Innovative Technologies and Pedagogical Shifts in Nepalese Higher Education


This book is a result of a joint project between Tribhuvan, Kathmandu, and Oslo Metropolitan universities on innovations and challenges in Nepalese teacher education. A team of scholars from Nepal, China, and Norway examine how ICT tools are applied to support students and to promote local knowledge and gender-sensitive approaches to higher education. Particular attention is devoted to the use of ICTs as a tool to ensure equal access in rural and under-resourced contexts. The book shows how the inclusion of ICTs, curriculum revisions, and the application of constructivist and innovative pedagogies improve the relevance and sustained development of Higher Education.

Contributors are: Contributors are Bed Raj Acharya, Resham Acharya, Sushan Acharya, Ellen Carm, Suresh Gautam, Laxman Gnawali, Monica Johannesen, Khem Raj Joshi, Peshal Khanal, Bal Chandra Luitel, Madhu Neupane, Leikny Øgrim, Laxmi Prasad Ojha,Shesha Kanta Pangeni, Binod Prasad Pant, Prem Phyak, Ambika Prasad Poudel,Tikaram Poudel, Indra Mani Rai, Renu Kumari Singh and Dhanapati Subedi.

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  • Chapter 1 Introduction
  • Chapter 14 Reflections and Culminations
Ellen Carm, Ph.D. (2017), Stockholm University, is lecturing, supervising, and conducting research focusing on Education and Sustainable Development in the Global South. She has been involved in several joint international projects regards Education Sector Development and Higher Education in Sub-Saharan Africa and Asian countries.

Monica Johannesen, Ph.D. (2013), University of Oslo, is Professor at OsloMet – Oslo Metropolitan University. Her research interest is in the field of technology enhanced learning, e-learning in higher education, cyber ethics, and digital literacy in teacher education. She has published several journal articles and book chapters.

Bal Chandra Luitel, Ph.D. (2009), Curtin University, works in the area of transformative STEAM education in Nepal. His recent publication includes Research Transformative Learning for Sustainable Futures: Global Voices and Visions (Brill | Sense, 2019, co-edited with P. C. Taylor).

Leikny Øgrim, Dr.Scient. (1994), University of Oslo, is Professor at OsloMet – Oslo Metropolitan University. She has published journal articles and book chapters on e-learning, digital literacy, and technology-enhanced learning in in schools and teacher education.

Prem Phyak, Ph.D. (2016), University of Hawaii at Manoa, teaches at the Department of English of the Chinese University of Hong Kong. His research interest includes multilingual, language policy, and higher education in developing worlds.
Series Editor:
Halla B. Holmarsdottir, Oslo Metropolitan University (OsloMet), Norway

International Advisory Board:
Karen Biraimah, University of Central Florida, USA
Heidi Biseth, University of South-Eastern Norway, Norway

Joan DeJaeghere, University of Minnesota, USA
Zubeida Desai, University of the Western Cape, South Africa
Alawia Farag, Ahfad University for Women, Sudan
Fatma Gok, Bogazici University, Turkey
Lihong Huang, Oslo Metropolitan University (OsloMet), Norway
Suzanne Majhanovich, University of Western Ontario, Canada
Diane Napier, University of Georgia, USA
Vuyokazi Nomlomo, University of the Western Cape, South Africa
Gerald Ouma, University of Pretoria, South Africa
Adila Pašalić-Kreso, University of Sarajevo, Bosnia and Herzegovina
Yusuf Sayed, University of Sussex, UK
List of Tables
Notes on Contributors

1 Introduction
Ellen Carm, Monica Johannesen, Bal Chandra Luitel, Leikny Øgrim and Prem Phyak

PART 1: New Technologies, New Opportunities

2 Instructional System Design for Blended Learning: A Reflection on Interpretive Action Research
Suresh Gautam
3 Uses of Communication Tools for Online Learning: Lessons Learned from Nepal
Shesha Kanta Pangeni
4 Appropriation of Online Distance Learning in Nepal
Ellen Carm, Monica Johannesen and Leikny Øgrim

PART 2: Shift in Technology, Shift in Pedagogy

5 Shifting the Paradigm in Higher Education: Students’ Progression towards ICT-Supported Learning in a Resource-Constrained Environment in Nepal
Peshal Khanal and Ellen Carm
6 The Potential of Blogs as Discussion Forums for Developing Collaborative Writing Skills in Higher Education
Laxmi Prasad Ojha and Resham Acharya
7 Praxis Amid Theory and Practice in a Teacher Education Course: Narrowing the Gap via Reflective Practices
Dhanapati Subedi and Indra Mani Rai
8 University Teachers’ Use of Blogs for Enhancing the Writing Skills of Students
Ambika Prasad Poudel and Renu Kumari Singh
9 Improving Academic Writing Skills of English Language Teacher Trainees through ICT
Tikaram Poudel and Laxman Gnawali

PART 3: Including Gender and Indigenous Knowledge

10 Incorporating Culturally Relevant Pedagogy in Teaching Mathematics in a Blended Learning Environment: An Action Research Study
Binod Prasad Pant and Bal Chandra Luitel
11 Online Education: Does Gender Matter?
Madhu Neupane and Sushan Acharya
12 Bringing Indigenous Knowledge into English Classes: Why Are We Multiplying Our Challenges?
Khem Raj Joshi
13 Integrating Indigenous Knowledge Via Information and Communication Technologies: Towards Pedagogical Paradox at Tribhuvan University, Central Department of Education, Nepal
Indra Mani Rai and Bed Raj Acharya
14 Reflections and Culminations
Ellen Carm, Monica Johannesen, Bal Chandra Luitel, Leikny Øgrim and Prem Phyak

All those who are concerned with higher education, international collaboration, implementation and application of ICTs and online learning in a low resourced country in the context of COVID-19, and especially, development workers, and professionals within academia focusing on sustainable development.
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