Week 9 - 14: eFacilitation Preparation & Presentation and Course Consolidations

Session 5 - Week 9

In Summary 

Efacilitation Preparation 

Our group Jonassen was my designated to work on the topic Online Learning in Higher Education in the Pacific Islands. This week was quite intense knowing the teaching and learning activities going on with the courses I managed, however, I managed to work on three key requirements for the week.

1. Task on Moodle Shell

Our group began preparations on creating a Moodle shell for our eFacilitation exercise which is part of Assignment 4. The general task for this activity was to distribute the tasks accordingly to all members and my task was to prepare the learning and teaching resources for the last part of our eFacilitation. This was session 4 which focused on the future for online learning for Pacific Island countries. I began my research on the topic and got some interesting insights:

Online learning is the future of education–at all levels, but especially in higher education. As the concept of distance learning evolves from cassette tape and telephone learning to high-speed, interactive Internet lessons, more doors are opened for students for whom traditional classroom learning simply does not work. The following trends will likely take hold in the next five years, allowing more students access to high-quality education from any location.

- Mobile Learning

In the past, trying to access online course material on anything besides a desktop or laptop computer was nightmarish, with distorted, pixelated screens and slow load times. In the future, all online course materials will be just as easy to access on a handheld device as on traditional devices, with special educational apps to help facilitate instruction.

-. Blended learning

Creative learning approaches aren’t exclusive to online learning platforms, but now, flipped classrooms and other blending learning approaches are beginning to take hold. The flipped classroom tasks students with completing most work outside of the physical classroom, reserving all-time in class for intense, meaningful interaction with faculty.

2.Work on Assignment 3 

I had collected some reading on Lecture Captures but before this I watched several YouTube videos of Lecture captures and to my amazement saw how this ICT learning tool is changing the lives of students in many lecture theater across the world. I began noting down my notes that I would need to assist me in my research.

Session 5 A- Week 10

In Summary 

Efacilitation 

1. eFacilitation Moodle page

This week was an amazing week of compiling the eFacilitation activities as our group work on creating our Moodle page. The Moodle page that the group created is titled as Online Learning in Higher Education in the Pacific Island Countries. I had to input my contributions for my session which is session 4 that I am responsible for preparing its learning and teaching resources.

In preparation for this, I further engaged in research for my topic and found some interesting insights:

1. The use of online and distance learning is critical to the development of the small island developing states (SIDS) of the Pacific where remoteness is a key challenge to a region which spans one-third of the earth’s surface and consists of thousands of islands located far and wide across the Pacific. Goal 4 of the SDG’s ‘ensure inclusive and equitable quality education and lifelong learning opportunities for all’, is also addressed by the availability of online and distance learning. Many Pacific women unable to further their education off-island because of various reasons such as family commitments, cost or distance; are enabled by on-line and distance learning to continue to post graduate levels. Traditionally in the Pacific; university and post graduate studies required locals to go to New Zealand, Australia or Fiji for a number of years. Now there are choices of going off island or staying back and still access and progress through online or distance mode. (Kruse Vaái, 2017)

For more readings refer to https://jl4d.org/index.php/ejl4d/article/view/207/201

2. Affordable access to higher education is a major challenge for small Pacific island nations. The University of the South Pacific which is owned and governed by twelve island nations in this region plays a special role in meeting this challenge. In its fiftieth year, a few recent developments at USP provide a useful case study for how this challenge can be addressed to provide affordable access to educational opportunity for residents of twelve Pacific Island nations in various stages of development

For more readings refer to https://files.eric.ed.gov/fulltext/EJ1197516.pdf

3.  On the other hand, there are some issues and challenges that have slowed the rate of implementation of eLearning platform across the Pacific; this includes the effectiveness of the learning systems. The implementation of the eLearning systems is hindered by lack of awareness among the target population, particularly the parents who have a tendency of preferring the traditional classroom model (Githens, 2007; Farid et al., 2014).

More reading refer to https://elearningindustry.com/elearning-in-the-pacific-democratizing-education

2. Assignment 3 Progress

Work continued from week 9 in preparing resources for assignment three and this week I began researching on the introduction to online education and the history of lecture capture here at USP. Thanks! to some available readings on lecture capture I was able to formulate my sub topics on Lecture capture.

