Enhanced Quality and Success in Sri Lankan non-University Institutions through intermediary and Innovative approaches involving hybridised ODL Methodologies
The author has been involved since 1979 in teaching Chemistry at the B Sc degree level to students in two nonconventional programmes . He has also been involved for 44 years of his academic career in teaching Chemistry to B Sc students in many conventional Universities in Sri Lanka and Papua New Guinea. Over the past four decades varied experiences have been thus obtained in both “teacher centered” and “student centered” teaching/learning approaches to a wide spectrum of students in many tertiary level programmes. This paper discusses the results of studies conducted over five years with a view to enhance quality and success in a non-University Sri Lankan institution , namely the College of Chemical Sciences(CCS) of the Institute of Chemistry Ceylon ,which is the professional body catering to the profession of Chemistry in Sri Lanka. The 32 year old Graduateship Programme of the CCS at an academic level equivalent to an Honours Degree in Chemistry from a University has now become an integral part of Sri Lanka’s tertiary educational scenario: it not only produces the largest number of Graduate Chemists in Sri Lanka but also passes out as many as are produced by all the Sri Lankan Universities put together. Intermediary and innovative approaches involving hybridized and mixed ODL Methodologies have been adopted to enhance quality and success at the CCS. The author has used his 25 year old experience in distance education at the Open University of Sri Lanka (OUSL) to strengthen ODL by consolidation & coordination of experiences in teaching Chemistry into a more productive teaching/learning mode that makes use an optimal mix of the finer elements of ODL and face to face instruction.
AuthorOleap Fernando, J N
MetadataShow full item record
Showing items related by title, author, creator and subject.
Banerjee, Kamalika (Commonwealth of Learning (COL), 2019-09)The words gamification and game-based learning are of course not the same. Game-based learning is in short, learning through games. Using games in the classroom transfers the teaching-learning situation from teacher-centric ...
Developing Strategies for successful Science and Technology programmes in Open Universities of Developing countries Rangappa, K S; Narasimharao, B Panduranga (2010-11)As human civilization progresses from one era to another era the education and its delivery also undergoes changes and transformations as per the experience and needs of the society of that era. The present day system had ...
Usages of Mobile Technology to Enhance Teaching and Learning Methods for Different Level of Programs of Bangladesh Open University Islam, Md Anwarul; Numan, Sharker M (2013-11)Bangladesh Open University (BOU) is a distinctive seat of learning that imparts education through open and distance mode. This university usually usages print materials for the learners but occasionally usages technology ...
McKay, Maxine (Commonwealth of Learning (COL), 2019-09)STEM education is becoming increasingly recognized as a key driver of opportunity, and data show the need for STEM knowledge and skills will grow and continue into the future. Graduates who have practical and relevant STEM ...
Assessing Effects of Digital Mathematical Games on Lagos Private School Students’ Engagement in Number Bases Owolabi, Josiah (Commonwealth of Learning (COL), 2019-09)Inquisitiveness, interest or inspirations which are indicators of students’ engagement are believed to improve learning. Engagement itself cannot stand in isolation; it is in turn influenced by other factors. This study ...