Browsing by Author "Sharma, Bibhya"

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    Building Educational/Academic Resilience through Digital Literacy
    (2022-09) Sharma, Bibhya; Reddy, Pritika
    PCF10 Sub-theme: Building Resilience // The ongoing digitization of the education systems has introduced a new pedagogical approach to teaching and learning – Education 4.0 that aligns the fourth industrial revolution. Education 4.0 has improved the effectiveness and efficiency of learning globally. However, the issues and challenges associated with Education 4.0 or technology –enabled technology teaching and learning emerged when the global education system was mandated to technology-enabled learning during the pandemic. Both the educators and the learners were found to lack relevant digital skills to successfully facilitate the learning process. This study introduces the concept of digital literacy, a digital literacy framework and a digital literacy tool that can be used to effectively champion digital literacy skills to both the educators and the learners. The digital literacy tool has been successfully used in the South Pacific to evaluate digital literacy competencies and further improve the digital literacy competencies of the selected sample. As such, the digital literacy tool can be used to improve digital literacy of individuals in the developed and developing economies hence promoting educational resilience for all in the technology-enabled environment. // Paper ID 6338
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    Digital Literacy Initiative for Person with Disability in Fiji
    (2022-09) Reddy, Pritika; Ravindra, Swaran; Sharma, Bibhya
    PCF10 Sub-theme: Building Resilience // The promising use of digital technologies by persons with disabilities (PWDs) for education, employment, social and economic integration in the society is evident. As such, digital skills for the successful utilisation of digital technologies to support, societal inclusion is necessary. This study highlights a case study conducted with a sample of PWDs to evaluate their digital literacy status in Fiji using a digital literacy scale. Furthermore, a digital literacy remediation tool was used to improve the understanding of digital literacy and the digital literacy skills of the selected sample in Fiji. The results reveal that the participants were very low to low digitally literate. The digital literacy remediation was not attempted by any of the participants indicating lack of confidence in attempting technology driven modules. Although the remediation tool was tailored to include the PWDs, there are recommendations from the participants on its further improvements. The digital literacy scale and the digital literacy remediation tool fostered effective learning of digital skills for the persons with disabilities thus paving a way for promoting equity and inclusion in the digital society. // Paper ID 6005
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    Educational Interventions to Improve Student Readiness
    (2022-09) Kumar, Bijeta; Sharma, Bibhya; Chaudhary, Kaylash; Paea, Sione; Narayan, Swasti
    PCF10 Sub-theme: Building Resilience // Many first-year students are seen to struggle to build resilience in their first year of post-secondary education just like racing cars. The journey of the first year or incoming university students is explained with an analogy of racing cars mainly an analogy for student learning based on the performance of race cars. To improve retention and first year experience, higher education institutes try to build resilience in students, they expect students to participate in campus activities and interact with other students and teachers from different backgrounds. But what about students’ expectations of their institution and how often institutions emphasize these training and engagement opportunities to their incoming students? An online student readiness intervention program has been designed to understand expectations and investigate predictors that promote resilience. The student readiness resilience intervention program includes three phases, which begin with a diagnostic assessment to determine individuals acquired knowledge and skills. The next phase helps prepare students by addressing the learning gaps from the results of the online tests through virtual events. The final phase includes personalized learning with mentors’ mobile coaching with an aim to build resilience by creating lasting habits and capabilities to enable first year students to remain calm and focused. This study further reviews various theories to identify process, trends, differences, and gaps to describe and critically analyse student readiness and effects of intervention programs. It will also provide useful critique and recommendations to transition leaders and educators in relation to the student resilience. // Paper ID 8663
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    Impact of Technology-Enabled Learning on Student Learning Experiences and Teacher Pedagogic Practices at The University of Papua New Guinea
    (2021) Sharma, Bibhya
    This report details the implementation of blended learning at UPNG and explores the readiness of its students through their perceptions of, satisfaction with and attitudes towards blended learning. Additionally, the study reflects on the effectiveness of the training COL provided to the facilitators by capturing their perceptions of blended learning and their experiences while facilitating the blended courses. A student survey was carried out in all the blended courses offered by UPNG in the first half of the 2020 academic year. Results show that the students have a positive attitude towards blended learning and are ready to adopt this newly introduced mode of delivery at UPNG. The facilitators also described having positive teaching and learning experiences with blended learning and acknowledged the training they had received from COL.
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    USP Campus Map App for New Students and Visitors
    (2019-09) Singh, Vineet; Sharma, Bibhya; Prasad, Ajendra; Raza, Salman; Chand, Sanjeet
    New students or freshmen joining universities and large campuses face huge difficulties and problems in locating and navigating to their lecture/tutorial rooms and labs. While they already face challenges in securing courses, textbooks and accommodation, they also have to adopt their new learning environment and know their way around. The University of the South Pacific is a premier institute of high education for the Pacific region and has membership of 12 island countries. Therefore, there are students comin g to the main campus - Laucala Campus in Fiji from a diverse background in the Pacific and beyond . The First Year Experience s urveys have revealed that students miss some of their classes in the first few weeks as they are unable to locate their lecture an d tutorial rooms given the spread of the rooms on campus. Consequently , many freshmen also miss mandatory formative assessments. This is one of the main reasons for developing the USP Campus Map app. Then , there is also documentation on the discomfort to v isitors and guests of the University due to the difficulty in finding places in a timely manner. The USP Campus Map App is an intuitive tool designed to assist students and the visitors to find their desired places in the campus such as Library, Book Cent re, Lecture rooms, Cafeterias, ITS labs, Conference rooms, Student Academic Service building and many more. It also marks the w ashrooms , c afeteria , s ecurity booth and other common places. The Campus Map app contains the navigation system that will allow th e students and visitors to reach their selected destination easily. The routes that the app provide movement on foot as well as by car. The building information contains the building number, images and description about that building. The app operates offl ine after the first download. This paper discusses the design, development and deployment of the app and feedback from the users. // Paper ID 249