Some interesting facts about lecture capture are as follows: 

Over the past decade or so higher education institutions have rapidly adopted digital technologies like lecture captures or recorded lectures to transform the learning and teaching landscapes (Bhartu, 2016)

In a growing number of institutions, lecture capture is transitioning from optional to a standard component of every class, driven largely by student demand. And as video technology itself moves toward commoditization (with cameras that are ever more capable and affordable and storage costs that only fall with time), and a wave of new classroom pedagogies tap video to enable new learning experiences (Panopto, 2017)

At the University of the South Pacific (USP) lecture capture project was introduced in 2017. CFL and Information Technology System (ITS) used this system to capture Face to Face undergraduate courses at Laucala Campus in the first phase of the project. Together with the introduction of (Big Blue Button) BBB and Camtasia, lecturers are able to capture lectures on their laptops (screen and audio) during the session. The recording was then edited and broken down into parts. These were uploaded for students to download.

3. Begin work on Micro-LED 

This week also I began work on the Micro LED which involves mapping out what will be the presentation focus. I was able to formulate my topic which was focused around my area of teaching that is resource conservation and management. The content of learning was to formulate context specific solutions for the sustainable use, conservation and management of natural resources. To begin with, I began research into this task and was able to formulate the convectional and the humanistic definitions. 

Session 5 B- Week 11

In Summary 

Efacilitation 

1. eFacilitation Moodle page

This week was an amazing week of compiling the eFacilitation activities as our group work on creating our Moodle page that is due for us to present in week 12. The Moodle page that the group created is titled as Online Learning in Higher Education in the Pacific Island Countries. I had to input my contributions for my session which is session 4 that I am responsible for preparing its learning and teaching resources. I continued work on my session by finalizing my teaching and learning resources for this section. 

2. Assignment 3 Progress

Work continued from week 10 in preparing resources for assignment three and this week I work identifying key research work in relation to lecture capture in the region.

In a survey by Elliot and Neal (2016) done in 2012-2013 across a top ten ranked UK university, data they collated indicate that the number of distinct students on the Moodle on weeks before major tests and exams. They also mention that the number of students viewing increased overtime presumably reflecting the students’ growing recognition of the value of lecture recordings.

These were findings that were generally gathered from students’  thoughts on lecture captures:

1.Wanted lecture recordings available for every lecture, across all modules taken

2.Some students found lecture recordings useful, if they could not attend a lecture for whatever
reason, but more significantly, many students highlighted how watching the recordings helped them revise and understand material they struggled to comprehend in the lecture.

3.Students made greater use of the lecture recordings in the days preceding tests and examinations so that they can gain better understanding of the material, developing notes taken in class.

4.Recordings enabled students to produce better quality notes after a lecture

5.Resource was particularly valuable for students with learning difficulties.     

6.A weakness highlighted was that the recordings did not capture lecturers pointing at specific areas on a lecture whiteboard. 

3. Micro LED preparations 

This week also I continued work on the Micro LED which involves identifying issues relating to resource use and conservation.  There were several issues identified in this context involves issues with fishing practices, loss of forest and climate change. Acquiring information on this to see how context specific based solutions can be used to address such issues. 

 Session 5 C- Week 12

In Summary 

Efacilitation 

1. eFacilitation Moodle page

This week was a great week of eFacilitation activities as our group presented the Moodle page we created and we also lead the discussion in the ED403 Moodle page. The Moodle page that the group created was titled as Online Learning in Higher Education in the Pacific Island Countries. I presented my notes on session 4 which was on the future of online learning.

2. Assignment 3 Progress

Work continued from week 11 in preparing resources for assignment three and this week I work on researching the use of lecture capture in the teaching and learning process here at USP.

3. Advantages of e-learning in education

The online learning style is best suited for all. This is a revolution in learning genre. The information, now, can be accessed, talked, absorbed and shared anywhere. E-Learning has made education easy for everyone including office-goers, housewives etc  without compromising much.

- E-Learning is effective and powerful. It makes information easy to grasp and absorb. It imparts enhanced ability to learn and implement among the learners. The Audio-Visuals help in remembering knowledge for a longer time.

- E-Learning let you be in sync with modern learners. This keeps you updated with the current trends.
Traditional classrooms, have mischievous elements to disturb the class. Whereas, eLearning provides expeditious delivery of lessons. There is no procrastinator in eLearning. It is a quick way of learning!
Lectures can be taken at any time and any number of times. In traditional classes, revisions are not that easy. Unlike traditional learning, if you have missed any lesson, you can always have it online.

