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Dede Salim Nahdi
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ijeir@unma.ac.id
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Universitas Majalengka Jalan KH. Abdul Halim No. 103 Majalengka Jawa Barat 45418
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INDONESIA
International Journal of Educational Innovation and Research
Published by Universitas Majalengka
ISSN : -     EISSN : 28100808     DOI : https://doi.org/10.31949/ijeir
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
International Journal of Educational Innovation and Research (IJEIR) is a scientific journal published by Universitas Majalengka, West Java - Indonesia. The aims of the journal are to facilitate scientific publication of the results of research in the education field and participate to boost the quality and quantity of research for academics and researchers. International Journal of Educational Innovation and Research (IJEIR) is published two times a year.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 112 Documents
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Examining Social Justice Implications of Proctoring Technologies in Online Assessments within Open and Distance e-Learning (ODeL) Environments: Privacy, Equity, and Access Cele, Siyanda; Maphalala, Mncedisi Christian
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.12773

Abstract

The study explores the social justice implications of proctoring technologies in online assessments within Open and Distance e-learning (ODeL) environments, focusing on privacy, equity, and access. Through a systematic literature review (SLR) adhering to PRISMA protocols, the study analyses peer-reviewed empirical research published between 2014 and 2024. Key thematic areas identified include the ethical concerns surrounding privacy and surveillance, the impact of proctoring technologies on equitable access to assessments, and the potential biases embedded within automated monitoring systems. The study highlights the need for fair and transparent strategies for online proctoring in Open and Distance e-Learning (ODeL) environments. It is essential to balance maintaining academic integrity and respecting students' privacy and ethical concerns. Proctoring technologies should align with Social Justice Theory to safeguard students' rights to privacy, equal access, and active participation. Future studies should focus on developing policies and technologies that enhance fairness and trust while protecting students' rights during online assessments.
The effects of case study teaching on learners’ language literacy skills in physical sciences classrooms Mogofe, Romulus Asaph; Athiemoolam, Logamurthie
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.12074

Abstract

Studies indicate that low language literacy skills in the language of teaching and learning (LoLT) can be a barrier to Physical Sciences learning. In addition, South African learners’ language literacy skills in the LOLT are below the level that would allow effective science learning. This study employed a mixed methods design to investigate the effects of case study teaching on learners’ language literacy skills in Physical Sciences classrooms in schools in the low performing Sekhukhune District of Limpopo Province in South Africa. The sample comprised 122 Grade 10 learners from four schools (two rural and two urban) selected through a stratified sampling process. Quantitative data were collected through a reading comprehension (pre-/post-) test (with the content validity index (CVI) of 100 % (1) and the reliability index (Cronbach’s alpha value) of 0,74 when piloted within the study context)  while qualitative data was gleaned using face-to-face interview. The quantitative data was analysed both inferentially (using t-test and Cohen’s d-value), and descriptively (means and percentages) which were computed through PSPP statistical package while the qualitative one was analysed thematically using coding methods. The results of this study indicate that the mean performance of 6,44 for the EG and 3,87 for the counterparts in the CG with the p-value of 0,00 measured at the 95% confidence level. From the results, it can be concluded that case study teaching improves the language literacy skills of Physical Sciences learners at secondary school level. The results further indicate that the effect size for rural group is similar to their urban counterparts, which implies CST has a potential to improve rural learners’ language literacy skills as much as that of their urban counterparts. The qualitative data revealed that case studies improved language literacy skills because of their real-life relevance and comprehension, engagement through surprise element, group discussion and argumentative skills, constructive arguments and language comprehension. The study recommends the use of CST in science classrooms to improve learners’ language literacy. The study also recommend further studies with larger samples, under different context and over a prolonged period of time as it was conducted with a small sample over a relatively short period of time.

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