e-Learning Approach for Primary School Teacher Training in Developing Countries: A Systematic Review
TL;DR
The study recommends that stakeholders prioritize further research into e-learning approaches, promote interdisciplinary collaborations to develop culturally appropriate e-learning materials and platforms, and integrate e-learning components into existing teacher training curricula supported by adequate resources and infrastructure.
Abstract
Purpose: To better understand the state of e-learning strategies for primary school teacher preparation in developing nations, this study does an organized literature review. Methodology: The study reviewed and analyzed relevant academic literature published between 2013 and 2023 to identify and examine papers pertinent to e-learning approaches for primary school teacher training in developing countries. Findings: The results show that the field of study is still in its infancy, with few publications and writers working on new projects. The evaluation also emphasizes how little theoretical rigor and methodological variation there is in the studied material. Although several theme trends are noted, frameworks and recommendations to support the successful integration of e-learning techniques in primary school teacher preparation programs in developing nations are conspicuously lacking. In summary, the study emphasizes the necessity of more research to progress understanding and application in this crucial field. Conclusion: The study concludes that the literature on e-learning for primary school teacher training in underdeveloped nations is still emerging, with few publications and authors currently conducting research in this area. Recommendations: The study recommends that stakeholders prioritize further research into e-learning approaches, promote interdisciplinary collaborations to develop culturally appropriate e-learning materials and platforms, and integrate e-learning components into existing teacher training curricula supported by adequate resources and infrastructure. The study also recommends establishing knowledge-sharing networks among developing nations and continuously monitoring and evaluating e-learning programs to ensure their long-term effectiveness. Overall, these recommendations aim to enhance the quality of primary school teacher training and education in developing countries through the successful implementation of e-learning initiatives.