- E-Learning allows teachers a higher degree of coverage to deliver the content regularly. This ensures consistency in learning.

- E-Learning is cost-effective as this method quick and easy. Long training period, infrastructure, stationary, travel expense etc is reduced.

- It is a benefactor to those who feel nervous and disconnected in groups. It helps you learn without having to give up the comforts of the environment you are at ease with.

Session 5 - Week 13 - 14

In Summary 

Consolidation Weeks

As another productive semester comes to an end, I am in awe of how the 12 weeks passed by with continuous engagement with the course assessments. In all honesty, I am an 'old school Teacher' and being introduced to technology with this course and how we can use them to our teaching and learning process was eye opening.

The innovations that ICT has brought in the teaching and learning process includes: E-learning, e-communication, quick access to information, online student registration, online advertisement, reduced burden of keeping hard copy, networking with resourceful persons, etc.

However, the presence of all these factors increased the chance of excellent integration of ICT in teaching-learning process. Therefore, the training of teaching staff in the pedagogical issues and administrators in administration should be increased if teachers and administrators are to be convinced of the value of using ICT in their teaching-learning process and administration. I am personally convinced that the use of digital learning tools in the classroom has changed the landscapes of teaching and learning.

References :

https://www.thetechedvocate.org/future-online-learning-higher-education/

https://www.edsys.in/e-learning-how-its-important-to-our-education-system/

Week 8: eLearning Practices in Higher Education

Session 5

In Summary 

Mid Semester break was not a break for us full time staff, however, as we take time off from teaching for the past 7 weeks, it was a time to reflect on how the first half of the semester proceeded.

As part of the weekly theme which focuses on the ELearning practices in higher education, I would like to reflect on the concept of E-Facilitation.

E-Facilitation is an important aspect of online teaching as it refers to the ways in which online dialogue are facilitated and managed.  In online spaces – just as in offline community spaces – people interact for various reasons, e.g., to communicate, share information, build knowledge around a practice or carry out a project and to engage in online forum discussions.

To better summarize my understanding of the concept E-Facilitation, the picture below explains the role of a online E-Facilitator in an online learning environment and that is in relation to trust creation, manage and support the learning discussions and ownership creation.

Therefore, E-Facilitation is key when it comes to online learning and being aware of one's such roles and responsibilities is pivotal to the successful execution of the online course learning objectives. 

While online courses can be facilitated offered without a course facilitator, it is important to acknowledge the role facilitators play in supporting student learning.

 Both Social-Constructive and Connectivist theories highlight the significance of the role and would provide disagreement with facilitating online courses without an instructor. Social-Constructivist theory argues that a facilitator’s role is to serve as a guide, who provides assistance to students in the online learning environment (Anderson & Dron, 2011).

 Their secondary focus should be on course content, while their primary purpose is to assist in the building of course knowledge and content. Great importance is placed on the cognitive presence of learning, ensuring that knowledge is socially constructed and has individual meaning to students in which authentic context is rationalized (Anderson & Dron, 2011).

Equally, Connectivist theories similarly highlight the significance of the facilitator’s role in the building cognitive presence of learners by exposing them to opportunities and networks for learning (Anderson & Dron, 2011).

 Facilitators are seen as role models in the online learning environment and their teaching presence is formed by providing support, constructing learning pathways, and in helping learners “make connections with existing and new knowledge resources” (Anderson & Dron, 2011; para.26).

 While the facilitator may not be the exclusive party to define, generate or assign content, they are one part of the learning system in which the learner will build their own knowledge (Anderson & Dron, 2011).

For more information on the concept of e-facilitation, please have a read of this article: 

Strategies and Practical Recommendations for Facilitation in Online Education

http://www.eurodl.org/?p=current&sp=brief&article=761

References

https://www.shareweb.ch/site/Learning-and-Networking/sdc-networks/Documents/SDC-Good-Practice_E-Facilitation.pdf

http://www.eurodl.org/?p=current&sp=brief&article=761

Week 7: eLearning Practices in Higher Education

Session 4

In Summary 

This week has been amazing yet engaging, as our group prepares its logistics and groundwork for our eLearning case study. 

