us it was a learning experience": Design, development and implementation of blended learning

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Abstract

Purpose ‐ The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach ‐ The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings ‐ The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications ‐ Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications ‐ The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value ‐ This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.

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... As access to education increases through online learning and massive open online courses (MOOCs), a new learning theory has begun to emerge (Jepchumba and Gaceri, 2013;Kop and Hill, 2008;Siemens, 2005). In connectivism, learning occurs when knowledge is actuated through the process of learners connecting to the prior knowledge and feeding information into a learning community (Kop and Hill, 2008). ...
... Theorists acknowledge that, sometimes, it is difficult for learners to step away from their comfort zones. Being disturbed by the status quo and willingness to accept the challenges for the sake of betterment is, however, essential to achieve learning (Jepchumba and Gaceri, 2013;Strange and Gibson, 2017;Yelich Biniecki and Conceição, 2016). ...
... Ally (2004) offers examples of online cognitive design to include the proper placement of relevant information on the screen; attributes of user interface and screen layout; the pacing of information; and multimedia design. Strategies for linking to prior knowledge can also include advanced information organization activities, conceptual models and concept checks (Ally, 2004;Arghode and Wang, 2016;Jepchumba and Gaceri, 2013). Most importantly, information presented online should be chunked to prevent cognitive overload. ...
Article
Purpose The purpose of this paper is to analyze six learning theories, beyond those presented in an earlier article by the authors, and discuss their relevance and application in online instruction. Design/methodology/approach The following databases were used to review the literature on adult learning theories: Academic Search Premier, ERIC and ProQuest. The following key search terms were used in the search process: online instruction, cognitivism, connectivism, heutagogy, social learning theory, transformative learning theory and Vygotsky’s zone of proximal development. The titles of the identified articles were first reviewed for relevance, followed by the abstract, before any further review for suitability for inclusion in this article. Findings The theory comparison revealed that it is critical to ascertain which learning theory best matches an instructional situation and the background of the learners. The selected learning theories differ in several parameters. The theories were critiqued for their contributions to identified elements in promoting learning. The discussed theories suggest ways to improve online learning environments. Research limitations/implications Many adult perspectives about learning, while called theories, are largely lacking in evidence leading to them becoming theories. Thus, there remains a need for empirical evidence of these theories and their roles in online instruction. Comparisons of the application of these theories for adult learners in online instruction would also be useful in establishing the effectiveness of the various learning theories in different adult learning situations. Practical implications This paper provides a theoretical lens for adult instructors and instructional designers in incorporating these adult learning theories appropriately in improving online instruction. Originality/value This literature review uniquely critiques and compares common adult theories as they apply to adult online instruction.
... The research focuses on the students' experiences doing their tasks in concrete situations mediated by the physical infrastructure, the ICT infrastructure, the institutional norms and procedures, and teachers, management and fellow students acting on the possibilities and constraints. This study can be seen in line with other projects reporting on experiments developing new practices within both informal and formal higher education, that is, Foley and Masingila (2014) on challenges in teaching large classes and how to use technology to support this; Onguko et al. (2013) and Onguko (2014) on appropriate hardware and locally developed content and Msonde and Van Aalst (2017) on how different pedagogical designs of the learning environment influence student interaction, collaboration and use of resources. From an institutional perspective, Kemppainen et al. (2012) focus on education of local IT professionals who are competent in IT service management in a given context, Tondeur et al. (2019) discuss five challenges for teacher professional development concerning application of technology to support learning processes and Muganda et al. (2016) research the status of open educational resources identifying critical issues to guide the production and use. ...
... Other studies (Onguko, 2012;Onguko et al., 2013) have also focused on the importance of WiFi (and electric power). Our research supports that finding. ...
