Vol. 17 No. 2 (2022)

View Vol. 17 No. 2 (2022)

Published: 07-11-2024

Full Issue

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Editorial

Editorial

Dolina Dowling

8-9
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Articles

Measuring the effectiveness of e-learning contents for active learning when deployed on mobile and web-based design interfaces using the Multi-Motive Information Systems Continuance (MISC) Model

Lufungula Osembe, Feziwe Lindiwe Khomo

7-27
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The influence of gamified e-learning quizzes on students’ motivation – a case of programming students at a South African higher education institution

Ebrahim Adam, Ruan van den Berg

44-62
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Understanding the efficiency of teaching through YouTube vs PowerPoint on concept acquisition by second-year chemistry pre-service teachers

Dr Ritu Bhagwandeen

63-75
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Digital Learning: Challenges experienced by South African university students’ during the COVID-19 pandemic

Dr Avashni Reddy Moonasamy, Professor Gedala Mulliah Naidoo

76-90
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Quality management of programme reaccreditation at private higher education institutions in South Africa

Zahida Myburgh, Talita Calitz

91-106
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Re-framing postgraduate supervision as a teaching and learning practice: supervisors’ perspectives from one university in Lesotho

Tebello Tlali, Julia Chere-Masopha

107-120
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The intention-behaviour gap: Three case studies of the application of general pedagogical knowledge

Ann-Kathrin Dittrich, Irma Eloff

121-136
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Professional development for teachers of Grade 1 second language learners

Joanne Christine Schoeman, Salomé Geertsema, Mia le Roux, Lidia Pottas, Marien Alet Graham

137-158

Practitioners' Corner

A study investigating ways to entice teachers who have left the teaching profession to return

Alice Palm

159-168
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