Enucleation and evisceration. ophthalmology
contains the two methods of eye ball removal, with indications, surgery, complications, treatment, etc
its has animated clips and picture
wonderful slide i have prepaired
can be used for clinical as well as educational purpose
Enucleation and evisceration. ophthalmology
contains the two methods of eye ball removal, with indications, surgery, complications, treatment, etc
its has animated clips and picture
wonderful slide i have prepaired
can be used for clinical as well as educational purpose
As the UNICEF Office of Research-Innocenti, we conduct research to inform policymaking and implementation. This project brief summarizes our research on the Time to Teach project.
Africa Regional Internet Development Dialogue
Kigali, Rwanda, 8-9 May 2017
By Aminata A. Garba, Assistant Professor Electrical and Computer Engineering, Carnegie Mellon University
Distance Education- Emerging Technologies and Opportunities in AfricaTerry Anderson
This slides are from my keynote at the Inaugural symposium of the Global African Diaspora Development Network seminar at the University of Oklahoma. Oct 16, 2015
intro to online tools for teaching and learning.pdfssuser906a9b
A Teacher is responsible for preparing lesson plans and educating students at all levels.
Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
Students First 2020 - Embracing and effectively leveraging online student sup...Studiosity.com
Students First 2020 - Prof Philippa Levy, PVC Student Learning at The University of Adelaide, discusses the path to successfully adopting Studiosity, and what has happened since for academic success, confidence, and student satisfaction. Prof Levy also looks at results and engagement for non-traditional students and international students.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
Many states and school districts are scrambling to find teachers. Growing student enrollments, a shrinking supply of individuals choosing to teach, escalating teacher retirements, and high turnover of new teachers have brought the teacher recruitment challenge to a point of impending crisis. Gone are the days of the college fair magically bringing new teachers to fill classrooms. The school recruiter today pulls out of a hat assorted incentives and tactics to lure candidates: signing bonuses, mortgage reductions, on-site childcare, restaurant discounts, high tech outreach efforts, and overseas recruiting. In addition, programs to lure retirees, mid-career changers, substitutes, and military veterans are now on the palette of possible strategies for finding teachers.
Although teacher shortages affect schools and districts across the country to varying degrees, urban districts are facing unique challenges, owing to rapidly growing student enrollments, accelerating rates of teacher retirement, class size reduction initiatives, and demanding working conditions. Urban schools nationwide educate between 39% and 50% of the students who are not proficient in English, about 52% of minority students, and 43% of the country's low-income students.
Teacher quality is emerging as one of the foremost concerns of school and university educators, parents, professional organizations, foundations, state education officials, business leaders, and legislators across the country. Roughly nine out of ten Americans believe that the best way to raise student achievement is to provide a qualified teacher for every classroom.
Developing Pathways into Teaching
An increasing number of districts are trying to address teacher shortages by "expanding the pipeline," i.e., offering nontraditional routes into the profession to individuals from diverse backgrounds and fields. A new survey asked districts whether and how they encourage individuals interested in teaching to enter the profession through alternative means.
Attracting a Broader Pool of Students
A fair number of colleges offer programs specifically for working adults seeking to become classroom teachers. Slightly less than half offer alternative licensure programs, while a smaller number offer apprenticeship/internship programs. About the same percentage sponsor paraeducator to teacher programs. In recognition of the many "out of class" demands that students entering teacher preparation programs now have, many schools, colleges, and departments of education offer flexible course scheduling. The survey asked respondents what percentage of teacher preparation program requirements can be completed via part-time, evening, weekend, summer, off-campus, and/or telecommunications classes.
Source: https://ebookschoice.com/possible-strategies-for-finding-teachers/
3 Domains of Work for Schools with Students who are HomelessDoctoralNet Limited
This was the significant literature on which my dissertation was based. That work was later published as: James, E. A. (2009). Participatory action research as professional development: Creating new education practices for homeless or highly mobile students in the United States. Saarbrucken, Germany: VDM Verlag.
