Experience

Lawrence Meda is an Associate Professor and Director of Research at SEA. He has 14 years experience of working in different universities. He worked as a Chair of the Education Studies Department and Chair of the Curriculum Review Committee at Zayed University in Dubai. He has supervised Masters and Doctoral students and marked many theses as an external examiner. Dr. Meda currently has 49 publications to his name, including articles in top-tier international journals. He has helped many novice researchers by collaborating and co-publishing with them. He has experience of teachingcomfortably using contemporary teaching approaches, whether face-to-face, blended or fully online. He achieved the designation of a certified online instructor recently.

Education

• Ph.D in Curriculum Studies, University of KwaZulu Natal, South Africa, 2014
• M.Ed in Curriculum Studies, University of Dar es Salaam, Tanzania, 2009
• B.A.Ed. Africa University, Zimbabwe, 2004

Research Interests

Dr. Meda’s research is focused on Curriculum Development, Teacher Education, Inclusive Education and Educational Technology.

Recent publications:

1. Meda, L., & Waghid, Z. (2022). Exploring special need students’ perceptions of remote learning using the multimodal model of online education. Education and Information Technologies, In Press Vol xx. Series x; Page xxxx.
2. Ntshikila, N., Condy, J. L., Meda, L. & Phillips, H. N. (2022). Five Grade 7 learners’ understanding of comprehension skills at a quintile 5 school in South Africa. Reading & Writing, 13(1), a324.
3. Meda, L. (2021). First year experiences of emergence remote learning at a university. Encyclopaideia – Journal of Phenomenology and Education, 25(61), 53-66.
4. Chiroma, J, A., Meda, L., & Waghid, Z. (2021). Examining Emergency Remote Teaching Using the Community of Inquiry Framework: Lecturer Experiences in a Kenyan University. International Journal of Information and Communication Technology Education, 17(4) 1-16.
5. Meda, L., & Mohebi, L. (2021). Prepared to teach using technology, but not prepared to teach online: A case of Early Childhood Pre-service teachers in the United Arab Emirates. Croatian Journal of Education, [In Press] Vol x. Series xx. Page xxxx. 
6. Fatyela, V., Condy, J., Meda, L., & Phillips, H. (2021). Improving higher-order comprehension skills of Grade 3 learners in a second language at a quintile 2 school, in Cape Town, South Africa. Reading & Writing, 12(1), a312-322
7. Swart, A. J. & Meda, L. (2021). Well-oiled academics must engage students by effectively using all the pillars in a learning management system. Multicultural Education, 7(10), 87-96.
8. Waghid, Z., Meda, L., & Chiroma, J. (2021). Assessing Cognitive, Social and Teaching presences during Emergency Remote Teaching at a South African University. International Journal of Information and Learning Technology, 38(5), 413-432.
9. Mohebi, L., & Meda, L. (2021). Trainee Teachers’ Perceptions of Online Teaching During Field Experience with Young Children. Early Childhood Education Journal. 49(6), 1189–1198
10. Meda, L., & ElSayary, A. (2021). Establishing social, cognitive and teacher presences during emergency remote teaching: reflections of certified online instructors in the United Arab Emirates. Contemporary Educational Technology, 13(4), ep318-334.
11. Hojeij, Z., Meda, L., & Kaviani, A. (2021). Using reflective journals for analysing pre-service, early childhood teachers’ perceptions of practicum experiences. Issues in Educational Research, 31(1), 130-148.
12. Swart, A. J., & Meda, L., (2021). Online self-assessments need to be regular and reflective to foster student engagement and success. International Journal of Electrical Engineering & Education, [In Press] Vol XX, No. X, Page XXXX.
13. Meda, L., Jez, R., & Mosito, C. (2021). Towards a responsive community engagement: reflections of key stakeholders. Community engagement research in South Africa Histories, methods, theories and practice, pp. 475-488. Pretoria: Van Schaik Publishers.
14. Meda, L., Pather, S., Norodien-Fataar, N., & Dippenaar, H. (2021). Transforming the tutorial space to enhance knowledge sharing in higher education. In M K Ralarala., S L Hassan, & R Naidoo (Eds.). Knowledge beyond colour lines: Towards repurposing knowledge generation in South African higher education, pp. 231 – 248. Cape Town: UWC Press.