A5054388606- Online and Blended Learning
- Innovative Teaching and Learning Methods
- Student Assessment and Feedback
- Education and Technology Integration
- Higher Education Learning Practices
- Global Educational Policies and Reforms
- Global Peace and Security Dynamics
- Gender and Technology in Education
- Education and Critical Thinking Development
- Middle East and Rwanda Conflicts
- Digital literacy in education
- Various Chemistry Research Topics
- Innovative Teaching Methods
- Mobile Learning in Education
- Literacy, Media, and Education
- Reflective Practices in Education
- Evaluation of Teaching Practices
- Career Development and Diversity
- Open Education and E-Learning
- Child Development and Digital Technology
- Online Learning and Analytics
- Media, Religion, Digital Communication
- Educational Games and Gamification
- Cambodian History and Society
- EFL/ESL Teaching and Learning
University of Kigali
2024
University of Rwanda
2009-2024
Commonwealth of Learning
2023-2024
Stockholm University
2016
Linköping University
2007-2008
The student experience with different aspects of online instructional settings has been the focus educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about satisfaction regarding possible e-assessment strategies students are involved in. Using a 5-point Likert scale questionnaire, web-based survey was developed to examine students’ within an enriched virtual blended course. results show that, general, were...
Abstract The overarching aim of this study is to investigate how newly qualified Rwandan teachers can contribute the creation theoretical and practical knowledge for professional development with information communication technology (ICT). Questionnaires, focus groups interviews were used data collection. findings show that novice are motivated acquire ICT they succeed in situations where school administrators grant easy access computers. expressed a strong desire be trusted allowed time use...
Abstract The paper describes a study conducted in Rwanda involving 12 participants selected from larger cohort of 24 final‐year university students who were part group‐based training programme. programme was about how to search, retrieve, and use web‐based literature. Empirical data collected through interviews focus group discussions. purpose explore ways using information communication technology (ICT) student teachers' everyday learning practice. draws sociocultural perspective emphasis...
Inspired by the current scholarship that indicates that, if used well, formative assessment and feedback can advance student's learning, this paper explores practices of in Rwandan higher education, specifically at University Rwanda.The study a qualitative approach with aim gaining lecturers' students' perspectives on feedback; exploring different ways were practiced.Using data collected through interviews, student focus group discussions, document analysis; shows understood context binding...
This paper depicts a study carried out in Rwanda concerning university students who participated contest to produce short documentary films. The purpose of this research is conceptualize these kinds technology-based learning projects (TBLPs) through sociocultural perspective. methodology included focus-group discussions and field notes collect empirical data. findings reveal that the more educational technologies capture objects positioned students’ proximity, focused learners’ attention on...
The aim of this study is to investigate how new knowledge can be developed in computer-mediated social practice. Its focus on language frames university students' interaction and action while studying web-based literature small task-based groups. empirical data were collected from a case where 57 Rwandan student teachers completing an examination task mediated by computer at the end academic course. draws naturally occurring talk, observations in-depth interviews. analysed sociocultural...
The purpose of this paper is to analyse the interplay between policy formulation and implementation in terms present historical cultural practices open distance learning (ODL) Rwanda. This draws on Foucauldian genealogical governmentality analysis. examines Government aspirations as depicted statements starting from2001, ayear aligning with beginning Rwanda’s Vision 2020. aims at transforming country from an agrarian a knowledge-based technology-led society. study analysed discourses...
The current study ascertained the influence an instructional module had on enhancing students’ understanding of chemical reactions and acid–base topics. sample size for this consisted 197 students, including 101 in “experimental” group 96 a “control” group, selected from schools two Districts (Rwamagana Musanze) Rwanda, Africa. experimental control groups received pre-test post-test to collect data. In addition, focus discussions (FGDs) were conducted with students group. Further, test...
This study examines the effectiveness of GeoGebra in enhancing students' conceptual understanding points, lines, and angles within a socio-cultural learning context. A quasi-experimental, nonequivalent pretest-posttest design was utilized, involving 279 first-year secondary school students from four public schools Rwanda. Participants were divided into two groups: control group 148 an experimental 131 students. The received traditional instruction, with teachers providing explanations...
This case study is an attempt to investigate how computer simulations can contribute engaging students’ active participation in knowledge creation through chemistry learning. Empirical data were collected interviews, a survey, and test on secondary school student performance Rwanda. The findings reveal four main forms of participating construction with simulations: self-reliance, peer collaboration-reliance, teacher-guided-reliance, strategic variation-reliance. found no statistical...
BackgroundConstructive assessment feedback is considered one of the learner-centred pillars in blended learning mode.PurposeExplore graduate nurses’ perceptions and experiences on courses.MethodologyQualitative descriptive design with semi-structured interviews was used to collect data from 15 enrolled learners a Master’s Programme Nursing at University Rwanda. Interviews were recorded transcribed verbatim. Purposive sampling thematic analysis use.FindingsEight females against seven male...