OAsis
COL’s Open Access Institutional Repository
Welcome to OAsis, the Commonwealth of Learning's repository for publications and learning resources. Publications found here are licensed under Creative Commons Attribution-ShareAlike 4.0 International and can be freely downloaded for reuse and adaptation with attribution to COL, except where indicated.
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Publication Book Review: Microcredentials for Excellence: A Practical Guide(2025-03-24)Review of the book Microcredentials for Excellence: A Practical Guide by Rebecca Ferguson and Denise Whitlock (2024).Publication Role of Prior Experience with Online Teaching and Learning in the Prediction of MOOC Readiness(2025-03-24)Massive open online courses (MOOCs) are online educational courses that provide learning opportunities without geographical, temporal, or enrollment limitations. However, the adoption of MOOCs in Omani higher education is still in its early stages. Therefore, this study aims to assess how attitudes, self-efficacy, experience with online teaching, administrative and colleague support predict MOOC readiness, and determine the extent of varied instructor attitudes and experience regarding MOOC readiness and self-efficacy. A survey of 130 respondents concluded that attitude and experience with online teaching predicted only 34.5% MOOC readiness, and other factors such as self-efficacy, administrative support, and colleague support were found not to influence readiness. Additionally, those with MOOC learning experience showed significantly higher readiness, and better attitude and self-efficacy. Faculty members with experience designing MOOCs had higher self-efficacy in their abilities, while their readiness and attitude were similar to those without this experience. Hence, these findings indicate a need for further professional development programmes and more exposure to MOOCs as a student to further spur the Omani MOOCs movement.Publication Effectiveness of Online Experiments for Conceptual Understanding of Simple Pendulum by Physics Student-Teachers(2025-03-24)This case study investigated the conceptual understanding of the Simple Pendulum topic amongst physics student-teachers using online experiments. A pre-experimental design was utilised, employing a one-group pretest-posttest approach with 20 student-teachers. The research instruments included a high-speed video activity conducted within Online Experiments (OEs) and a conceptual understanding test assessing various aspects of the Simple Pendulum topic. Average gain and normalised gain were employed to assess student learning progress. The findings revealed that OEs had a significant positive impact on students' understanding of oscillation concepts, particularly the Simple Pendulum. Following the intervention, most students exhibited improvement in their learning outcomes. The average score increased significantly, from 35.25% in the pretest to 82.50% in the posttest. Normalised gain scores, ranging from 0.20 to 1.00, confirmed substantial improvement in students' understanding of scientific concepts.Publication Computer-Assisted Experimentation in Physical Science Education for Moroccan Students(2025-03-24)CAEx (Computer-Assisted Experimentation) enables real-time experiments to be carried out using a computer; it includes data acquisition and sensor systems, as well as real-time measurement of numerous physical properties. The use of computer-assisted experimentation in the teaching of physics and chemistry in Moroccan secondary schools underwent significant development in 2009. We conducted an exploratory study of 122 physics teachers in Morocco, from the Fez-Meknes Regional Academy of Education and the Casablanca and Guercif provincial directorates, during the 2021-2022 school year. This study was carried out using an anonymous questionnaire. We undertook this study to evaluate the use of computer-assisted experimentation (CAEx) in physics teaching, particularly in secondary schools. The aim was to understand the reasons why some teachers make only limited use of CAEx, despite its supposed pedagogical richness. The data collected in our study, processed using SPHINX V5 software, revealed that most of the teachers surveyed were convinced of the pedagogical benefits of CAEx in the classroom. However, the overall results also confirmed the limited use of this technology. This contradiction is mainly explained by several factors, such as the lack of hardware in secondary schools, the absence of specialised software, student overload, the lack of teacher training and the failure to regularly maintain equipment. The results of this study are important because they highlight the obstacles to the more widespread and effective use of computer-assisted experimentation (CAEx) in physics teaching in Morocco. These obstacles include problems of infrastructure, training, and the availability of the necessary resources. Understanding these challenges is essential for education officials and policymakers, as it could guide the investments and reforms needed to improve science teaching in Moroccan secondary schools.Publication Social-Cultural Factors Influencing Learners Choice of Open and Distance Learning Mode in Higher Learning Institutions in Tanzania(2025-03-24)This research explores the social-cultural factors influencing learners' preferences for Open and Distance Learning (ODL). Specific objectives were to investigate the social-cultural factors influencing learners' choice of ODL, and the role of higher education in promoting preference for ODL and to identify challenges facing ODL. Case study design and a qualitative approach were used. A purposive sample of 33 respondents was selected. Focus Group Discussions (FGD) and interviews were employed to collect the data. Thematic data analysis was conducted based on three study themes. The findings revealed that time flexibility, accessibility to course instructors, user-friendliness and access to e-learning materials, and the online examination programmes influence learners’ preference for ODL. However, ODL is faced with time constraints, inadequate e-learning materials, shortage of skilled facilitators, poor rural electric services and connectivity, and a surge in enrollments without corresponding support services. Higher learning institutions should create a supportive learning environment to facilitate more learners’ preference for ODL.
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