Zobrazeno 1 - 10
of 27
pro vyhledávání: '"Simon Bheki Khoza"'
Publikováno v:
Education Sciences, Vol 11, Iss 4, p 152 (2021)
Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require
Externí odkaz:
https://doaj.org/article/43334e56f5d14ee79b8d72bf41fc0acb
Autor:
Simon Bheki Khoza
Publikováno v:
South African Journal of Education, Vol 36, Iss 4, Pp 1-9 (2016)
This article presents a critical action research of three curriculum managers (managers) who used Moodle visions to manage their school curriculum at a school in Durban, South Africa. The curriculum managers’ main aim of using Moodle was to improve
Externí odkaz:
https://doaj.org/article/8515a4b8d201435fb84a0c5c850fb622
Autor:
Simon Bheki Khoza
Publikováno v:
South African Journal of Education, Vol 35, Iss 4, Pp 01-09 (2015)
This article presents a qualitative critical action research of six Grade 12 high school teachers who used Turnitin as part of their assessment processes. Turnitin submissions, one-on-one semi-structured interviews, observation and reflective activit
Externí odkaz:
https://doaj.org/article/2105df61335a40aa8fa5c034ebc65756
Publikováno v:
Journal of Learning for Development, Vol 3, Iss 1 (2016)
Innovative teaching is a concept based on student-centred teaching strategies. Access to Science, Technology, Engineering and Mathematics (STEM) subjects has not been equitable due to use of traditional teaching strategies. These strategies tend to e
Externí odkaz:
https://doaj.org/article/bd80d0bfe0ea4c3bb91fae38f049f10a
Curriculum studies is at the core of the educational endeavour and informs what happens in every educational institution. As a result of its criticality or primacy, every educational practitioner appears to claim expertise in curriculum matters and w
Publikováno v:
Universal Journal of Educational Research. 9:1905-1914
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a847e200483016607fa9f4081ea30a91
https://doi.org/10.13189/ujer.2021.091203
https://doi.org/10.13189/ujer.2021.091203
Publikováno v:
Technology, Knowledge and Learning
It is argued that learning management systems (LMS) are mainly used for formal and informal learning at the expense of non-formal learning. This ignites reluctance in students to use LMS to their maximum potential in institutions of higher education
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6865406658892435e7a001e9dfd5570b
http://europepmc.org/articles/PMC7524034
http://europepmc.org/articles/PMC7524034
Publikováno v:
Digital Education and Learning ISBN: 9783030976552
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3dd703c242d618dc51da5d9c4fe5a4d9
https://doi.org/10.1007/978-3-030-97656-9_7
https://doi.org/10.1007/978-3-030-97656-9_7
Publikováno v:
Education and Information Technologies. 25:2665-2679
Decolonising students’ knowledge of technology, pedagogy, and mathematics content is important because it helps students understand their learning needs. Decolonisation is a process of critiquing and renewing the curriculum. Learning needs are circ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8041f3c8282123a6de2532c2aa790bec
https://doi.org/10.1007/s10639-019-10084-4
https://doi.org/10.1007/s10639-019-10084-4
Autor:
Simon Bheki Khoza
Publikováno v:
Education Sciences, Vol 11, Iss 682, p 682 (2021)
Education Sciences
Volume 11
Issue 11
Education Sciences
Volume 11
Issue 11
The COVID-19 revolution has demanded that higher education institutions (HEIs) in South Africa, as in most other countries globally, migrate to a digitalised curriculum (DC). The DC is a plan for or of digital technology-driven education. The COVID-1
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fb50760e5dad662e6cbd108ecc06baaa
https://www.mdpi.com/2227-7102/11/11/682
https://www.mdpi.com/2227-7102/11/11/682