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East African universities are confronted with new opportunities and challenges in responding to societal demands while also handling a growing number of students. Thus, they face challenges in offering quality education due to limited learning resources; outdated pedagogical approaches and teaching and learning practices; and inadequate skills in information and communication technology (ICT). This study is part of an effort to transform university education towards better responding to these educational challenges by providing insights into the existing traditions, practices and resources. The research is an explorative qualitative investigation of students' study practices, emphasising the role and use of ICT: How do students employ ICT in their study practices and what challenges do they face in doing so? The investigation is based on activity theory and the idea that an activity analytically may be divided into three levels: the overall motive, specific goals and the conditions for achieving these goals. This hierarchical structure inspired the data collection approach. Three workshops were conducted with 11 students from three different programmes: computer science (BSc + MSc), business and development studies (BA) and education (BA + MA). The workshops focused on (1) tools and spaces, (2) tasks and collaboration, and (3) aims and visions, reflecting the activity hierarchy. Data were generated using photovoice, presentations and discussions based on the students' photos. The paper applies thematic analysis to identify some of the main issues within each level of analysis: the importance of access to WiFi and electricity; smartphones as the most frequently used tools by students. Tasks are primarily curriculum directed, and different forms of productive collaboration are used; students are dedicated to pursuing their professional careers, but personal strategies and care for the community also feature in their overall aims and visions. This study shows that transforming education entails more than developing strategies and implementing new tools; it involves creating insights into existing practices and giving voice to all stakeholders, including students. Practitioner notes What is already known about this topic The pedagogical approach in higher education must change to enhance the employability of university graduates. Implementing change using ICT is rather difficult and requires a systematic and participatory approach. Higher education institutions in the Global South are resource constrained in delivering quality education. What this paper adds An in‐depth understanding of the actual conditions of students' study practices. Practical problems, such as access to WiFi, power and other tools, have an organising impact on students' actual study practices and when and where these practices occur. Using activity theory and photovoice to organise and engage students in providing insights into their study practices. Implications for practice and/or policy Transforming education requires a profound understanding of students' study practices. Access to power and WiFi are basic tools, not add‐ons—that is, not things which are ‘nice to have’ but ‘must‐haves’. The research findings can be used to involve and engage all stakeholders in change processes.
... The second 'D' in ADDIE refers to development. The development stage is where the design stage will 'come to life' (Onguko et al., 2013). In the development stage, the instructional designers should provide materials, learning platforms, delivery methods, and instructional strategies that align with the design stage (Russell & Murphy-Judy, 2021). ...
Article
Developing teachers’ professional agency through standard models of instructional designs is critical in helping them deal with the barriers in designing and implementing online learning environments. Therefore, the purpose of this study was to explore the role of an ADDIE (Analysis–Design–Development–Implementation–Evaluation) model of the computer-assisted language learning (CALL) teacher preparation program (TPP) in developing TEFL (teaching English as a foreign language) student-teachers’ professional agency (PA). We conducted an instrumental (exploratory) case study to explore the PA development of 18 TEFL student-teachers who took a CALL course that was designed based on ADDIE. The deductive thematic analysis of student-teachers’ autobiographical narratives, unstructured interviews, and course projects showed that each stage of ADDIE contributed to developing the dimensions of the PA. We concluded that the constructive role of the ADDIE model of CALL TPP in developing TEFL student-teachers’ PA might be due to ADDIE’s capability to construct a context for developing student-teachers’ dynamic capacity to tackle educational concerns and provide a context of playing different professional roles. The study bears implications for TEFL teacher educators to consider the action-based nature of PA when the ADDIE model is implemented.
... Several studies were conducted about implementing blended learning (Divayana, 2019;Onguko, 2013;Setiawan, 2019;Yudhana, 2021). Ghani et al. (2021) revealed that blended learning was beneficial in students learning endeavors in providing comfort during assessment and facilitating peer discussion. ...
