scholarly journals Using Cooperative E-Learning Teaching Strategy to Enhance Students’ Creativity in Secondary School Biology: A Study of Selected Schools in Nakuru County, Kenya

2014 ◽  
Vol 2 (6) ◽  
pp. 137-146 ◽  
Author(s):  
William Orora ◽  
Fred N Keraro ◽  
Samuel W Wachanga
Keyword(s):  
Secondary School ◽  
Teaching Strategy ◽  
E Learning

scholarly journals Open Learning Approach with Remote Experiments: OLAREX Project

2013 ◽  
Vol 3 (4) ◽  
pp. 15
Author(s):  
Javier Garcia-Zubia ◽  
Ignacio Angulo ◽  
Olga Dziabenko ◽  
Pablo Orduna
Keyword(s):  
Secondary School ◽  
Training Program ◽  
Stem Education ◽  
Formal Education ◽  
Learning Approach ◽  
Primary Target ◽  
Target Groups ◽  
University Teachers ◽  
Remote Laboratories ◽  
E Learning

The project�??s primary target groups are the European secondary schools. More specifically: secondary school and university teachers, students and managers of schools, museum employees and their visitors, and other STEM education providers. The main goal of the OLAREX project is to offer the providers of formal and non-formal education an efficient way to improve their e-didactic and digital competences. For this purpose a training program is created with using ICT-based learning materials, remote laboratories, and e-learning methodologies

scholarly journals Use of Facebook by Secondary School Students at Nuku'alofa as an Indicator of E-Readiness for E-Learning in the Kingdom of Tonga

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Hans Tobias Sopu ◽  
Yoshifumi Chisaki ◽  
Tsuyoshi Usagawa
Keyword(s):  
Secondary School ◽  
Developing Country ◽  
Secondary Students ◽  
Secondary School Students ◽  
Assessment Tool ◽  
Educational Systems ◽  
School Students ◽  
E Learning ◽  
Per Capita ◽  
Learning Institutions

<p class="2">The Kingdom of Tonga is an isolated least developing country located on the northeast of New Zealand with a population of 103,252 (2011 census) and with a gross domestic product per capita of USD $2,545.20.  Before educational systems in a least developing country like the Kingdom of Tonga begin employing e-learning, an assessment of the current situation of students and learning institutions may contribute to its success. Using an appropriate assessment tool is important for accurately measuring the degree of e-readiness. In this study, we administered a survey to 186 students randomly selected from five secondary schools in the Kingdom of Tonga to measure Facebook usage as an index of e-readiness for e-learning. We found that a large percentage (81%) of secondary students use Facebook, and most (74%) of these students have used Facebook for two or more years. All (100%) students use a computer to access Facebook, and most also access Facebook through mobile phones (62%) or tablets (46%). We also found correlations between duration of having a Facebook account and other indicators of e-readiness. Our findings suggest that secondary students in the Kingdom of Tonga have developed e-readiness for e-learning through their use of Facebook.</p>

An Emerging Model for Vocational Training

2001 ◽  
Vol 15 (6) ◽  
pp. 403-408
Author(s):  
Jan Frick
Keyword(s):  
Secondary School ◽  
Vocational Training ◽  
Formal Education ◽  
Course Delivery ◽  
Research Projects ◽  
Training And Education ◽  
Innovative Method ◽  
Education Centre ◽  
Postgraduate Level ◽  
E Learning

Norway's Rogaland Kurs og Kompetansesenter (Rogaland Training and Education Centre), serving the whole of the Rogaland County region, has developed an innovative method of providing vocational training to local industry through the formal education system. The courses offered range from secondary school to postgraduate level. Provision has been enhanced through e-learning based on experiences with the Internet gathered in research projects involving schools, higher education and industry – these projects are described in the paper. The author sees great potential in the model that has been developed for providing vocational training to industry in the region. The main challenges for the future are to make this a generally applicable model, so that it can be used in other regions of Norway, and to encourage cooperation among regions in course delivery.

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