Haruni Machumu
Dados Biográficos
| ID | 7351431 |
|---|---|
| NOME | Haruni Machumu |
| PRENOMES | Haruni |
| SOBRENOME | Machumu |
| ASSINATURA | MACHUMU H |
| AFILIAÇÕES | Vrije Universiteit Brussel |
| ORCID | 0000-0002-5743-8906 |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 0 |
| OBRAS COMO AUTOR | 6 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2018 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2018 |
| ÍNDICE H | 0 |
Teaching, social, and cognitive presences and their relations to students’ characteristics and academic performance in blended learning courses in a Tanzanian University
This study examines teaching, social, and cognitive presences in relation to students’ academic performance in blended learning courses in a Tanzanian university. The study involved 353 students and examined several aspects of blended learning including face-to-face lectures, online and offline group assignments, online feedback, discussions, and online messaging via Moodle. A community of inquiry survey was used to measure students’ perceptions …
Teaching, social, and cognitive presences and their relations to students’ characteristics and academic performance in blended learning courses in a Tanzanian University
This study examines teaching, social, and cognitive presences in relation to students’ academic performance in blended learning courses in a Tanzanian university. The study involved 353 stu- dents and examined several aspects of blended learning including face-to-face lectures, online and offline group assignments, online feedback, discussions, and online messaging via Moodle. A community of inquiry survey was used to measure students’ perception…
Students’ motivational factors and engagement strategies in constructivist-based blended learning environments
Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. …
Students’ motivational factors and engagement strategies in constructivist- based blended learning environments
Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. …
Towards mobile learning deployment in higher learning institutions
Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Specifically, we examine the potential of m-learning for HLIs in Tanzania a…
Towards mobile learning deployment in higher learning institutions
Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Spe- cifically, we examine the potential of m-learning for HLIs in Tanzania…
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Teaching, social, and cognitive presences and their relations to students’ characteristics and academic performance in blended learning courses in a Tanzanian University
This study examines teaching, social, and cognitive presences in relation to students’ academic performance in blended learning courses in a Tanzanian university. The study involved 353 students and examined several aspects of blended learning including face-to-face lectures, online and offline group assignments, online feedback, discussions, and online messaging via Moodle. A community of inquiry survey was used to measure students’ perceptions …
Teaching, social, and cognitive presences and their relations to students’ characteristics and academic performance in blended learning courses in a Tanzanian University
This study examines teaching, social, and cognitive presences in relation to students’ academic performance in blended learning courses in a Tanzanian university. The study involved 353 stu- dents and examined several aspects of blended learning including face-to-face lectures, online and offline group assignments, online feedback, discussions, and online messaging via Moodle. A community of inquiry survey was used to measure students’ perception…
Students’ motivational factors and engagement strategies in constructivist-based blended learning environments
Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. …
Students’ motivational factors and engagement strategies in constructivist- based blended learning environments
Student motivation to learn is an essential component for the design, development and implementation of technology-mediated learning environments. Engagement learning strategies have been devised to assist students as they learn in a constructivist-based blended learning environment (CBLE). This study investigates the relationship between students’ motivational factors and their engagement learning strategies in a CBLE in Tanzanian Universities. …
Towards mobile learning deployment in higher learning institutions
Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Specifically, we examine the potential of m-learning for HLIs in Tanzania a…
Towards mobile learning deployment in higher learning institutions
Over the past two decades, mobile learning (m-learning) has been a purposeful area of research among educational technologists, educators and instructional designers whereby doubts and controversies over its relevancy and applicability have been keenly addressed. This paper explores stakeholders’ perceptions of m-learning deployment in Higher Learning Institutions (HLIs). Spe- cifically, we examine the potential of m-learning for HLIs in Tanzania…
Online and Blended Learning (6 obras) · Psychology (6 obras) · Blended Learning (4 obras) · Educational technology (4 obras) · Innovative Teaching and Learning Methods (4 obras) · Mathematics education (4 obras) · Pedagogy (4 obras) · Computer Science (3 obras) · Online Learning and Analytics (3 obras) · Cognition (2 obras)