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Lawrence Meda
Lawrence Meda
Sharjah Education Academy, UAE
Verified email at sea.ac.ae
Title
Cited by
Cited by
Year
Analysing learning outcomes in an Electrical Engineering curriculum using illustrative verbs derived from Bloom’s Taxonomy
L Meda, AJ Swart
European Journal of Engineering Education 43 (3), 399-412, 2018
652018
Decolonising the curriculum: Students’ perspectives
L Meda
Africa Education Review 17 (2), 88-103, 2020
392020
Refugee children in South Africa: Access and challenges to achieving universal primary education
L Meda, R Sookrajh, B Maharaj
Africa Education Review 9 (sup1), S152-S168, 2012
392012
Trainee teachers’ perceptions of online teaching during field experience with young children
L Mohebi, L Meda
Early Childhood Education Journal 49 (6), 1189-1198, 2021
262021
A journey without planned destination: traumatic transmigration experiences of refugee children
L Meda
Journal of International Migration and Integration 18, 131-142, 2017
182017
Graduate attributes in an electrical engineering curriculum: a case study
AJ SWART, L MEDA
International Journal of Engineering Education, 2017
182017
Using reflective journals for analysing pre-service, early childhood teachers' perceptions of practicum experiences
Z Hojeij, L Meda, A Kaviani
Issues in Educational Research 31 (1), 130-148, 2021
162021
Going wide, not wild: Varying conceptualizations of internationalization at a university of technology in South Africa
L Meda, M Monnapula-Mapesela
Journal of Studies in International Education 20 (3), 282-294, 2016
142016
Assessing factors influencing university students to uptake voluntary counselling and testing (VCT) of human immune deficiency virus/acquired immune deficiency syndrome (HIV/AIDS)
L Meda
Journal of AIDS and HIV Research 5 (6), 173-180, 2013
142013
Assessing cognitive, social and teaching presences during emergency remote teaching at a South African university
Z Waghid, L Meda, JA Chiroma
The International Journal of Information and Learning Technology 38 (5), 413-432, 2021
132021
Establishing Social, Cognitive and Teacher Presences during Emergency Remote Teaching: Reflections of Certified Online Instructors in the United Arab Emirates.
L Meda, A ElSayary
Contemporary Educational Technology 13 (4), 2021
112021
Lecturer conceptions of and approaches to decolonisation of curricula in higher education
NF Mashiyi, L Meda, A Swart
South African Journal of Higher Education 34 (2), 146-163, 2020
112020
Refugee Learner Experiences. A Case Study of Zimbabwean Refugee Children
L Meda
Anchor Academic Publishing, 2017
112017
Examining elementary preservice teachers’ self-efficacy and satisfaction in online teaching during virtual field experience
S Baroudi, Z Hojeij, L Meda, J Lottin
Cogent Education 9 (1), 2133497, 2022
102022
The mist that they declared to be over is still around: Xenophobic experiences of refugee children living at a community centre in South Africa
L Meda
Child Abuse Research in South Africa 15 (2), 72-82, 2014
102014
Examining emergency remote teaching using the Community of Inquiry Framework: Lecturer experiences in a Kenyan University
JA Chiroma, L Meda, Z Waghid
International Journal of Information and Communication Technology Education …, 2021
92021
Resilience among refugees: A case of Zimbabwean refugee children in South Africa
L Meda
Child abuse research in South Africa 18 (1), 62-69, 2017
92017
Are we helping them to pass or setting them up for failure? Assessment related experiences of partially sighted students
L Meda
Journal of Communication, 2016
72016
Resilience among refugees: a case of Zimbabwean refugee children in South Africa
L Meda
Journal of Social Development in Africa 31 (2), 115-130, 2016
62016
Exploring special need students’ perceptions of remote learning using the multimodal model of online education
L Meda, Z Waghid
Education and information technologies 27 (6), 8111-8128, 2022
52022
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