The task that I am also required to prepare for the E-Learning case study focuses on the groups topic: Evaluation of learning and teaching technologies at USP.  The E-Learning case study that I have also selected is to also examine the impacts of technologies on student learning (face to face, blended, and online) and this will be carried out here at Laucala Campus (Face to Face mode)and in selected regional campuses (Blended and Online). 

As for the e-Facilitation; the groups proposed topic focuses on the use of solar energy as a sustainable approach to mitigating climate change impacts in the Pacific. The topics of the eLearning case studies focuses on the introduction, the history of solar as a mitigating and sustainable resource for climate change in the Pacific, the advantages and disadvantages of solar energy. Finally, its implications to climate change mitigation and adaption in the Pacific Islands.

My task  in the group is to prepare cases studies on the  impacts of solar energy in different communities of the Pacific and for this I have selected a particular case study.

The eLearning case study that the group will  focus on in Assignment 3 is on the Island of Tokelau. The reasons has to why Tokelau is chosen as a case study site is remarkably astonishing.

Tokelau is one of the world’s most remote countries – and the first to generate its energy supply using only photovoltaics from solar energy.

The island nation consists of three small atolls in the South Pacific Ocean, north of Samoa, and can only be reached by boat.

For a long time, the islanders relied almost exclusively on diesel generators to meet their electricity needs. This was expensive and accounted for the most of pollution in the area. The electricity supply was far from reliable, with intermittent blackouts. 

However, 2012 Tokelau became the first country in the world with an energy supply based fully on photovoltaics. At one megawatt of power, the entire facility is the largest inverter dominated solar off-grid system in the world. The plants generate more energy than the 1,411 inhabitants of Tokelau need.

The significance of Tokelau's solar energy project has lead to the reduction of its fossil fuels consumption, has also made Tokelau the lowest emitter of carbon dioxide world wide and Tokelau now uses more renewable resources than anywhere else in the world. 

Attached is the documentary clip of how Tokelau switched to Solar Energy!

https://www.youtube.com/watch?v=6dEFPws4BiQ

  

Week 6: eLearning trends in Higher Education

Session 3 (Continued)

In Summary

This week we continued with the eLearning applications and trends. The learning task LT5 required us to design a complete assessment task to be integrated into our course. I have designed an eAssessment activity for students in my course titled: Talanoa Forum - an online discussion exercise. In this activity students are evaluated using a marking  rubric that I had also designed to assess their talanoa forum posting.

An insight into designing these eAssessment activity has advanced my understanding on online assessment and designing rubrics which could be incorporated into the course assessment. I am excited personally in trying to implement these assessment.

However, during the course of completing this course I found out some interesting read on designing rubrics and its limitations to learning as well.

Rubrics contribute to student learning and program improvement in a number of ways— some obvious, others less so. (Wolf & Ellen , 2007)

Rubrics make the learning target clearer. If students know what the learning target is, they are better able to hit it (Stiggins, 2001). When giving students a complex task to complete, such as a building an architectural model or putting together a portfolio of their best photographs, students who know in advance what the criteria are for assessing their performance will be better able to construct models or select photographs that demonstrate their skills in those areas.

Rubrics guide instructional design and delivery. When teachers have carefully articulated their expectations for student learning in the form of a rubric, they are better able to keep the key learning targets front and center as they choose instructional approaches and design learning environments that enable students to achieve these outcomes (Arter & McTigue, 2001).

Rubrics make the assessment process more accurate and fair. By referring to a common rubric in reviewing each student product or performance, a teacher is more likely to be consistent in his or her judgments. A rubric helps to anchor judgments because it continually draws the reviewer’s attention to each of the key criteria so that the teacher is less likely to vary her application of the criteria from student to student. Furthermore, when there are several markers the consistency across these markers is likely to be higher when they are all drawing on the same detailed performance criteria. (Wolf & Ellen , 2007)

Rubrics provide students with a tool for self-assessment and peer feedback. When students have the assessment criteria in hand as they are completing a task, they are better able to critique their own performances (Hafner & Hafner, 2004). A hallmark of a professional is the ability to accurately and insightfully assess one’s own work. In addition, rubrics can also be used by classmates to give each other specific feedback on their performances.

Limitations of Rubrics

While well-designed rubrics make the assessment process more valid and reliable, their real value lies in advancing the teaching and learning process. But having a rubric doesn’t necessarily mean that the evaluation task is simple or clear-cut.

