| 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 | 72 | 2018 |
| Decolonising the curriculum: Students’ perspectives L Meda Africa Education Review 17 (2), 88-103, 2020 | 55 | 2020 |
| 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 | 44 | 2012 |
| 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 | 34 | 2021 |
| 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 | 25 | 2021 |
| 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 | 22 | 2021 |
| Graduate attributes in an electrical engineering curriculum: a case study AJ SWART, L MEDA International Journal of Engineering Education, 2017 | 20 | 2017 |
| 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 | 19 | 2021 |
| Lecturer conceptions of and approaches to decolonisation of curricula in higher education A Swart, L Meda, NF Mashiyi South African Journal of Higher Education 34 (2), 146-168, 2020 | 17 | 2020 |
| A journey without planned destination: Traumatic transmigration experiences of refugee children L Meda Journal of International Migration and Integration 18, 131-142, 2017 | 17 | 2017 |
| 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 | 16 | 2022 |
| 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 | 15 | 2016 |
| Refugee learner experiences. A case study of Zimbabwean refugee children L Meda Anchor Academic Publishing, 2017 | 14 | 2017 |
| 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 | 13 | 2022 |
| 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 | 13 | 2021 |
| 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 | 13 | 2014 |
| 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 | 12 | 2017 |
| 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 | 12 | 2013 |
| The Impact of the Relationship of Social/Emotional, Cognitive, and Behavioral Engagements on Developing Preservice Teachers' Digital Competencies. A ElSayary, L Mohebi, L Meda J. Inf. Technol. Educ. Res. 21, 269-295, 2022 | 10 | 2022 |
| Five Grade 7 learners’ understanding of comprehension skills at a quintile 5 school in South Africa N Ntshikila, JL Condy, L Meda, HN Phillips Reading & Writing-Journal of the Reading Association of South Africa 13 (1), 324, 2022 | 8 | 2022 |
Dr. Laila MohebiAssociate Professor - Zayed UniversityVerified email at zu.ac.ae