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This study investigates the extent of implementation of blended learning in senior high school (SHS) science education as to the content, communication, technology, pedagogy, and assessment vis-à-vis students' academic achievement. In this analytical research design, data were gathered from 182 students and 12 science teachers using stratified random sampling. Gathered data were systematically treated and analyzed utilizing descriptive and inferential statistics such as frequency, percentage count, mean, standard deviation, one-way analysis of variance (ANOVA), and Pearson Product-Moment Correlation. Findings revealed the extent of implementation of blended learning in SHS science education as moderately implemented as perceived by the students and teachers. As to the students' profiles, there was a significant relationship between technology and the parent's monthly income. There was no significant difference in the extent of implementation of blended learning across all variables as perceived by the teachers. After implementing blended learning, the student's academic achievement in science was outstanding, and this put forward a significant relationship between content and assessment in their academic achievement. The study concluded that several things should be considered in implementing blended learning in the new normal education. Students' and teachers' involvement in the implementation is essential for improving the modality and the school administrators may consider undertaking specific plans and activities such as the need for teachers to attend training, seminars, and workshops related to blended learning implementation.
... Based on the design phase, the development phase aggregates all the separate pieces to create a complete working prototype ready for implementation. Often, instructional designers argue that the components envisioned in the design phase must "come to life" in the development phase (Onguko et al., 2013). The implementation phase is concerned with transacting a plan; it entails three primary steps: training, preparing learners, and structuring the learning environment. ...
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Following COVID-19, the global educational landscape shifted dramatically. Almost every educational institute in Bangladesh undertook a strategic move to begin offering online or blended learning courses to mitigate the challenges created by the pandemic. The TVET sector, particularly the polytechnic institute of Bangladesh, endeavored to explore the blended learning approach as an immediate and long-term solution to address the educational dislocation caused by the pandemic. This study attempts to conceptualize a pedagogical design based on the ADDIE and rapid prototyping model to make a reliable and robust instructional design to be used in the blended learning context. A content validity index (CVI) was used to validate the proposed model; a technology acceptance model (TAM) was employed to examine its acceptability to students; and finally, students’ academic performances were analysed to evaluate the overall performance of the proposed instructional design. The findings reveal that the proposed instructional design can be a reliable and valid pedagogical approach to be implemented in the blended learning context for polytechnic students. The proposed instructional design may help TVET educators and course designers to create a robust blended learning environment in the TVET sector and in other similar disciplines, such as science and engineering education.
... Hung, 2015;Clark, 2015;Willis, 2013;Lape, Levy&Yong, 2015;Mok, 2014;Love, et (Hung, 2015;Clark, 2015;Willis, 2013;Love et al, 2015;Lape, Levy& Yong, 2015;Mok, 2014 Reiser, 1994;Peterson, 2003;Onguko, Jepchumba, and Gaceri, 2013;Philip, 2018 ...
... These are the vital roles in teaching a BL course such as coaching, mentoring and counseling to establish a highly effective and meaningful learning experience (Bonk, Kim, & Zeng, 2006, p.564). DBR was carried out by Jepchumba and Gaceri (2013) who revealed that educators' teaching practices, professional development regarding selecting and using technologies and students' learning experiences are considerably improved in the BL environment. ...
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Within higher education, the use of blended learning (BL) is exponentially increased in the 21st century, which poses a number of challenges in designing the process of BL for educators. The aim of this design- based research (DBR) study was to assist an inexperienced educator in teaching and designing a BL course in higher education to convert a face-to-face (F2F) course into a BL course. During the design and delivery of the BL course, what appropriate practices were needed to achieve creating an efficient and effective BL course were determined and the educator’s reflections on the first experience of teaching the BL course were documented over three iterative design cycles. Mixed methods including learning environment observations, educator interviews, student surveys were employed. The results demonstrated that BL enabled the educator to adopt active learning approaches, engage students in critical thinking and promote the quality of interactive and collaborative learning assignments. Although the educator indicated the time limitation as an obstacle to teach a more efficient BL course, the educator was contented with teaching and designing the BL course and found it useful and supportive overall. Findings were presented and discussed for future studies and implications.
... (Reiser, 1994;Peterson, 2003;Onguko, Jepchumba, and Gaceri, 2013;Philip, 2018 ...
