A Conceptual Framework on Blended Learning
Human Resources Management and Teachers Efficiency in Bayelsa State Public Secondary Schools
Voices from the Field: Lessons for K-12 Remote Teaching from Experienced Online Learning Practitioners
External Environmental Factors of Schools and Teachers Job Performance in Bayelsa State
Unveiling the Crucial Importance of 21st Century Teaching and Learning Methodology in Malawi
A Study Of Health Education And Its Needs For Elementary School Students
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Time Management and Academic Achievement of Higher Secondary Students
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
Children are socialized into society through education, which imparts cultural values and customs and provides them with the tools necessary to contribute positively to society. In this way, education promotes economic expansion and increases public awareness of regional and global issues. To meet the requirements and expectations of twenty-first-century students, teacher training programs must enable teachers to effectively utilize modern technology in the classroom. Technology can support instruction that is more student-centered, interdisciplinary, closely connected to real-world events and processes, and adaptable to various learning styles. Therefore, to achieve quality education, the educational system is under pressure to adopt cutting-edge pedagogical techniques that reflect new paradigms in teaching and learning, empowering learners to become more self-reliant in their learning process. Teachers should be trained in using different technological approaches that help students grasp concepts effectively and easily. A current challenge lies in systematically researching methods and strategies for blending traditional instruction with e-learning to create intentional communities of inquiry that support profound and meaningful approaches to teaching and learning. Studies in this field have utilized the blended learning strategy to enhance secondary school students' metacognitive skills, self-efficacy, and academic achievement. The blended learning approach offers students the opportunity to become accustomed to technologically advanced learning environments while integrating them with traditional teaching strategies. Thus, combining diverse instructional approaches provides several advantages over using only one. Students' metacognitive abilities, self-efficacy, academic success, and achievements can all be enhanced through the use of blended learning programs in the classroom.
This study investigated human resources management and teachers' efficiency in public secondary schools in Bayelsa State. A correlational design was adopted for this purpose. A sample of 100 administrative staff was drawn from the population of staff at the Bayelsa State Post Primary School Board using a simple random sampling technique. A 16-item questionnaire titled "Human Resources Management and Teachers' Efficiency Questionnaire (HRMTEQ)" was developed on a 4-point scale for data collection. The reliability of the instrument was determined using the Pearson productmoment correlation coefficient, which yielded a reliability coefficient of 0.86. Data collected were analyzed using the mean. Findings from the study indicate that human resource management practices significantly influence teachers' efficiency. The study recommends that post primary school boards should organize training programs for teachers, award certificates of recognition to deserving school heads and teachers, and implement disciplinary measures for erring teachers to prevent unexpected behavior.
This paper analyzes interviews with 27 K-12 distance/online learning experts conducted during the early COVID-19 pandemic, as schools rapidly transitioned to emergency remote instruction. Short video interviews gathered insights from veteran online teachers, school leaders, officials, and scholars on effective remote practices and supporting home learning. Five key themes emerged from qualitative analysis of the transcripts: leveraging synchronous learning for engagement, community, and social-emotional needs; building personal connections among teachers, students, and parents; using technology simply and purposefully; individualizing learning experiences; and distinguishing emergency remote teaching from well-designed online learning. Findings highlighted the value of synchronous interaction, simplicity in technology use, personalized instruction, and managing expectations around crisis teaching limitations compared to systematic online programs. This study offers practitioner perspectives on quality K-12 online education amid emergency circumstances.
This study investigated external environmental factors affecting schools and teachers' job performance in Bayelsa State, employing a correlational design. A sample of 150 teachers was selected from 9 educational zones of the state using a simple random sampling technique. A 15-item questionnaire titled "External Environmental Factors of Schools and Teachers' Job Performance Questionnaire (EEFSRJPQ)" was developed employing a 4-point scale for data collection. The instrument's reliability was assessed using the Pearson product-moment correlation coefficient, yielding a reliability coefficient of 0.89. Data analysis was conducted using means. The study findings revealed that external environmental factors significantly influence teachers' job performance. Based on these findings, the study recommends that the state government refrain from adjusting teachers' salaries. Additionally, it suggests that law enforcement agencies should intensify their efforts against crime in rural areas of the state.
Amid the 21st century, marked by unprecedented technological advancements and rapid societal transformations, the field of education stands at a crossroads. As the digital era unfolds, traditional teaching methods are being redefined to align with the evolving needs of learners. This study delves into diverse pedagogical approaches that extend beyond the conventional classroom model. The integration of technology, collaborative learning strategies, and project-based initiatives emerges as pivotal components of 21st-century education. By examining these approaches, this study aims to elucidate how they contribute to fostering a dynamic and engaging learning environment. Modern teaching methodologies emphasize interactive and participatory learning experiences, leveraging multimedia resources, virtual collaboration tools, and gamified elements. Through this lens, this study seeks to evaluate how such practices enhance student motivation, critical thinking skills, and overall academic performance. Moreover, the study delves into the development of skills deemed essential for success in the contemporary global landscape. Beyond traditional subject knowledge, the emphasis is placed on cultivating skills such as digital literacy, creativity, adaptability, and effective communication. This paper employs a qualitative approach, including a comprehensive literature review and analysis of existing studies, to explore the critical significance of contemporary teaching and learning methodologies. The study aims to unravel the profound impact of these methodologies on fostering student engagement, developing essential 21st-century skills, and enhancing overall preparedness to address future challenges in the rapidly evolving educational landscape.
