Lonaka Journal of Learning and Teaching

Editorial

Boitumelo Tiny Ramoroka; Richmond S. Ngula — Wed, 31 Jul 2024 13:57:53 +0000

Language Ideologies and Attitudes as Challenges of the Nigerian Language of Instruction Policy

Olusegun Jegede — Wed, 31 Jul 2024 15:17:04 +0000

This paper examines the role of language ideologies and attitudes in shaping language policy in Nigeria, specifically focusing on the challenges of the Nigerian language of instruction policy. The paper provides an overview of attitudes towards Nigerian languages, factors that influence attitudes towards Nigerian languages, and the implications of negative attitudes towards Nigerian languages. The paper also explores the ways in which language ideologies shape attitudes towards different languages and the impact of language ideologies on language policy in Nigeria. Furthermore, the paper discusses the challenges to the policy and the role of language ideologies and attitudes in shaping these challenges, as well as the implications of these challenges on the implementation of the policy. Finally, the paper presents strategies for addressing language ideologies and attitudes and the role of the government and educational institutions in promoting positive attitudes towards Nigerian languages. The implications of this study are significant for policymakers, educators, and researchers who are interested in language policy and planning in Nigeria and other contexts where language policies face challenges.

Relevance and Promotion of Digital Learning among Adult Learners in Nigeria

Olawuni Abiodun Olufemi — Wed, 31 Jul 2024 15:18:03 +0000

Abstract

Digital learning is the new and modern way of learning that comprises the use of different devices or application such as computer, radio, television, cellular phone and network hardware and software to bring renovation into learning. It also involves the use of different learning modes and satellite system which encourages video conferencing and distance learning. Digital learning has brought about new dimension of interaction and idea into learning environment globally without stress. Digital learning needs to be promoted and embraced in adult education in order to make the discipline and adult learning more relevant in the present situation and for adult learners to be able to compete in digitalization era. It is on this basis that the study focus on the concept of promoting digital learning and its relevance to adult education and adult learners. The paper concludes with recommendations to promote digital learning in adult education and to give room for dynamism in the profession. Also, in order to make adult learners to be more relevant in the societies and to be more productive with the new trend of ICT, digital learning must be promoted and embraced in adult education.

Exploring the Efficacy of Animated Characters as Online Demonstrators to Improve the Learning Experience of Students: A Case Study at the University of Botswana

Dennis Kealeboga Mabalane, Godfrey Mlambo — Wed, 31 Jul 2024 15:19:13 +0000

This research investigated the effectiveness of animated characters as online demonstrators in enhancing the learning experience of University of Botswana students. The study employed the Multimedia Learning Theory (Mayer, 2008) to understand the impact of animated characters on student learning. The study employed a mixed-methods approach, combining survey and interviews for data collection. Quantitative findings revealed a mean rating of 3.00, signifying a positive perception of animated character integration. Thematic analysis provided qualitative insights, emphasizing the captivating nature of animated characters in creating an engaging online learning environment. However, challenges such as technical glitches and diversity in learning preferences were acknowledged. The research underscores the importance of addressing technical issues and aligning animated character usage with pedagogical goals. Recommendations included ongoing assessments, resource allocation, and flexibility in integration to accommodate diverse learning preferences. By bridging theory and practice, this research contributes valuable insights for educators, instructional designers, and policymakers seeking to optimize the use of animated characters in higher education.

Introducing a New Pedagogy to the University of Botswana School of Nursing: Global Distance Simulation

Tebogo Tebalo Mamalelala, Joyce V Khutjwe, Kefalotse S Dithole, Michelle A Cole — Wed, 31 Jul 2024 00:00:00 +0000

The current global health challenges require a transformation in the nursing education approach. Global Distance Simulation (GDS) ovide a realistic and immersive environment for nursing students to interact and collaboratively explore real-world clinical scenarios with peers across the globe in their respective classrooms and their countries. The study aimed to implement a GDS with a collaborative multi-university global team to enhance nursing students' clinical reasoning and prioritization skills. The study used both qualitative and quantitative methods. It involved 32 nursing students from four nursing schools, three schools from United States of America and one the University of Botswana. All participating students rated the briefing, scenario, and debriefing as effective, evident by a rating of either 2 or 3 on the Simulation Evaluation Tool-Modified Version (SET-M. Three major themes were identified: Simulations empower nursing students, learn from different cultures, and look forward to more simulation opportunities. The limited clinical space in Botswana, especially for specialty areas like critical care and emergency nursing, necessitates nursing curricula to explore alternative educational pedagogies, including simulation, to ensure continued student progression.

Self-regulation, Motivation and Essay Writing Proficiency of English as a Second Language (ESL) University Students in Botswana

Joel Mokuedi Magogwe — Wed, 31 Jul 2024 15:13:41 +0000

The relationship between self-regulation, motivation, and essay writing proficiency was explored in this study essentially to extend information about these constructs, and to provide insights from tertiary level using Botswana as an example. A hybrid research approach or design was adopted by this study because it is neither a true quantitative nor a pure qualitative study. This is so because, among other reasons, the convenience sampling technique was used having been found by the author to be suitable or “applicable to both qualitative and quantitative studies” (Suen, et al. (2014). Specifically, motivation and self-regulation profiles in the current study were respectively measured using the Academic Writing Motivation Questionnaire (AWMQ) adapted from Payne (2012), and the Wilby (2020) questionnaire. The students self-rated their essay writing proficiency. The above questionnaires were completed by a total of 174 students who participated in this study who had enrolled in different Social Sciences courses. Majority or these students were at first year level. The findings of this study, which were guided by the Self-regulation as well as the Intrinsic and Extrinsic Motivation theories, buttressed previous findings that there is a relationship between writing motivation, self-regulation, and proficiency. However, the self-regulation and motivation levels in the current study were moderate but positive, and thus suggesting that the students needed more assistance to improve their essay writing.