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يعرف مجال التصميم التعليمي بأنه عملية منهجية تعكس ترجمة نظريات ومبادئ التعليم والتعلم إلى أساليب لتخطيط التعليم وتحسينه وتطويره واستمراريته، من خلال وصف وتصوير أفضل الطرق التعليمية التي من شأنها أن تحقق النتائج التعليمية المرغوب فيها وفق شروط علمية. وحيث أن جودة التعليم تعتمد إلى حدٍ كبير على تطوير المعلمين من خلال التركيز على تطوير كفاياتهم التعليمية؛ فإنه من الضروري النظر في أهمية التركيز على برامج التصميم التعليم كأحد المرتكزات الأساسية في برامج التنمية المهنية وإعداد المعلمين. هدفت الدراسة الحالية إلى التعرف على وجهة نظر الطالبات المعلمات حول أهمية التدرب على مهارات التصميم التعليمي في تعزيز الكفايات التعليمية لديهن وتقديم تصور مقترح للكفايات التعليمية في ضوء مهارات التصميم التعليمي. ولتحقيق أهداف الدراسة تم اتباع المنهج الوصفي التحليلي لوضع قائمة بالكفايات التعليمية وتحديد علاقتها بمهارات التصميم التعليمي، ومن ثم استطلاع وجهات نظر 24 معلمة، تدربن بشكل مكثف على مهارات التصميم التعليمي، حول أهمية التدرب على هذه المهارات في تعزيز الكفايات التعليمية لديهن. وخلصت الدراسة إلى أن معظم الكفايات التعليمية تندرج تحت مهارات التصميم التعليمي، وأن التدرب على هذه المهارات يعزز كفيات المعلمات التعليمية والمهنية. وتوصي الدراسة بإدراج مهارات التصميم التعليمي في أي برنامج في التنمية المهنية أو إعداد معلم.
... In collectivistic societies, isolation may be more pronounced than in individualistic societies. African societies are characterized by the tenets of the concept of "ubuntu", a strong sense of community where people live in mutually supportive communities (Nafukho, Onguko, Jepchumba & Gaceri, 2013), which helps learners to collaborate and learn from each other. Whilst technology may never fully replace all aspects of face-to-face socialisation (Njenga & Fourie, 2010), collaborative elearning systems may mitigate against the feelings of isolation. ...
Article
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Over the past two decades, e-learning has become an increasingly important field of study that has attracted scholarly and policy makers' attention. Many developing nations have embraced e-learning as a tool to enhance accessibility and affordability of higher education. During the COVID-19 lockdown period, many universities across the world were forced to embrace online teaching and learning to circumvent lockdowns, social distancing and other public health interventions put in place to contain the spread of the novel coronavirus. Consequently, this study sought to establish students' experiences with the e-learning mode during the COVID-19 lockdown in Namibia. The paper discusses the results of an online survey of 137 undergraduate students about their experiences using e-learning technologies during the COVID-19-induced university closures. An online survey instrument was created on Google forms and a link distributed to students through WhatsApp class groups. Quantitative data were presented through frequency tables and figures, whilst we adopted thematic content analysis to analyse qualitative data. The results of the survey indicate that mobile devices remained the primary computing device used to access academic information. An analysis of the study results led to the emergence of five themes, viz, e-learning system accessibility, e-learning platform layout, resources to access Internet and network, isolation and home environment that captured student challenges with online classes. This paper argues that e-learning is still faced by a myriad of challenges that need to be addressed if it is to be a success. Furthermore, we advance the argument for mobile learning as a viable option for Africa due to the ubiquity of mobile devices.
... In other words, TPACK has been implemented if the three elements have met in a sequence of learning activities. Therefore, in designing materials for nursing students, this framework was used because it provides the detailed analysis from both teacher and the school context (Onguko, Jepchumba, & Gaceri, 2013). ...