The best rubrics allow evaluators and teachers to draw on their professional knowledge and to use that professional knowledge in ways that the rating process doesn’t fall victim to personality variations or limitations of human information processing.

A serious concern with rubrics, however, is how long it takes to create them, especially writing the descriptions of performances at each level. With that in mind, rubrics should be developed for only the most important and complex assignments.

Creating a rubric that is used to determine whether students can name the parts of speech would be like using a scalpel to cut down a tree: Good instrument, wrong application. Another challenge with rubrics is that if poorly designed they can actually diminish the learning process. Rubrics can act as a straitjacket, preventing creations other than those envisioned by the rubric-maker from unfolding. (“If it is not on the rubric, it must not be important or possible.”) (Wolf & Ellen , 2007)

The challenge then is to create a rubric that makes clear what is valued in the performance or product—without constraining or diminishing them. On the other hand, the problem with having no rubric, or one that is so broad that it is meaningless, is to risk having an evaluation process that is based on individual biasness or preferences. Thus, a rubric-maker faces a major challenge of trying to design a rubric that is neither too narrow nor too broad. (Wolf & Ellen , 2007)

References

Wolf, K., & Ellen , S. (2007). The Role of Rubrics in Advancing and Assessing Student Learning.

The Journal of Effective Teaching, 3-14.

 Andrade, H., & Ying, D. (2005). Student perspectives on rubric-referenced assessment. Practical Assessment, Research & Evaluation, 10(3), 1-11.

 Arter, J. & McTighe, J. (2001). Scoring Rubrics in the Classroom. Thousand Oaks, CA: Corwin Press. Delpit. L. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children. Harvard Educational Review, 58(3), 280-298.

Eisner, E. (1991). The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice, New York: Macmillan.

Federation Internationale de Natation. (2006). Rules and Regulations: FINA Diving Rules 2005-2009. Retrieved January 27, 2006 from http://www.fina.org.

Hafner, J. C., & Hafner, P. M. (2004). Quantitative analysis of the rubric as an assessment tool: An empirical study of student peer-group rating. International Journal of Science Education, 25(12), 1509-1528.

Heath, S. B. (1983). Ways with Words. Cambridge: Cambridge University Press. Jackson, P. (1990). Life in Classrooms. New York: Teachers College Press.

Stiggins, R. (2001). Student-Involved Classroom Assessment (3rd ed.). New York: Merrill.

Week 5: eLearning Trends in Higher Education

Session 3

eLearning Trends in Higher Education

In Summary

This week requires that we critically evaluate eLearning applications & trends in higher education; and apply elearning trends and application within our context of higher education.

Different eLearning applications are:
1. Learning Analytics
2. BYOD (Bring Your Own Devise)
3. mLearning
4. Virtual Reality
5. Argumented Reality
6. Makerspaces
7. eAssessments

There are various challenges in the implementation or to integrate in teaching , learning and research. Some are outlined below:

• Learning analytics - There are ethical concerns and their implications  to be mindful of as explained here: https://elearningindustry.com/7-ethical-concerns-with-learning-analytics

• BYOD -  Educators need to keep in mind that any learning materials they create have to conform to different standards, render well on different screen sizes and be compatible with different operating systems. Read more on https://blog.neolms.com/challenges-mobile-learning-classroom/
• mLearning - Overcoming challenges in mLearning applications

                                         https://www.youtube.com/watch?v=KbSu6Zwnbps


References

Alsalem, A. (2004). Educational Technology and E-learning, Riyadh: Alroshd publication.

Amer, T. (2007). E-learning and Education, Cairo: Dar Alshehab publication.

Gulbahar, Y. (2007). Technology planning: A Roadmap to successful technology integration in
schools. Computers and Education, 49 (4), 943-956.

Hameed, S. Badii, A. & Cullen, A. J. (2008). Effective e-learning integration with traditional
learning in a blended learning environment.European and Mediterranean conference on
information system, (25-26).

Holmes, B. & Gardner, J. (2006). E-Learning: Concepts and Practice, London: SAGE Publications.

Khan, B. H. (2005). Managing E-learning: Design, Delivery, Implementation and Evaluation,
Hershey, PA: Information Science Publishing.

