Browsing by Author "Rajasingham, Shalini"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Open Access
    Inspiring Innovation to Foster Life-Long Learning Through E-Tivities
    (2022-09) Premarathne, Uthpala; Rajasingham, Shalini; Jayatilleke, Buddhini
    PCF10 Sub-theme: Fostering Lifeling Learning // This case study analyses the significance of designing learning activities through the Keller’s model of motivation. The learning activities included in this case study are of three types; pre-assignment, interactive and chat e-tivities. The main objective in designing the learning e-tivity is to create a suitable motivational strategy to motivate large number of learners, build learning communities and to foster life-long learning practices. The pre-assignment was designed for the learners to familiarize themselves with the learning management system and to portray themselves through an image relating to their personality. Interactive e-tivity was designed to give an opportunity to share their goals, motives and experiences among their peers relating it to each of the learners’ perspective. Chat e-tivities were designed to observe the learner’s attitude with respect to the intention of continuing the e-tivity subsequent to the session. The online feedback survey was conducted with the registered students (n=1898) following the first year undergraduate programmes from the Faculty of Engineering Technology, The Open University of Sri Lanka. The results show that the response rate was 63%, the completion rate of the pre-assignment which evaluated the attention and confidence was 59%, the average interactive e-tivity which evaluated the relevance was 70% and the chat e-tivity participation which demonstrated the influence for life-long learning was 70%. In addition, the appeal of the students with respect to the motivational strategies was based on the student feedback. In order to test the intention of whether or not they would continuously participate in learning activities after the completion of the module, a game based interactive puzzle was posted in the LMS and the participation rate was 55%, which evidenced the change of attitude towards life-long learning. // Paper ID 389
  • Thumbnail Image
    Item
    Open Access
    Inspiring Innovation Using Virtual Environment to Conduct Laboratory Practicals
    (2022-09) Rajasingham, Shalini; Premarathne, Uthpala
    PCF10 Sub-theme: Inspiring Innovations // The Covid-19 pandemic has compelled the education sector to evolve into adopting the distinct use of technology to facilitate online learning. This adoption of online learning necessitates the change in the design and delivery of the syllabus especially for laboratory practicals, which was primarily designed for a conventional set-up. The laboratory practicals mostly before Covid-19 pandemic were based on hands-on and design-oriented curriculum, which during the pandemic needs to be adopted and facilitated for online learning. The design element should include the three key components in order to provide a good educational experience: social presence, cognitive presence and teaching presence. This case study presents the outcomes with respect to the learners’ attitude towards the perception of self-regulated learning, participation and the content knowledge conducted during the online laboratory practicals that was designed using the social, cognitive and teaching presence. The sample size includes students (n=334) from the Bachelor of Technology programme for three different courses at The Open University of Sri Lanka for the academic year 2019 to 2021. The participants were involved in both virtual and onsite laboratory sessions for three courses, which use similar laboratory activities, related to electronic and communication related topics. An online feedback form was designed to assess the interest level of the learners for the onsite laboratory sessions between the periods of 2019-2020 and virtual laboratory sessions between the periods of 2020-2021. The content knowledge was evaluated through assessments that were provided throughout the academic year 2019 to 2021. The average marks received by the students for the assessments increased by 15% for the laboratory practical conducted online while the participation improved by 30% for the laboratory practical conducted online when compared to onsite and online laboratory practicals. The student feedback demonstrated the intention to continuously enrol in virtual laboratory sessions in the future indicating motivation for the self-regulated learning approach. // Paper ID 7442