Article
The main purposes of this research is to design technology-assisted lesson materials for nursing students by using TPACK. English for Specific Purposes (henceforth, ESP) for nursing students focuses on preparing students to use English in their academic field and support their professions in their future career as a nurse. Conducted in one of private health science schools in Yogyakarta, this research employed Research and Development (henceforth, R&D) as the method. Needs analysis by using interviews and observations were done to gather the data. The research participants were one English teacher and 45 nursing students of the third semester of the respective institution. In addition to the research method, Analysis, Design, Development, Implementation, and Evaluation (henceforth, ADDIE) framework was adopted to design the lesson materials. The results of the research indicated that the students showed their needs and interests in using technological tools during their learning process; this was revealed through the results of the needs analysis conducted at the beginning of the research. Secondly, the technological tools implemented by using TPACK framework seem to empower the students during the learning process; they got more confident in engaging the classroom activities and participated more actively in class. The results of this research will provide insight for ESP teachers in designing technology assisted lesson materials and instructional activities by using TPACK framework. Moreover, ESP teachers might consider to implement TPACK framework to build blended learning environment in facilitating student learning.
... Research and Development as a process for developing and validating products that will be used in education and learning [6][7][8][9][10]. It is an effort to develop and produce a product in the form of material, media, tools and learning strategies, used to overcome classroom / laboratory learning, and not to test theory [11][12][13][14]. ...
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The research is aimed to describe; (1) the development procedure of Actuarial Mathematics learning material with ADDIE model; (2) Validation of learning material using the ADDIE model for Actuarial Mathematics. The research method used is research and development using ADDIE Models. The instrument were used observation and quesionare. The data were analyzed by descriptive qualitative and descriptive quantitative. The results showed that (1) the process of designing and development of the material teachings has followed the five steps in ADDIE model such as analyze, design, development, implementation, and evaluation. (2) The result of the content expert's validation was falling into agreement category, that of the instructional design expert's validation was agreement, that of the instructional media expert was agreement. There were some comment that given by expert about module. The average of student's quesionare were falling into good category.
... Engaging in DBR often involves instructional design and may provide practitioners with the pedagogical content knowledge and ultimately the confidence that they require to support their professional learning (e.g., Onguko, Jepchumba, & Gaceri, 2013). These outcomes of DBR for participating practitioners have been well documented in a decade-long literature review (Zheng, 2015). ...
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What insights emerge through researcher reflections on a Design-Based Research (DBR) curricular integration project that contribute to the professional learning of education faculty/ researchers? To answer this question, two researchers captured their debriefing discussions and reflections after monthly meetings with participating teachers. The meetings familiarized the teachers with DBR methods and enhanced teachers’ understanding of integrating literacy and science instruction. Data were open coded, collapsed into sub-categories and interpretations were then clustered into three themes. The first theme is our acknowledgement of the layers that needed to be peeled back to understand teacher participants’ planning and assessment. The second theme is the realization that the teacher participants were novices with respect to understanding and practicing curricular integration. The final theme honors the value of DBR as a research and professional learning method. Findings are discussed in light of the scant literature that describes the experience of DBR educational researchers.
... This research study was more likely to succeed if it flowed in a systematic manner within a specific organizational framework, especially because many iterative and reiterative steps were involved in the entire action research process. The ADDIE Model provided a reliable and valid framework since it has been used pervasively in action research and instructional design (Onguko, Jepchumba, & Gaceri, 2013;Spector, Johnson, & Young, 2014). The ADDIE Model's reliability and validity were key features that helped to realize the purpose of this study-to identify the most effective practices of CLIL. ...
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Tenth anniversary edition of the Journal of Multidisciplinary Research (JMR).
... This work together with case study research on knowledge appropriation in MNCs in Tanzania (Citibank and Standard Bank, SA) finds that HRM practices are legitimized through ethnocentric values . HRD in emerging markets in southern Africa has also been a focus of survey and secondary data research (Kraak 2004;Horwitz 2013), and a special edition of the European Journal of Training and Development (2013) which published a series of articles on capacity building through HRD and research in Africa (Nafukho 2013;Nyerere and Friso 2013;Onguko, Jepchumba and Gaceri 2013). Research tends to offer conflicting perspectives on the extent to which the effective diffusion and transfer of modern management systems and practices and knowledge and skills actually occur; with some taking a The International Journal of Human Resource Management 15 positive view that local African employees benefit from the influence of management practices of MNCs (Dupasquier and Osakwe 2006). ...
