Experiences of adult educators about online teaching and learning approaches during Covid-19 in Eswatini
Bibliographic Data
| ID | 21751691 |
|---|---|
| Authors | Nomazulu Alice Ngozwana (0000-0002-4474-5288, University of South Africa, corresponding author) |
| Year | 2025 |
| Publication date | 2025-12-19 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Research for Policy and Practice (JOURNAL) |
| Journal identifiers | ISSN: 1570-2081 • E-ISSN: 1573-1723 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10671-025-09408-8 |
| OpenAlex | W4417493764 |
| Language | EN |
| References cited | 22 |
Adult education · Blended Learning · Distance education · Educational technology · Higher education · Information and Communications Technology · Multimethodology · Online learning · Online Teaching · Qualitative research · E-Learning and COVID-19 · Educational Leadership and Innovation · Educational Technology and E-Learning
The Impact of Covid-19 Pandemic on Education System in Developing Countries
Teachers for rural schools – a challenge for South Africa
Challenges and Opportunities for Higher Education amid the Covid-19 Pandemic
Covid-19 and the Digital Transformation of Education
Using Interactive Online Pedagogical Approaches to Promote Student Engagement
Responsiveness vs. accessibility
Instructional Strategies for Online Teaching in Covid ‐19 Pandemic
To saturate or not to saturate? Questioning data saturation as a useful concept for thematic analysis and sample-size rationales
Lifelong learning for quality education
Sub-Sahara Africa and the Covid-19 Pandemic
The changing work landscape as a result of the Covid-19 pandemic
Communities of Practice as a Social Theory of Learning
Using thematic analysis in psychology
| Highly cited | No |
|---|