Slides for Livetext and the MOOC - presentation at 2013 Chicago Livetext Conference - Dr. Lee Graham & Dr. Virgil Fredenberg, University of Alaska Southeast
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Effective Intervention for Retention of Students in Sub-Saharan Africa
1. Work in Progress
Dr. Lee Graham
June 29, 2016
Canadian International Education
Conference, Toronto, ON
This presentation is available for
download at
http://www.slideshare.net/drlee66/
EFFECTIVE
INTERVENTION FOR
RETENTION OF
STUDENTS IN SUB-
SAHARAN AFRICA
2. The Problem
Initiatives to increase educational access for citizens of African
countries remain high priority within the world community. Even
though access for African students has increased in recent years, this
improvement sees only 5% of the Sub-Saharan African population
enrolled in tertiary education.[2]
This project will explore literature and government reports related to
the specific attrition issues of students in Sub-Saharan Africa and will
further seek to identify specific academic instructional interventions
that may be effective for these students. Through systematic review
of the literature, and identification of recurring themes, researchers
will create a model of common obstacles to persistence in academic
programmes, and potential interventions faculty may enact to
remediate these obstacles.
3. Acknowledgements
• Sub-Saharan Africa is made up of many countries. While we can’t
draw generalities from one to another, there are trends in the
literature that exist – and this is the information I am seeking.
• I am not going to examine race, socioeconomic status nor gender
inequalities. These are important topics in and of themselves. I am
going to focus on learner characteristics in the style of a needs
assessment.
• The purpose of this study is to make recommendations for
improvement of programs serving high numbers of Sub-Saharan
African students, and particularly In-Service Teachers seeking initial
credentials through a Master’s Program.
4. Systematic Review of the Literature:
Search engine: Google Scholar linked to Egan Library (University of Alaska Southeast)
Resources: Peer-reviewed journals, government, consortium and university reports, and peer
reviewed conference proceedings
Search terms:
retention students Sub-Saharan Africa higher education
rural Africa tertiary education
open enrollment university Sub-Saharan Africa
primary learning styles Sub-Saharan Africa tertiary
Sub-Saharan Africa University challenges
learning styles African Students online
Infrastructure tertiary education Africa
Full Disclosure: In some cases, followed links for “similar articles” and “cited by” to more deeply
delve into the concepts represented by the most relevant results
31 Relevant Results
6. Themes
Access
• General Infrastructure
• University Infrastructure
Schooling
• Reading Scores
• Language Barriers
• The “Wicked Problem”
Teacher Quality
• Teacher Shortage
• Outcomes Accountability
The Experience of Distance
Learning
• Instructional
Materials/Methods
• Expectations for
Interaction
Learning Styles
• Low engagement in
Constructivist
methodologies
• Learning Centers on
“Teacher Talk”
7. Access
General Infrastructure What does this mean?
The infrastructure of SubSaharan Africa is
underdeveloped. This leads to frequent
power outages or no access to electricity
which are frequently cited as an access
problem. [1, 3, 15, 16, 23, 25, 26, 27, 28, 31]
Disparities exist between connection in
urban areas and rural areas. While urban
areas may have fiberoptic and more
affordable internet, this has not been
extended to rural areas. [1, 26, 30]
Students who are participating in online
learning from rural African locations will
have frequent and sometimes extended
power outages. These students may not
have internet at home and may not have
easy access to computers.
What can we do? We can set flexible due
dates for assignments. An ideal due date
could span three to four days to ensure
that students have ample opportunity to
ask questions and complete assignments
in view of the unique challenge that a loss
of power presents. Synchronous activities
could happen over extended periods of
time in order to allow students
opportunity to log in and participate.
8. Access
University Infrastructure What does this mean?
Many universities lack infrastructure. The
lack of availability of computers for faculty
and for students and the internet speeds
that are available are obstacles for both
students and faculty. [2, 24, 25, 27, 30]
Many universities serve students through
regional centers. These regional centers
lack support, internet connectivity and
computers for students or faculty/tutors.
