ORCID Profile
0000-0001-7646-1186
Current Organisation
Kathmandu University School of Education
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Publisher: IGI Global
Date: 17-11-2023
DOI: 10.4018/979-8-3693-0607-9.CH012
Abstract: Guided by the question, how does transformative praxis work as a means of promoting action learning? In this chapter, the authors discuss the notion of transformative praxis (TP) in their pedagogies as university faculties and practitioners. Likewise, the authors argue that TP is an effective method for promoting action learning (AL). TP is a pedagogical and/or transformative model that focuses on 'praxis' and aims to create a possibility of orientation for learners as opposed to a linear hierarchy of outcomes and/or results. Next, the authors further discussed AL as a problem-solving approach that involves acting and reflecting on the results and/or outcomes to gain insights and improve outcomes. For instance, this chapter also aims to provide a theoretical and some extent practical guideline for educational practitioners to apply reflective research and practice in their educational engagements to gain a multidimensional understanding for promoting active learning. On the whole, the authors attempted to explore TP as a mode for fostering AL.
Publisher: Nova Southeastern University
Date: 03-04-2023
DOI: 10.46743/2160-3715/2023.5649
Abstract: This reflective paper explores Tara's doctoral research journey of realization and adaptation in auto/ethnography as a transformative research methodology. While reflecting on Tara’s journey, the auto/ethnographic paper emphasizes cultural perspectives, interpreting one's own experiences, thoughts, actions, and behaviors relating to society and culture. Likewise, auto/ethnography investigates and associates an in idual's confrontation within specific educational, societal, and cultural contexts. With this ethos, the paper demonstrates how Tara, a mathematics teacher and doctoral student, encountered and observed auto/ethnography and discovered it as a path to transformation as a paradigm shift in transformative educational research by connecting lives and research (Dahal et al., 2022) considering the basis of ethics in auto/ethnography (Dahal & Luitel, 2022). Next, in this scenario of residing in cultural and societal context dealing with Tara’s emotions and settings of an education system, we have explored the journey of realization and adaption on how auto/ethnography blends analytic, evocative, and performative realms. Overall, we also realized that auto/ethnography guided us to delve through the past, present, and possible future experiences and unlatch Tara’s eyes to visualize a new era of research for upcoming generations in teaching and learning mathematics that reaches out to society and the nation whilst shifting to transformative educational research.
Publisher: Conscientia Beam
Date: 19-10-2022
Abstract: This study used a self-and peer-assessment activity in Moodle, a learning management system, to investigate the self-and peer-assessment abilities of student-teachers. To enhance self- and peer-assessment in some author-taught courses, students submitted online texts graded by their peers using a grading scale determined by course facilitators as a rubric or aspects approved by course facilitators. This study aimed to design and investigate self-, and peer-assessment activities among 18 students (10 boys and 8 girls) enrolled in one of Kathmandu University Schools of Education’s MPhil/Ph.D. program in STEAM (Science, Technology, Engineering, Arts and Mathematics) in Nepal in 2021. The objective was to identify the most effective strategies for involving student-teachers in the learning and assessment processes using self- and peer-assessment as a learning and assessment tool using action research as a research methodology. This study followed the procedures of planning, intervening, evaluating effectiveness, and sharing learning processes within the action research framework. In order to achieve the research objectives, this article discussed some of the Workshop activity’s key strengths and applications within cognitive and constructivist theoretical frameworks, among others. The article concluded by outlining the key advantages of self-and peer assessment in increasing student engagement and improving higher-order skills. These are analytical, and evaluation skills developed through the process of grading self- and peer submissions on a variety of criteria (aspects). The findings show that students are responsible for learning, have metacognitive skills, and use a dialogical, shared teaching and learning model. For higher education, it is a useful tool for self-and peer- assessment.
Publisher: Syncsci Publishing Pte., Ltd.
