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Over recent years, there has been an increased awareness and use of technology-enhanced learning (TEL) approaches to improve the reach and scale of capacity development interventions to support research and higher education. These approaches have come to the fore in 2020 with the COVID-19 pandemic preventing travel or physical classes.
In 2019 we undertook a study that included a review of learner feedback from INASP’s own TEL work alongside published literature on the learner context in Ethiopia and Uganda. Our goals were to review learner feedback from a perspective of country context in order to help us to tailor our TEL initiatives to specific learners and make learning even more effective.
We looked for answers to the following questions:
- What are the expectations and priorities in terms of learning outcomes and skills development in higher education?
- What role does social interaction play and how should it be supported to facilitate learning?
- What are motivational factors for learning?
- What are conducive factors and impediments to gender equity in the research and higher education environment?