Library services are limited particularly
where online services are concerned. [24,
27, 29]
Generally, students who enroll in an online
program even after successful
engagement in University will not have a
developed set of ICT skills to draw upon as
they engage in online learning. Students
may not even have seen technology being
used in the way that they are being
required to use it.
What can we do? We can provide students
with direct instructions for accessing text
based resources to walk them through
common tasks for the online platform and
frequently encountered problems. We
can create opportunities for students to
interact with others who entered the
program with similar skills and discuss
their process for managing their studies.
9. Schooling
• Language Barriers • What does this mean?
Most SubSaharan Africans speak at least
two languages and sometimes more. The
language spoken at home may be English;
however, it most likely is not. By some
accounts over 3000 languages are spoken in
Africa, and 500 are spoken in Nigeria alone.
It is very likely that English is the second or
third language of a student. [19, 20, 21]
Students may have attended school and
learned through English; however their
teachers may have engaged in code
switching to enable learning of the content.
[20]
These students may not be
independently proficient in reading.
What can we do? We can provide
support documents in the classroom
with visuals when possible. We can
scaffold the learners whenever
possible with context cues and
multiple written presentations of
concepts. We can also design group
activities to support reading
comprehension and check for accuracy
of understanding.
10. Schooling
The “Wicked Problem” What does it mean?
More money is being spent on schooling,
to attempt to enhance education for all;
however this is not producing the desired
results, and most students are still leaving
their schooling underprepared. [5, 6, 7, 8]
• Students who are behind in 3rd year
seem to stay behind and do not catch
up. They become a silent casualty.
• Students start school at R (reception
year) and school goes to grade 12.
Discernable drop-off occurs during
grades 6-7. Many students do not
attend beyond year 9. [6, 7, 9, 10, 12]
Our students from Africa may be less
academically prepared than we expect
they will be. Students who are highly
motivated and wish to further their
education can do so when given the
opportunity – but they will need
appropriate supports.
What can we do? We can prepare to build
supports intentionally specifically for
African students. We can expect to
support their writing as a rule, and we can
choose readings that emphasize content
and concepts in a straightforward manner.
11. Teacher Quality
Teacher Shortages What does it mean?
In high need areas (most of rural Sub
Saharan Africa) teachers may be hired
after completion of secondary school or
primary school. These teachers may be
placed with no training in conditions of
student:teacher ratio of 113:1. Sometimes
these teachers are provided training via
distance (Tanzania) sometimes they are
not (Malawi). [23, 13]
For Master of Education programs with
open admissions this means we could
have students entering the program who
have completed only a primary education
formally, yet they are inservice teachers.
What can we do? Design intentional
resources into course and student support
structures. One focus could be placed on
a reading level appropriate to this group
with many visual cues where
announcements, instructions, help
documents and course requirements are
concerned. A mentor structure could built
where in more senior students and
teachers from similar areas mentor each
other which would provide these students
with much needed support.
12. Distance Learning
The Experience What does it mean?
Distance Learning has been in existence in
Sub Saharan Africa at least since 1970 and
possibly before. Distance Learning consists
most frequently of paper based materials.
These materials may be supplemented with
meetings at a regional facility with a tutor,
interactive radio class meetings, or a trip to
the university for in-class meetings. Students
resist use of email. Dependence on SMS
messaging is high. [15, 23, 25, 26, 27, 29]
Universities in SSA have been engaging in
Distance Learning. We can learn from their
experiences. [23, 27]
Ongoing review of rural access capabilities is
important given the swiftly changing
technological landscape. [31]
Our students in SSA believe they know
what distance learning is. They have
likely participated in it or know
someone who has. They will come to
our program with a preconception of
distance learning as they know it.
What can we do? We can intentionally
teach the student the learning model.
This could be a lecture based
component (for reasons to soon be
explained) with a testing requirement.
Entrance to first module could be
contingent on passing the test with a
very high score.
13. Learning Preferences
Collaborative/Group Activities What does it mean?
