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An empirical review of a hybrid teacher education programme: Lessons from South Africa

South African journal of education, 2023-08, Vol.43 (3), p.1-11

2023

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Shaping open, distance and e-learning in post school education and training: A call for a revised agenda

Perspectives in education, 2022-03, Vol.40 (1), p.1-17

2022

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Exploring Challenges Experienced by Teachers in Implementing Inclusive Education in Classrooms: A South African Perspective

International journal of social sciences & educational studies, 2023-03, Vol.10 (2), p.1-15

2023

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Shaping open, distance and e-learning in post school education and training: A call for a revised agenda

Perspectives in education, 2022-03, Vol.40 (1), p.1-17

2022

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Enhancing the Digital Literacy Experience of Teachers to Bolster Learning in the 21st Century

Journal of learning for development, 2022-11, Vol.9 (3), p.420-435

2022

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Evaluating student support provision in a hybrid teacher education programme using Tait's framework of practice

Open praxis, 2021-03, Vol.13 (1), p.21-35

Aluko, Folake Ruth

2021

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Editorial: Teacher Education Practices in a Flexible, Higher Education Environment

Teacher education through flexible learning in Africa, 2024-07, Vol.5 (1)

Aluko, Ruth

2024

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Academic and institutional readiness towards e-Learning to inform policy and practice in an evolving post-school education sector

Perspectives in education, 2022, Vol.40 (1), p.62-79

2022

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Decolonising higher education in Africa : arriving at a glocal solution

South African journal of education, 2018-11, Vol.38 (4), p.1-9

2018

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Applying UNESCO Guidelines on Mobile Learning in the South African Context: Creating an Enabling Environment through Policy

International review of research in open and distance learning, 2017-11, Vol.18 (7), p.24

Aluko, Ruth

2017

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Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice

Open praxis, 2021-03, Vol.13 (1), p.21-35

Folake Ruth Aluko

2021

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Academic and institutional readiness towards e-Learning to inform policy and practice in an evolving post-school education sector

Perspectives in education, 2022-03, Vol.40 (1)

2022

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Enhancing the Digital Literacy Experience of Teachers to Bolster Learning in the 21st Century

Journal of learning for development, 2022-11, Vol.9 (3)

2022

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Teachers’ experiences of in-service training on inclusive education: a South African perspective

ScienceRise, 2022-10 (5), p.42-52

2022

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Access for success: Exploring affordances theory in a new hybrid model teacher education programme

The Independent Journal of Teaching and Learning, 2021, Vol.16 (1), p.43-56

Aluko, Folake Ruth

2021

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Students with Disabilities’ Access to Distance Education

International journal of African higher education, 2022-06, Vol.9 (1), p.94-115

2022

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The Impact of an Advanced Certificate in Education (ACE) Program on the Professional Practice of Graduates

International review of research in open and distance learning, 2009-09, Vol.10 (4)

Aluko, Ruth

2009

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Agile administrative choreographies for multimode education at the University of Pretoria

Distance education, 2019-01, Vol.40 (1), p.5-19

2019

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Exploring Dual and Mixed Mode Provision of Distance Education

1, 2020

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A Critical Review of Student Assessment Practices in Distance Education in an Emerging Economy: Benchmarking Practices against Policy

Africa education review, 2020-09, Vol.17 (5), p.76-94

2020

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Bridging the divide between ideal and actual Communicative Language Teaching

Journal for Language Teaching, 2018-11, Vol.52 (1), p.106

2018

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Deconstructing dual-mode provision in a digital era

Distance education, 2018-04, Vol.39 (2), p.135-139

2018

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The Education Systems of Africa

Adeyemo, Kolawole Samuel

1, 2021

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Teacher professional development through open distance learning: Introducing a new learning culture

Culturally Responsive Education, 2017, Vol.1, p.32-51

1, 2017

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Agile administrative choreographies for multimode education at the University of Pretoria

Exploring Dual and Mixed Mode Provision of Distance Education, 2020, Vol.1, p.143-157

1, 2020

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An empirical review of a hybrid teacher education programme: Lessons from South Africa

Shaping open, distance and e-learning in post school education and training: A call for a revised agenda

Exploring Challenges Experienced by Teachers in Implementing Inclusive Education in Classrooms: A South African Perspective

Shaping open, distance and e-learning in post school education and training: A call for a revised agenda

Enhancing the Digital Literacy Experience of Teachers to Bolster Learning in the 21st Century

Evaluating student support provision in a hybrid teacher education programme using Tait's framework of practice

Editorial: Teacher Education Practices in a Flexible, Higher Education Environment

Academic and institutional readiness towards e-Learning to inform policy and practice in an evolving post-school education sector

Decolonising higher education in Africa : arriving at a glocal solution

Applying UNESCO Guidelines on Mobile Learning in the South African Context: Creating an Enabling Environment through Policy

Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice

Academic and institutional readiness towards e-Learning to inform policy and practice in an evolving post-school education sector

Enhancing the Digital Literacy Experience of Teachers to Bolster Learning in the 21st Century

Teachers’ experiences of in-service training on inclusive education: a South African perspective

Access for success: Exploring affordances theory in a new hybrid model teacher education programme

Students with Disabilities’ Access to Distance Education

The Impact of an Advanced Certificate in Education (ACE) Program on the Professional Practice of Graduates

Agile administrative choreographies for multimode education at the University of Pretoria

Exploring Dual and Mixed Mode Provision of Distance Education

A Critical Review of Student Assessment Practices in Distance Education in an Emerging Economy: Benchmarking Practices against Policy

Bridging the divide between ideal and actual Communicative Language Teaching

Deconstructing dual-mode provision in a digital era

The Education Systems of Africa

Teacher professional development through open distance learning: Introducing a new learning culture

Agile administrative choreographies for multimode education at the University of Pretoria

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