NOW AVAILABLE – Read and download four new publications from DL4D.

1. DL4D Network Lead Professor Cher Ping Lim edits the section on information and communications technology of the Routledge International Handbook of Schools and Schooling in AsiaThe chapters in this section include:

Introduction: Digital learning for development of Asian Schools (Cher Ping Lim)

Chapter 35. Digital learning for developing Asian countries: Achieving equity, quality, and efficiency in education (Cher Ping Lim, Victoria L. Tinio, Matthew Smith, and Miron Kumar Bhowmik)

Chapter 36. Current status, challenges and opportunities of Intelligent Tutoring System (ITS) in developing countries in Asia (Kaushal Kumar Bhagat, Ma. Mercedes T. Rodrigo, and Chun-Yen Chang)

Chapter 37. A systematic literature review of game-based learning and gamification research in Asia: The synthesized findings and research gap (Hyo-Jeong So and Minhwi Seo)

Chapter 38. Learning analytics: Approaches and cases from Asia (Bodong Chen, Chen Chi-Ming Chen, Huang-Yao Hong, and Ching Sing Chai)

The Routledge International Handbook of Schools and Schooling in Asia is a compilation of multidimensional overviews of all aspects of education in Asia. Experts provide authoritative views on curriculum, learning and assessment, private supplementary tutoring, special education, gender, and other issues faced by Asian schools. Edited by Kerry J. Kennedy and John Chi-Kin Lee of The Education University of Hong Kong.

2. Learning at Scale for the Global South is a compilation of papers commissioned by DL4D that consider how and to what extent the unique affordances of digital technologies may be leveraged by developing countries to achieve quality learning on a large scale. The first of these papers, How Could Digital Learning at Scale Address the Issue of Equity in Education? by Diana Laurillard, Eileen Kennedy, and Tianchong Wang focuses on online methods for formal learning via open universities, distance learning courses, Massive Open Online Courses (MOOCs), and courses from private providers as a type of learning at scale; considers the extent to which online learning at scale achieves equity, the issues this raises, and the policy actions needed; and clarifies how greater quality at low cost through greater efficiency might be achieved, given the characteristics of online learning. Response papers from the African and Latin American perspectives will be made available for download soon.

3. MOOCs as an Alternative for Teacher Professional Development: Examining Learner Persistence in One Chinese MOOC presents the findings of a study of persistent teacher-learners in a MOOC on the flipped classroom approach offered for seven consecutive rounds by the X-Learning Center of Peking University from 2014 to 2016. Persistent teacher-learners are those who enroll in multiple rounds. Analysis of their distinguishing characteristics, motivations for re-enrollment, academic performance, and behavioral patterns yield insights into the design of effective MOOCs. Co-authored by Qiong Wang (Peking University), Bodong Chen (University of Minnesota), Yizhou Fan (Peking University), and Guogang Zhang (Zhongguancun Frontier Technology Research Institute). 

4. An Evaluation of the Integration of M-learning in Total Reading Approach for Children Plus (TRAC+): Enhancing Literacy of Early Grade Students in Cambodia presents the findings of an evaluation of the use of Aan Khmer (“Read Khmer”), a game-based app developed with funding from All Children Reading: A Grand Challenge for Development to teach Khmer alphabetical principles, vocabulary, and fluency in low resource environments, as part of World Education’s TRAC+ project. TRAC+ rolled out in 138 primary schools in Cambodia, reaching about 20,000 students. The research was conducted by Grace Oakley, Mark Pegrum, and Thida Kheang of the Graduate School of Education, The University of Western Australia, assisted by Cambodian researcher Krisna Seng.