Students are taught from an early age
using “teacher talk”. They expect a clear
power distance between themselves and
their instructor. [2, 16, 20, 22, 25, 26, 28]
When asked to complete ill defined
collaborative activities most simply don’t.
Unless a collaborative activity is structured
with well defined interaction with the
instructor and students, the most
frequent behavior is avoidance. Even
repeated reminders yield no participation.
Problem based learning is seen as complex
and time consuming. A “culture of
lurking” exists; when the majority of the
class lurks, learning does not occur. [16,
20, 22, 28]
Just as our students believe they know what
online learning is, they believe they know
what teaching and learning is. They have a
specific set of expectations which have
informed their participation in formal
education and which have worked well for
them to this point (presumably).
What can we do? We can scaffold new
learning experiences with instructor
guidance, support materials and clearly
defined outcomes. We can ensure that roles
are clearly defined within the discussion. We
can understand that these students will
desire a clear delineation between student
and teacher and may not perform well if that
doesn’t exist. When an activity will not allow
this, we can outline roles and expectations
explicitly.
14. Things are changing quickly (but not quickly
enough)
Figure 1. African UnderSea Cables, 2009 - 2012
Resource: Oxford Internet Research
http://www.oii.ox.ac.uk/research/projects/?id=59
15. MODEL
• Access to TECHNOLOGY
• Well organized, downloadable and printable and easily navigable HELP documents written at an accessible grade level supportedwith
plentiful visual cues
• Downloadable, modestly sized media
• Mobile friendly content
• Clear and equivalent alternatives for lowest bandwidth students with limited onine time
Access to QUALITY PROGRAM DESIGN
• Explicitly outlined instructor and student roles for group discussions/activities
• Flexible due dates
• Extended synchronous windows for interaction
• Explicit instruction in the design of the programme and the student role
• Explicit instruction in academic writing and citation processes
• Ongoing evaluation and revision to adjust to changing access and conditions
• Access to CONTENT
• First language discussion opportunities with colleagues through accessible tools
• Comprehension check and affirmation with colleagues and instructor
• Multiple paths to content through varied textual materials
• Visual cues and graphical representations whenever possible
• Multiple media for reinforcement of key concepts
• Acknowledgement of the need for creation of scaffolds for learning wherever possible
16. Feedback?
• Next Steps:
• Integrate colleague feedback
• Fill gaps
• Publish
• Research further: Implement recommendations and study their impact on
the learning of students from the African Continent.
17. References
1. 1. Kapur, D., & Crowley, M. (2008). Beyond the ABCs: Higher education and developing countries. Center for Global Development Working Paper, (139).
2. Asamoah, M. K., & Mackin, E. E. (2015). Breaking the fetters of higher education in sub-saharan Africa. International Journal of Educational Administration and Policy Studies, 7(1), 6-16.
3. Wanzala, W. (2013). Quest for quality and relevant higher education, training and learning in Kenya: an overview.
4. Akoojee, S., & Nkomo, M. O. (2007). Access and quality in South African higher education: the twin challenges of transformati on.
5. Fredriksen, B., & Fossberg, C. H. (2014). The case for investing in secondary education in sub -Saharan Africa (SSA): challenges and opportunities.International Review of Education, 60(2), 235-259.
6. Taylor, S., & Yu, D. (2009). The importance of socio-economic status in determining educational achievement in South Africa. Unpublished working paper (Economics) Stellenbosch: Stellenbosch University.
7. Modisaotsile, B. M. (2012). The failing standard of basic education in South Africa. Africa Institute of South Africa, 72.
8. Spaull, N. (2013). Accountability in South African Education. Transformation audit, 47-66.
9. Spaull, N., & Kotze, J. (2015). Starting behind and staying behind in South Africa: The case of insurmountable learning defic its in mathematics.International Journal of Educational Development, 41, 13-24.
10. Chisholm, L. (2012). Apartheid education legacies and new directions in post-apartheid South Africa. Storia delle donne, 8, 81.
