Relevant bibliographies by topics / Distance education – Zambia – Case studies

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Academic literature on the topic 'Distance education – Zambia – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Distance education – Zambia – Case studies"

1

Yeshaw, Yigizie, Tadeg Jemere, Henok Dagne, et al. "Factors associated with births protected against neonatal tetanus in Africa: Evidences from Demographic and health surveys of five African countries." PLOS ONE 16, no. 6 (2021): e0253126. http://dx.doi.org/10.1371/journal.pone.0253126.

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Introduction Maternal and neonatal tetanus remains a global public health problem affecting mainly the poorest and most marginalized subpopulations. In spite of the problem, studies conducted on the associated factors of births protected against neonatal tetanus are scarce in Africa. Therefore, this study aimed to identify both individual and community-level factors associated with births protected against neonatal tetanus in the region. Methods The most recent Demographic and Health Survey datasets of five African countries (Ethiopia, Burundi, Comoros, Zimbabwe and Zambia) were used to investigate the associated factors of births protected from neonatal tetanus. STATA Version 14 statistical software was used for the analysis. The data were weighted before doing any statistical analysis and deviance was used for model comparison. Multilevel binary logistic regression was used to identify the associated factors of births protected against neonatal tetanus. Finally, the adjusted odds ratio (AOR) with its 95% confidence interval (CI) was calculated for each potential factors included in the multivariable multilevel logistic regression model. Results A total weighted sample of 30897 reproductive age women who had a birth within 5 years preceding the survey were included in the analysis. Those women with age of 20–34 (AOR = 1.32, 95%CI: 1.18–1.48) and 35–49 years (AOR = 1.26, 95% CI: 1.10–1.44), high community level of women education (AOR = 1.13, 95%CI: 1.04–1.23), being from poorer(AOR = 1.23, 95% CI: 1.14–1.33), middle (AOR = 1.31, 95%CI: 1.21–1.43), richer (AOR = 1.21, 95%CI: 1.11–1.32) and richest households (AOR = 1.59, 95%CI: 1.44–1.74), having antenatal care follow up (AOR = 9.62, 95% CI: 8.79–10.54), not perceiving distance to health facility as a big problem (AOR = 1.18, 95% CI: (1.11–1.25) had higher odds of having births protected against neonatal tetanus. Conclusion Both individual and community level factors were found to be associated with births protected against neonatal tetanus in Africa. This suggests that a variety of factors are affecting births protected against neonatal tetanus in the region. Hence, the impact of these factors should be recognized while developing strategies to reduce neonatal tetanus in the region.
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2

Kramer, Heidi. "The Distance Education Evolution: Issues and Case Studies." Internet and Higher Education 7, no. 2 (2004): 151–54. http://dx.doi.org/10.1016/j.iheduc.2004.03.004.

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Smith, Christopher J. "‘Distance learning’ or ‘learning at a distance’? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia." Innovations in Education and Teaching International 47, no. 2 (2010): 223–33. http://dx.doi.org/10.1080/14703291003718950.

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4

Simui, Francis, Godfrey Mwewa, Amos Chota, et al. "“WhatsApp” as a Learner Support tool for distance education: Implications for Policy and Practice at University of Zambia." Zambia ICT Journal 2, no. 2 (2018): 36–44. http://dx.doi.org/10.33260/zictjournal.v2i2.55.

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One of the norms of distance education is that learners are the drivers of their learning and teachers merely facilitate the learning process. To this effect, learners are expected to be fully engaged in their studies throughout for them to perform well in their studies. However, the ‘distance’ factor inherent in distance education has been identified as one of the major challenges for learners studying in this mode. The geographical isolation significantly detracts from the need for social interactions that are usually afforded by face-to-face situations. Consequently, the void leads to isolation, confusion, stress and ultimately contributing to high failure rate and drop-outs from the academic programmes. In this study, we document the use of “WhatsApp” as a tool for learner support among postgraduate students on the distance learning mode within the University of Zambia. The study, through “WhatsApp”, follows students where they are found and learns from them without disrupting their privacy and culture to inform ODL policy and practice. It is now clear that the University should be proactive to encourage the creation of self-generated social networks to mitigate vexing emergent issues students face on the distance learning mode.
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Dickey, Michele D. "Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education." British Journal of Educational Technology 36, no. 3 (2005): 439–51. http://dx.doi.org/10.1111/j.1467-8535.2005.00477.x.

