Volume 8 issue 2 2024
Back...The epidemic of academic dishonesty in open and distance e-learning: a case study of a regional campus at Zimbabwe Open University
Kurebwa Mercy & Abigirl Lumbe (1-10)
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Ambivalence among second-year students at a South African university about writing academically in an African language
Hloniphani Ndebele (11-21)
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Impact of technology-enhanced experiential learning on postgraduate students’ training in qualitative research
Dorcas S. Daramola, Jumoke I. Oladele & Mdutshekelwa Ndlovu (22-38)
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Pre-service teachers’ engagement through small group tutorial learning strategy in accounting
Ngwenya Jabulisile & Zaly Nomsa (39-49)
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Examining exclusionary impact of blair toilets on learners with disabilities in rural primary schools, Zimbabwe
Munyaradzi Chidarikire & Jane Nyokanhete Chidarikire (50-62)
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Manipulatives: mediators of mathematics development for foundation phase learners
Matodzi G Sikhwari & Nosisi N Feza (63-78)
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A shift in epistemological beliefs and practices during the Covid-19 pandemic: curriculum recovery plan implementation
Mbali Mabaso & Devika Naidoo (79-92)
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Opportunities for Grade 11 Students to Learn Euclidean Geometry in Some South African Schools
Ugorji I. Ogbonnaya & Maria M. Bogoshi (93-106)
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Fostering innovation in higher education: the symbiotic relationship between postgraduate research and supervision
Fumani Donald Mabasa & Livingstone Makondo (107-116)
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Assessing student motivation in an involuntary online learning environment
Marina Bornman & Julia Soobramoney (117-132)
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Self-directed learning of rural first-generation South African undergraduates: a social constructionist perspective on autonomy, competence, and relatedness
Padhma Moodley & Jacques Cloete (133-147)
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Elevation of postgraduate research status at South African universities: a systematic literature review
Ndivhuwo Doctor Sundani & Amukelani Collen Mangaka (148-161)
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Utilising robotics to foster 21st century skills and competencies in physical sciences teaching and learning: a systematic review
Sam Ramaila (162-173)
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How do school leaders manage their time? Narratives from school practitioners in Masvingo, Zimbabwe
Paul Mupa (174-185)
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The influence of gender, age and race on attrition in distance education: reality construction through the lens of a deficit model
Rendani Sipho Netanda (186-199)
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Exploring Pre-Service Mathematics Students’ Videoconferencing Experiences: A Case of Open and Distance e-Learning in South Africa
ME Letsoalo and TP Makgakga (200-219)
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Engaging minds in new dimensions: the role of augmented reality and virtual reality in educational enhancement
Newman Wadesango (220-237)
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