11. Simkins, C. (2013). Performance in the South African educational system: What do we know. Johannesburg: Centre for Development and Enterprise.
12. Poverty & Privilege: Primary School Inequality in South Africa
13. Van der Berg, S., Burger, C., Burger, R., de Vos, M., du Rand, G., Gustafsson, M., ... & van Broekhuizen, H. (2011). Low qual ity education as a poverty trap. Stellenbosch: Stellenbosch University.
14. Saint, W. (2004). Higher education in Ethiopia: The vision and its challenges.Journal of Higher Education in Africa/Revue de l'enseignement supérieur en Afrique, 83-113.
15. Siaciwena, R., & Lubinda, F. (2008). The role of open and distance learning in the implementation of the right to education i n Zambia. The International Review of Research in Open and Distributed Learning, 9(1).
16. Asunka, S. (2008). Online learning in higher education in Sub-Saharan Africa: Ghanaian University students' experiences and perceptions. The International Review of Research in Open and Distributed Learning, 9(3).
17. Kahsay, M. (2012). Quality and Quality Assurance in Ethiopian Higher Education. Critical Issues and Practical Implications . Universiteit Twente/CHEPS.
18. Mpofu, E., Ntinda, K., & Oakland, T. (2012). Understanding human abilities in Sub-Saharan African settings. Online Readings in Psychology and Culture,4(3), 2.
19. Brock-Utne, B. Language as a contributor to post-MDG development perspectives in Africa. Language Rich Africa Policy dialogue, 114.
20. Nomlomo, V., & Vuzo, M. (2014). Language transition and access to education: Experiences from Tanzania and South Africa. International Journal of Educational Studies, 1(2), 73-82.
21. Ethnologue (2016). Nigeria. Lanugages of the World. Retrieved from http://www.ethnologue.com/country/NG on June 27, 2016
22. Ogunbase, A. (2014, June). Pedagogical Design and Pedagogical Usability of Web-based Learning Environments: Comparative Cultural Implications between Africa and Europe. In Proceedings of World Conference on
Educational Multimedia, Hypermedia and Telecommunications Vol (No. 1, pp. 840-849).
23. Sifuna, D. N. (2011). The Role of Distance Teacher Education in Increasing the Supply of Primary School Teachers in Sub -Saharan Africa. Journal of International Cooperation in Education, 14(2), 205-220.
24. Adeoye, B. F. (2012). Culturally different learning styles in online learning environments: A case of Nigerian university stu dents. Learning Tools and Teaching Approaches through ICT Advancements, 226.
25. Tshuma, R., & Ndebele, C. (2014). Enhancing Quality Service Delivery through Self Evaluation: A Case of the Zimbabwe Open Uni versity’s Matabeleland South Region. J Soc Sci, 41(1), 63-77.
26. Makokha, G. L., & Mutisya, D. N. (2016). Status of E-Learning in Public Universities in Kenya. The International Review of Research in Open and Distributed Learning, 17(3).
27. Justice, K. M., & Zhu, C. (2015). Computer competences among academic staff and students in relation to the use of blended le arning: The case of Mountains of the Moon University in Western Uganda. In South African
International Conference on Educational Technologies (p. 62).
28. Shava, G. N., & Ndebele, C. (2014). Towards achieving quality distance education, challenges and opportunities: The case of t he Zimbabwe Open University. Journal of Social Sciences, 39(3), 317-330.
29. Muuro, M. E., Wagacha, W. P., Kihoro, J., & Oboko, R. (2014). Students’ perceived challenges in an online collaborative learn ing environment: A case of higher learning institutions in Nairobi, Kenya. The International Review
of Research in Open and Distributed Learning, 15(6).
30. Mse, G. S., Nyerere, J. K. A., & Gravenir, F. Q. (2012). Delivery of Open, Distance, and E-Learning in Kenya.
31. Odunaike, S. A., Olugbara, O., & Ojo, S. (2011). A Conceptual Framework for Implementing E-Learning Technologies in Rural Settings. In Information Systems Educators Conference.