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Journal Issue
Volume 12 Issue 1, ICEL2013 / Feb 2014  pp1‑125

Editor: Dan Remenyi

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Editorial for the Special ICEL edition of EJEL ‑ ICEL 2013  pp1‑2

Dan Remenyi

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Leapfrogging Pedagogy: A Design Approach To Making Change In Challenging Contexts  pp3‑13

Susan Crichton

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An African Research Agenda for Computers in Education  pp14‑28

Johannes Cronje

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Using Digital Counterstories as Multimodal Pedagogy among South African Pre‑service Student Educators to produce Stories of Resistance  pp29‑42

Daniela Gachago et al

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Integrating eLearning to Support Medical Education at the New University of Botswana School of Medicine  pp43‑51

Masego B. Kebaetse, Oathokwa Nkomazana, Cecil Haverkamp

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Mobile Learning: A Kaleidoscope  pp52‑76

Marlena Kruger, Riana Bester

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JiFUNzeni: A Blended Learning Approach for Sustainable Teachers Professional Development  pp77‑88

Brown Bully Onguko

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Addressing Diversity in Health Science Students by Enhancing Flexibility Through e‑Learning  pp89‑100

Joy Penman, Jyothi Thalluri

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Abstract

Abstract: The technological advancements for teaching and learning sciences for health science students are embedded in the Thalluri‑Penman Good Practice Model, which aims to improve the learning experiences of science students and increase student retent ion and success rates. The model also links students from urban and rural areas, studying both on‑ and off‑campus, with the university campus and with co‑students and is primarily structured to boost students confidence in studying sciences. This paper investigates the introduction of online initiatives, namely, electronic learning communities, online self‑assessments, virtual classroom, and the inclusion of social media Facebook to offer practically oriented science learning to urban and regional scie nce students. It examines the issues surrounding the implementation of these technological innovations by identifying the perceptions of the students about their use, illuminating their impact on students, and clarifying the practical issues encountered in the application of these online initiatives. A descriptive analytical approach was used to explore the experiences of students in the use of these innovations. Findings of the evaluations show that the technology exemplified in this paper provides: a n approximation of face‑to‑face lecturing when it is not possible for a lecturer to be at the same site as the class; enhance communication between students and lecturers; and help students access, collaborate and interact with each other. The use of tec hnology that is carefully considered in each stage of the program has been shown to enhance the quality of university teaching and learning, allowing students greater accessibility, flexibility and interaction. 

 

Keywords: Keywords: online technology, e-learning, flexibility, learning and teaching

 

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Implementing Blended Learning at a Developing University: Obstacles in the way  pp101‑110

Mswazi Tshabalala et al

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'I am not a Person with a Creative Mind': Facilitating Creativity in the Undergraduate Curriculum Through a Design‑Based Research Approach  pp111‑125

Denise Wood, Carolyn Bilsborow

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