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6

Nduna, Mwenya, and Wanga Chakanika. "An Investigation into the Challenges Encountered by the University of Zambia in the Implementation of Extension Education: A Case of North Western Province." Journal of Law and Social Sciences 2, no. 1 (2021): 86–106. http://dx.doi.org/10.53974/unza.jlss.2.1.435.

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The Extra Mural Studies Department (now known as Extension Studies Section) was established in order to maintain the university links with the community as well as serve as a conduit through which university knowledge and university ways of thought can be transmitted to people in their locality. This research therefore, was an undertaking to identify challenges encountered in the implementation of University Extension Education. It was guided by the following objectives; identify the challenges encountered in the implementation of Extension Education, find out whether or not the University of Zambia Extension Education programs are in tandem with the educational needs of the local society in North Western Province, and assess whether or not the University of Zambia Extension Studies in North Western Province conducted other outreach programs apart from evening classes. In terms the research design, the study employed a case study design as it allowed the researcher to bring out a case and study it in its natural setting. Questionnaire and interview guide were the instruments used to collect data from the respondents comprising 97 students and 1 officer administering the office of the Resident Lecturer. It emerged from the findings that there were many challenges that the University of Zambia encountered in the implementation of extension education, central of all was the lack of qualified part time tutors in addressing the educational needs of the community in which it operated. The study also established that most of the courses offered by the University Extension Studies in North Western Province did not answer to the educational needs of the people in the Province. In view of the findings the study recommended that the University of Zambia should ensure that the provincial office is adequately and appropriately staffed with qualified personnel and also make a deliberate effort to create a policy to involve the local community.
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7

Wong, Billy Tak Ming. "Learning analytics in higher education: an analysis of case studies." Asian Association of Open Universities Journal 12, no. 1 (2017): 21–40. http://dx.doi.org/10.1108/aaouj-01-2017-0009.

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Purpose The purpose of this paper is to present a systematic review of the mounting research work on learning analytics. Design/methodology/approach This study collects and summarizes information on the use of learning analytics. It identifies how learning analytics has been used in the higher education sector, and the expected benefits for higher education institutions. Empirical research and case studies on learning analytics were collected, and the details of the studies were categorized, including their objectives, approaches, and major outcomes. Findings The results show the benefits of learning analytics, which help institutions to utilize available data effectively in decision making. Learning analytics can facilitate evaluation of the effectiveness of pedagogies and instructional designs for improvement, and help to monitor closely students’ learning and persistence, predict students’ performance, detect undesirable learning behaviours and emotional states, and identify students at risk, for taking prompt follow-up action and providing proper assistance to students. It can also provide students with insightful data about their learning characteristics and patterns, which can make their learning experiences more personal and engaging, and promote their reflection and improvement. Originality/value Despite being increasingly adopted in higher education, the existing literature on learning analytics has focussed mainly on conventional face-to-face institutions, and has yet to adequately address the context of open and distance education. The findings of this study enable educational organizations and academics, especially those in open and distance institutions, to keep abreast of this emerging field and have a foundation for further exploration of this area.
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REYNEKE, Yolande, and Christina Cornelia SHUTTLEWORTH. "Accounting Education in an Open Distance Learning Environment: Case Studies for Pervasive Skills Enhancement." Turkish Online Journal of Distance Education 19, no. 3 (2018): 140–55. http://dx.doi.org/10.17718/tojde.445115.

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9

Featherstone, Allen M., and Lynnette M. Brummett. "Using Distance Education in Graduate Programs." Journal of Agricultural and Applied Economics 39, no. 2 (2007): 285–99. http://dx.doi.org/10.1017/s1074070800022999.

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There has been much hype around online education creating a revolution in education. Studies analyzing the use of distance education at the graduate level have been limited. This article uses Kansas State University's Master of Agribusiness program as a case study. Educational theory related to a distance environment is studied. Development and technology issues related to the Master of Agribusiness program are presented followed by survey information from students. Appropriate administrative and management practices that govern a program are essential to the success of the program.
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10

Süğümlü, Üzeyir. "A Case Study on Teaching Turkish through Distance Education." International Journal of Psychology and Educational Studies 8, no. 1 (2021): 174–90. http://dx.doi.org/10.17220/ijpes.2021.8.1.278.

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The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.
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