Search results for author:"Joyce Gikandi"
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University of Canterbury
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (2011) pp. 452–454
An online course was studied to investigate how integration of formative assessment enhanced the course design to facilitate learner engagement with meaningful learning experiences within the context of ICT–related professional development for...
Journal of Technology and Teacher Education Vol. 21, No. 1 (January 2013) pp. 5–26
This study sought to establish whether and how writing their own reflections in open online reflective journals (ORJs) can encourage and support online learners to engage in self formative assessment and meaningful reflections. The study employed...
Synergy between Authentic Assessment Activities and Learner Autonomy: How Does this Stimulate Shared Authenticity in Online Higher Education?
International Journal on E-Learning Vol. 12, No. 4 (September 2013) pp. 353–381
This purpose of this study was to establish whether and how authentic assessment activities and learner autonomy converged to productively engage both the teacher and learners in shared authenticity. The study employed case study methodology to...
Enhancing digital capability through self-directed learning for initial teacher education and beyond
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4745–4750
There is an expectation that students entering teacher education will be confident, competent users of digital technologies and that they will possess the skills and knowledge to employ technologies effectively, safely and responsibly. The reality...