Date: 15-05-2023
DOI: 10.25082/AMLER.2023.01.022
Abstract: This action research study explored how peer assessment can help students and teachers evaluate algorithm problem-solving skills in mathematics. The study used a self- and peer-assessment activity in Moodle to assess 18 out of 40 Grade X students (10 boys and eight girls) from a Kathmandu Valley, Nepal school. The students solved algorithm problems in arithmetic, algebra, statistics, and geometry. The study followed the action research methodology of planning, implementing, assessing, and discussing the interventions and outcomes. The results show that workshop activity can engage students in solving algorithm problems in mathematics. The study also discusses how cognitive and constructivist theories can explain some of this activity's unique aspects and potential uses. Moreover, the study highlights the benefits and challenges of self- and peer-assessment in mathematics for enhancing students' interest and abilities in the classroom. The study suggests students can develop analytical and evaluative skills using evaluation criteria to assess their peers' work. The study also implies that students are proactive, critical, and collaborative learners who can use self-and peer assessment to improve their mathematical abilities to solve algorithm problems in the classroom.
Publisher: International Association of Online Engineering (IAOE)
Date: 20-06-2023
DOI: 10.3991/IJIM.V17I12.40317
Abstract: This study attempts to develop a reliable, practical, and efficient process for developing online and distance courses. The study aims to develop e-learning online and distance education courses. ICT and e-Research course development processes have shown significant learning opportunities and outcomes. A substitute for raising these opportunities is the need for innovative research in education while implementing online and distance modes of learning and teaching. Subscribing research and development research methodology, the study aims to produce e-learning instructional materials using a three-stage development model. The course, along with the learning strategy, the learning tools, the assessment tools, and other components, are designed and developed using the Plomp model, a development research model. The research participants were forty-two 2021 Winter Batch MPhil in Educational Studies students and nine lecturers at Nepal Open University (NOU), Nepal. The descriptive analysis uses data analysis to explain the online course's validity, applicability, and effectiveness. Experimental research design was developed using the one-group pre-test post-test design methodology. The most important results are results of preliminary analysis, validity: average material validation is 0.885 average media validation is 0.885 and practicality: more than 71% (very practical). This article proposes a more comprehensive framework to design, develop, and implement online and distance courses in e-learning systems in higher education.
Publisher: Nova Southeastern University
Date: 05-12-2022
DOI: 10.46743/2160-3715/2022.5572
Abstract: In cultural and institutional contexts, autoethnography examines personal and professional experiences. While conducting and representing autoethnography, these considerations raise ethical challenges for self and others. This expository paper examines and explores the various forms of the ethics of self and others in autoethnography in South Asian contexts. Furthermore, ethical positions in an autoethnographic inquiry are presented and explored by challenging the extant and exploring the possibilities. Moreover, ethical standards are maintained based on the first author's experiences. We also realized that the emerging challenges of the ethics of self and others in autoethnography are ongoing and real. Likewise, we brought the first author’s lived experiences of conducting autoethnographic inquiry in his personal, professional, and cultural contexts (i.e., South Asian contexts) as a guiding principle. Above all, following the foundational understanding of ethics in autoethnography, one may engage with others in the account of self-experiences. The paper concludes by highlighting possible procedural and situational ethics pertaining to Dharma and Karma in autoethnography as a transformative educational research methodology (Luitel & Dahal, 2020) that might be demonstrated while conducting an autoethnographic inquiry.
Publisher: Kathmandu University School of Education
Date: 03-10-2020
Abstract: Transformative praxis covers a wide range of scholarly pursuits for social change via reflexive research and practice. Praxis is used to raise the consciousness of researchers, participants and social actors through a constant embracing of a critical stance toward text, discourse, and the lifeworld. A host of images are used to conceptualise the notion of transformative praxis as epistemology, theory, methodology, professional development, genres and logics, and empowerment. Transformative praxis as epistemology refers to multiple ways of knowing embedded in critiquing, reconceptualizing self, and envisioning whereas transformative praxis as theory is informed by the critical scholarship of strengths and limitations of theories, philosophies, and perspectives as a means for social change. Our ideas of transformative praxis as methodology are embedded in the commitments of researchers and practitioners to engage in the process of holistic meaning making. Reflexive engagement of researchers and practitioners in the lifeworld contributes to the conceptualisation of transformative praxis as professional development. Transformative praxis as empowerment draws upon the ongoing discourse of an emancipatory interest that emphasises autonomy, responsibility, and criticality. The articles in this issue focus on developing cosmologically responsible educational processes, deviance as pedagogical action, holistic learning, and pedagogical change through multiparadigmatic research processes.
No related grants have been discovered for Niroj Dahal.