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This study provides a systematic review of literature on the analytical perspectives and empirical research on human resource policy and practice in multinational companies (MNCs) in Africa. There is a need to ‘take stock’ of research publications on HRM in MNCs in Africa both intellectually and practically. The review identifies modes of analysis and thematic approaches in HRM literature on MNCs in Africa. The results provide support for particular clusters of research literature. These pertain to interests and motivations of MNCs, comparative political economy and institutional theory, labour market and HRM modes of analysis, cultural paradigms of indigenous management thought and clusters of HRM practice research. Areas for further research are identified.
... This work together with case study research on knowledge appropriation in MNCs in Tanzania ( Citibank and Standard Bank , SA ) finds that HRM practices are legitimized through ethnocentric values ( Kamoche and Newenham - Kahindi 2013 ) . HRD in emerging markets in southern Africa has also been a focus of survey and secondary data research ( Kraak 2004 ; Horwitz 2013 ) , and a special edition of the European Journal of Training and Development ( 2013 ) which published a series of articles on capacity building through HRD and research in Africa ( Nafukho 2013 ; Nyerere and Friso 2013 ; Onguko , Jepchumba and Gaceri 2013 ) . Research tends to offer conflicting perspectives on the extent to which the effective diffusion and transfer of modern management systems and practices and knowledge and skills actually occur ; with some taking a ...
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We use the model of culture fit to determine the human resource (HR) strategies for managing knowledge workers in two socio-culturally different countries: South Africa (SA) and Singapore. The national culture of SA is ethnically more diverse. Enterprise environment, such as institutional factors, particularly ownership, organization size and industry type, has more HR impact in Singapore than in SA. We found that there were convergent effective HR strategies used for motivating and retaining, but practices were divergent for attracting knowledge workers. When most frequent and ineffective strategies were studied, there were divergent practices. This knowledge of effective strategies being transferred to the two countries from more developed economies is in line with similar HR research.
... This work together with case study research on knowledge appropriation in MNCs in Tanzania ( Citibank and Standard Bank , SA ) finds that HRM practices are legitimized through ethnocentric values ( Kamoche and Newenham - Kahindi 2013 ) . HRD in emerging markets in southern Africa has also been a focus of survey and secondary data research ( Kraak 2004 ; Horwitz 2013 ) , and a special edition of the European Journal of Training and Development ( 2013 ) which published a series of articles on capacity building through HRD and research in Africa ( Nafukho 2013 ; Nyerere and Friso 2013 ; Onguko , Jepchumba and Gaceri 2013 ) . Research tends to offer conflicting perspectives on the extent to which the effective diffusion and transfer of modern management systems and practices and knowledge and skills actually occur ; with some taking a ...
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Two key developments exert an important influence on the nature of human resource management (HRM) in South Africa (SA). The first is two seemingly conflicting imperatives, sometimes and arguably wrongly juxtaposed: that of developing a high-growth, globally competitive economy with fuller employment and the sociopolitical imperative of redressing past structural inequalities of access to skilled, professional, and managerial positions, as well as ownership opportunities. The first development is the related influences of globalization and multinational corporations (MNCs), information technology, and increased competition, which have become very prominent in postapartheid SA. South Africa has a dual labor market, with a well-developed formal sector employing some 8.5 million workers in standard or typical work and a growing informal labor market. In the case of the formal, knowledge-based economy, the World Wide Web, and increasing communication that the Internet has made possible, has influenced changes at the organizational level. A second development is that these changes and changing patterns of employment are having a dramatic impact on HR policies within organizations. In a knowledge-based economy, organizations rely on knowledge that is embedded deeply in the individual and in the collective subconscious. It is the property of an individual and cannot be taken away from that person (Harrison & Kessels, 2004). He or she would agree to put it in the service of the collective whole, which is known as organizational citizenship behavior (OCB). In technology-driven advanced firms in SA, there are several themes among the various models of citizenship behavior: helping behavior, sportsmanship, organizational loyalty, organizational compliance, initiative, civic virtue, and self-development (Podsakoff, MacKenzie, Paine, & Bachrach, 2000). Many of these themes overlap with the common competencies demanded by advanced MNCs. Thus OCBs rest upon a recognition of mutuality of interest and of responsibility between the organization and the individuals. Increasing globalization and worldwide competition and the knowledge-based economy have their greatest impact on business strategies, process, and practice involving, among others, management of human resources. In this chapter we examine factors influencing the management of human resources in SA and their impact on human resource practices in organizations.
