Editorial: Facilitating Sustainable Digital Engagement in Teaching and Learning Practice and Administration of Schools and HEIs

ABSTRACT

The authors report on findings that suggest students have positive perceptions of video-based feedback for value added to the online learning experience. Piloting a technology enhanced supervision model for assessment of teaching practice In this article the authors report on an electronic supervision model that was developed for the teaching practice component of the science teacher training program by a university in Zimbabwe. Assessing validity and reliability of a design rubric in an online course In an article that focuses on quality design of courses, authors Fatima Makda and Reuben Dlamini explore the gap between theoretical knowledge (theory) and practice (reality) in determining the effectiveness of the design of online courses for teaching and learning. The authors note the finding of a marginal positive impact on student learning when learning takes place offline and importantly, they note there are no gender-based performance differences among students in the online learning environment.