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pro vyhledávání: '"Geesje van den Berg"'
Autor:
Geesje van den Berg
Publikováno v:
Journal of Learning for Development, Vol 11, Iss 2 (2024)
Externí odkaz:
https://doaj.org/article/9709622240dd4f8cb0b6d7f2bf77f3d4
Autor:
Geesje van den Berg
Publikováno v:
Open Praxis, Vol 16, Iss 2 (2024)
Recent advancements in generative artificial intelligence (GAI) have sparked debates and research on its transformative potential in education. This study explored how a specific group of educators partner with GAI tools, particularly ChatGPT, to com
Externí odkaz:
https://doaj.org/article/0ba99fbb3bf24c8691bffdf0f61c3f53
Autor:
Geesje van den Berg
Publikováno v:
Ubiquity Proceedings, Pp 16-16 (2024)
This paper examines the transformation opportunities of AI in education, focusing on its benefits and challenges from the perspectives of educators. The research methodology involves a qualitative study with practising educators who were students enr
Externí odkaz:
https://doaj.org/article/21b7e36e7c134d0f9e3299a99497e085
Autor:
Faiza Gani, Geesje van den Berg
Publikováno v:
Open Praxis, Vol 16, Iss 1 (2024)
Distance education institutions worldwide are adopting online learning to take advantage of its benefits. However, online learning is often seen as a mode of delivery that will work for any distance education institution in any context. The increased
Externí odkaz:
https://doaj.org/article/4052d6ede59c456980d940b5565c3bd7
Autor:
Geesje van den Berg, Patience Kelebogile Mudau, Cosmas Maphosa, Samuel Amponsah, Blandina Manditereza, Jennifer van der Merwe, Stephen Mongwe
Publikováno v:
Journal of Learning for Development, Vol 10, Iss 3 (2023)
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
Externí odkaz:
https://doaj.org/article/c633d2715fef40478569e18ceb0436f4
Publikováno v:
Teacher Education through Flexible Learning in Africa, Vol 4, Iss 1 (2023)
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
Externí odkaz:
https://doaj.org/article/f382ec988b804d93a8ba935f12a7beb6
Autor:
Nancy Tafirenyika, Geesje van den Berg
Publikováno v:
Teacher Education through Flexible Learning in Africa, Vol 4, Iss 1 (2023)
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 the
Externí odkaz:
https://doaj.org/article/dd5dd6040a144c2a88db7b357bbf0e09
Publikováno v:
Journal of Learning for Development, Vol 10, Iss 2 (2023)
This article explores student perceptions of writing online examinations for the first time during the Covid-19 pandemic. Prior to the pandemic, examinations at an open and distance learning institution in South Africa were conducted as venue-based e
Externí odkaz:
https://doaj.org/article/da74f2a503264563a0f8fa2a6a3160ee
Autor:
Geesje van den Berg, Elize du Plessis
Publikováno v:
Education Sciences, Vol 13, Iss 10, p 998 (2023)
Although artificial intelligence (AI) has been part of our lives for some time, the launch of the Generative Pretrained Transformer (ChatGPT) has given it renewed attention. While most of these debates are about higher education in general, this arti
Externí odkaz:
https://doaj.org/article/ac8998a78bf443df8410478588936e3e
Publikováno v:
Education Sciences, Vol 13, Iss 9, p 963 (2023)
Graded online discussion forums allow students to interact with course content, peers, and instructors. These discussions have the potential to enhance students’ learning experiences significantly. By adding graded online discussions to an online s
Externí odkaz:
https://doaj.org/article/a478fa7fbead44c3a50c56277fa6249e