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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Indonesian Journal of Education and Social Studies
Louis Jinot Belle
Open University of Mauritius
Religion Humanities Education Library & Information Science Social Sciences Other

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Perceptions and experiences of students on the use of interactive online learning technologies in Mauritius Parmeswar Ramkissoon; Louis Jinot Belle; Trishnee Bhurosy
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i4.20692

Abstract

With the advent of e-learning, advocates use the term interactivity instead of interaction among students, and between the teacher and the students. Many universities use Moodle for online teaching and learning. This paper explores the perceptions and experiences of students in three Higher Education Institutions (HEIs) in Mauritius. A mixed-methods approach was used, with an online survey questionnaire administered to 600 students and focus group discussions were conducted with 15 students from these institutions. It was found that 68.4% of respondents used WhatsApp compared to only 23.6% of them who used the e-learning platform, Moodle. There were no associations between the use or frequency of using WhatsApp or Facebook and the types of HEI to which the students belonged. Students preferred WhatsApp due to its facility for knowledge sharing and construction, its interactivity, its usability, respect for privacy and instant communication. From the findings, it is recommended that HEIs bring a shift in their approaches to teaching and learning from cognitivism to socio-constructivism, connectivism and heutagogy.
In Loco Parentis and Positive Discipline: Building Schools as Character Building Communities Louis Jinot Belle; Danalutchmee Chemen
Indonesian Journal of Education and Social Studies Vol 4, No 1 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v5i1.9884

Abstract

This study aims to explore proactive discipline strategies in preventing indisciplined actions in public secondary schools. Using a qualitative approach and case study design, data were collected through focused group discussions involving students, teachers, and principals from five institutions. Key findings suggest that an effective discipline strategy consists of three key elements: parental involvement, school leadership that serves as a surrogate parent, and the application of positive discipline. Parents' emotional and communicative involvement has been shown to shape students' character and obedient behavior. The principal's participatory leadership, which is physically present in the school environment, creates a sense of security and strengthens student compliance. Meanwhile, a positive discipline approach that focuses on character development through example, dialogue, and active student involvement can increase intrinsic awareness of disciplinary values. This research makes a conceptual contribution to the development of a collaborative, humanistic, and contextual disciplinary management framework. The practical implications of this study include the need for systemic integration of all three strategies in national education policy to create a sustainable culture of discipline in secondary schools.
School management strategies to address the constraints experienced by secondary school science teachers for effective instruction Louis Jinot Belle; Punjoo Nooruddeen
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.27319

Abstract

This study examines the constraints science teachers face in secondary schools for effective science teaching and the role of school management in facilitating them. It assumes that teacher motivation is a key factor influencing the quality of science teaching and learning, and that school management plays a vital role in influencing teacher motivation. It employs a convergent parallel research design using telephonic unstructured interviews, online focus group discussions, and Google Form surveys. A sample of 44 respondents, of which six school principals, eight heads of science departments, and 30 science teachers from six secondary schools, was used. The study reveals the major factors affecting teacher motivation: i) a lack of qualified laboratory technicians; ii) a bulky science curriculum, science teachers teaching out-of-the-subject area; iii) a lack of innovative pedagogies, autonomy, resources; and iv) a safe work environment. The research concludes that school management should adopt a transformational leadership style, provide adequate and relevant professional development opportunities, give constructive and timely feedback, recognize and reward teacher performance, grant teachers more autonomy and voice, and create a supportive and collaborative work environment. The Ministry of Education should decentralize education with more teacher choice and school leaders’ voice in teaching and leading science subjects.
Co-Authors Danalutchmee Chemen Parmeswar Ramkissoon Punjoo Nooruddeen Trishnee Bhurosy