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Purpose This study aims to examine the state of literature on the role of e-learning in the sustainability of higher education institutions in Sub-Saharan Africa, with the goal of identifying explored thematic areas, finding out the deficiencies in extant literature and recommending areas of future research work. Design/methodology/approach The research used a systematic literature review, examining articles published between 2012 and 2022. In total, 52 publications were identified and subjected to analysis. Findings The findings reveal that few studies have explored the relationship between e-learning and the sustainability of higher education in Sub-Saharan Africa, with larger economies in the region dominating research output. In addition, traditional technology adoption and social learning theories dominate the theoretical frameworks in this area. Moreover, the authors observed limited adaptation of these theories to local contexts, leading to outcomes with limited contextual details or lack of the same. Despite its potential, e-learning has yet to be fully embraced as a strategic tool for the sustainability of higher education in Sub-Saharan Africa. Originality/value Although various systematic literature reviews exist in the field of sustainability in higher education, there seem to be no reviews specifically focused on e-learning within the context of Sub-Saharan Africa. This review sheds some light on potential future research paths regarding the theory, content and context of e-learning for the sustainability of higher education in Sub-Saharan Africa, and by extension, in developing countries worldwide.
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In the current Palestinian context, proficiency in English has become a crucial requirement. One of the methods employed to enhance this skill is storytelling. However, given the ever-advancing technology, there is a growing need for storytelling methods that break free from spatial and temporal limitations. As we navigate the digital era, the transformation from conventional to digital storytelling becomes imperative. This research aims to explore how this transition unfolds within the framework of English language courses in Palestine. Additionally, the study seeks to uncover the specific steps taken to create digital storytelling content in English tailored to the Palestinian context. Utilizing the Research and Development approach with the ADDIE model, the findings highlight the effective incorporation of digital storytelling as a learning method in Palestinian English language courses.
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The learning process in the development of science and technology increasingly encourages reform efforts in the use of technological results to improve student achievement. The use of learning media is expected to help students understand and accept the learning process carried out by the teacher. In the process of selecting teacher methods, media and materials must be based on three levels of student ability and learning objectives, namely choosing the right method so that the teacher can attract and interest students during the teaching and learning process. The purpose of this study is to develop the ADDIE Model learning design for 5th grade students at SD Negeri Empang Bahagia 3, Tangerang City. The method used is the ADDIE model which has 5 phases, the first is Analysis, Design, Development, Implementation and Evaluation. The result of this study is that the development of the ADDIE model is comprehensive and systematic. The teachers succeeded in producing teaching materials that emphasized the three main components of the active learning method, namely Jigsaw, Video Shows, Assessment Assignments.
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The ability to speak English is a requirement that must be met at this time. In developing this skill, one of the methods used is the storytelling method. However, along with the development of technology, new storytelling methods are needed that are not limited to space and time. Entering this all-digital era, storytelling must also transform from conventional to digital models. This study will examine how the transformation process from conventional to digital storytelling is carried out in the English Conversation course. In addition, this research will also reveal the steps taken to produce digital storytelling content in English. The research method used in this research is Research and Development with the ADDIE model. The conventional transformation to digital storytelling using the ADDIE model shows that digital storytelling is used effectively as a learning method in the English Conversation course.
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The issue of large classes in Kenya: the need for professional support for primary school teachers in school contexts
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