Week 4 : Open Educational Resources 'OERs'

Seession 2: OER

In Summary

Learning about OERs this week have been very interesting and also doing the short course through COL allowed for us learners to better understand a little history of how OERs has become a fundamental tool for teaching, learning and research. There are various mediums used for OERs for example Open Textbooks, Open Access Journal, YouTube, etc. In addition to this they come with license that allows for open access or limiting access and uses. Depending on the licenses they permit access, use, re purposing, reuse and redistribution by others either with no or limited restrictions.

The You Tube video below gives us more insight on OERS

Source:  https://youtu.be/NtJmakm1-zc

References

Introduction to Technology-Enabled Learning: Course Materials. Mishra, Sanjaya; Cleveland-Innes, Martha; Ostashewski, Nathaniel (Commonwealth of Learning (COL);Athabasca University, 2017-01)

The U.S. Department of Education identified evidence of the value of blended learning in its report, Evaluation of Evidence-Based Practices in Online Learning. Available in the course Resources section or at https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Hatzipanagos S and Gregson J “The Role of Open Access and Open Educational Resources: A
Distance Learning Perspective” The Electronic Journal of e-Learning Volume 13 Issue 2 2015, (pp97-105) available online at www.ejel.org

Week 3 Learning Resources and Technologies

Session 2: Learning Resources and Technologies

In Summary

The session introduced us to online tools and technologies, Social Media, Intellectual property and copyright and Open Educational Resources.

There are technology tools for example the creation of videos as a teaching and learning tool. Videos improve visuals.
 According to the website https://filmora.wondershare.com/video-editing-tips/benefits-for-using-video-in-classroom.html it emphasizes the benefits of teachers using videos. For instance:

The benefits for teachers using videos in the classroom

There are quite a lot of benefits that come from using videos during any classroom and learning session. But is it a good idea to do this, what benefits can you obtain here? With that in mind, here you can find the 10 major benefits that you can acquire via using videos in the classroom.

• 1. Videos are easier to be accepted by students

Videos are maybe the best medium that you can use in order to speak with the new generation. Kids do have a very good time watching videos online and videos are maybe the perfect medium that you can use for showcasing new knowledge. They also boost communication and entice you to learn new stuff.

• 2. Immerse students in the prodcution

Videos offer a stellar model for learner output which means that learners can create their own version of the original. The immersion factor is great plus students have the ability to create their own version in the classroom.

• 3. Stimulate activities

Thanks to videos you can deliver stimulus for the classroom activities. This will help you manipulate the need that students have for learning new stuff and it will indeed provide you with an extraordinary value for the entire learning experience.

• 4. Video brings more information

There's no denying that videos are always filled with information. Not only that, but they do provide the information in an easy to consume, fun manner that you will appreciate and enjoy. That alone helps the learning experience quite a bit.

• 5. Engage learners

Videos are known to engage and immerse learners. If you do want to have an immersive and engaging learning experience you do need video and you should consider using it in the classroom as fast as possible.

• 6. Integrate the outside world into classroom

With help from videos you can integrate the outside world into the classroom. That alone makes it very easy for you to create authentic, unique and fun lessons that will immerse your students even more than you would expect.

• 7. More than words can tell

Videos help create an experience and while words can help with that as well, videos don't have to rely on imagination. They are a lot more immersive and fun, not to mention the end result is a lot more appealing. In the end, that's what makes everything more worth it and you should consider giving it a shot!

• 8. Videos are more flexible

Videos are flexible and they do offer a very flexible medium. It really is a great place to work within and it will provide you with an immense value in the long run if you choose to use them as a learning tool.

• 9. Easier to understand

Research has shown that using videos for learning makes it a lot easier for students to understand various topics and ideas. It's one of the best learning tools that you can use for sure.

• 10. Video creates an experience

Static information is great but the reality is that with help from video support tools you are free to bring that information to life. It's fun, easy and your students will definitely appreciate the great experience and value they can acquire from this!

References

Brown, L. (2019, Jan 04). Filmora. Retrieved from The Benefits For Teachers Using Videos In The Classrooms: https://filmora.wondershare.com/video-editing-tips/benefits-for-using-video-in-classroom.html

Ghavifekr, S. & Rosdy, W.A.W. (2015). Teaching and learning with technology:
Effectiveness of ICT integration in schools. International Journal of Research in Education
and Science (IJRES), 1(2), 175-191.


Muir-Herzig, R. (2004). Technology and its impact in the classroom. Computers & Education, 111-131.