Experiences of B. Ed Students on the use of E-Learning as a Vehicle to Learning during the COVID-19 Pandemic Ntombozuko Duku , Sive Makeleni , Mzuyanda Percival [...]
Technology-Enhanced Assessment Feedback on Preservice Teachers’ Core Teaching Practices Carisma Nel & Elma Marias Issue: Vol.3 No.11 October 2022 Post COVID-19 Special Issue Article 13 [...]
Availability and Utilisation of E-Supervision of Instruction Facilities in the Post-COVID-19 Era Omotayo Adewale Awodiji , Musa Adekunle Ayanwale & Michael Mayowa Oyedoyin Issue: Vol.3 No.11 [...]
Remote Online Education in Undergraduate Mathematics: Students’ Perspectives Benjamin Tatira Issue: Vol.3 No.11 October 2022 Post COVID-19 Special Issue Article 5 pp.62-74 DOI: https://doi.org/10.38159/ehass.2022sp3116 | Published [...]
Perspectives in Adopting a Practical and Technology-Integrated Approach in the Teaching and Learning of Commercial Courses in the Post-COVID- 19 era in Higher Education Thobeka Ncanywa , [...]
In-Service Science Teacher’s Perceptions Towards the Use of Information Communication Technology Tools in Teaching and Learning in a COVID-19 Environment Kgalemelo Rodnie Mafa & Desmond Wesley Govender [...]
Integration of Technology in Business Education: Emerging Voices from Secondary School Classrooms in Nigeria Clinton Chidiebere Anyanwu , Desmond Wesley Govender & Jabulisile Cynthia Ngwenya Issue: [...]
E-Learning of the Timber Processing and Application Course at a South African University amidst the Covid-19 Pandemic Dagogo William Legg-Jack Issue: Vol.3 No.4 April 2022 Article [...]
Is Online Theological Education Suitable for Spiritual/Ministerial Formation?: A Response from an African Perspective Isaac Boaheng Issue: Vol.3 No.3 March 2022 Article 1 pp. 27-42 DOI [...]
Evaluating the Technological, Pedagogical and Content Knowledge (TPACK) of ICT Teachers in Junior High Schools: A Case Study of the Abuakwa South Municipality in Ghana. Issah Bala [...]
