08. Pan-Commonwealth Forum 8 (PCF8), 2016

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  • Publication
    Can Mobile Learning Upgrade the Educational Status of Bangladesh: Challenges and Opportunities?
    ( 2016) Islam, Md Anwarul
    A cross-sectional study was designed to collect data from October to December 2015 using a semi-structured questionnaire from the randomly selected study centers along with its learners and tutors separately. The sample size of this study was 615. The questionnaire was divided into 3 sections. Section 1 was respondent’s biographical profile; section 2 regarding the technology uses by respondents, section 3 having respondents’ knowledge, attitude and practices of mobile applications. A pilot test using a sample of 8 academic staff and 12 learners was conducted to confirm the clarity of the items before the instrument was administered to the sample group. // Recently BOU has developed mobile set compatible memory cards containing e-books and audio-visual materials for the learners. BOU have uploaded near about 400 textbooks in the form of e-books of almost all academic programs. BOU has already developed and installed multiple mobile apps and educational webpage for the learners as learning tools. It would be a great opportunity for the learners to access their study material and any other quarries regarding their learning process by using the student portal from their mobile internet. This is cost-effective and time saving approaches to enhance the teaching and learning process for huge number of learners. Despite of these, Bangladesh has faced uninterrupted and low bandwidth internet connectivity throughout the country. This paper focus on how the learners can uses of different learning tools regarding the learning process by using mobile technology in the context of Bangladesh. // Paper ID 214
  • Publication
    Formulating and Implementing an Institutional OER Policy to Improve Practice: A Study of Progress of an OER Based M.Ed Programme at IDE, Uniswa
    ( 2016-11) Esampally, Chandraiah ; Nokuthula, Vilakati ; Nsibande, Njabuliso
    In an effort to expand the frontiers of knowledge among students through OER, the IDE, with the support of the Commonwealth of Learning (COL), has organised a series of workshops to sensitize academic staff on the potential benefits of OER-based programmes to widen access to higher education. Effort has been made towards an enabling environment, through the formulation of an institutional OER Policy since March, 2016. As such the intended objectives of this paper are to: (i) analyse the contextual factors that are critical for mounting an OER-based professional educational leadership programme; (ii) examine opportunities and challenges during the process of developing an Institutional OER Policy; (iii) exemplify how new OER policy directions can inform the implementation of an OER-based professional programme to enhance the quality of Open and Distance Learning. // Paper ID 55
  • Publication
    ICTs and OERs Antigua and Barbuda’s Journey: An Analysis of ICT Integration and OER Content Development in Antigua and Barbuda
    ( 2016-11) Peters-Richardson, Jacqueline
    The integration of Information Communication Technology (ICT) and the development of Open Educational Resources (OER) have gained prominence across the Commonwealth Nations over the past decade. Educators and policy makers have realized the benefits of the ICTs and OERs to facilitate the teaching and learning of students with diverse abilities. By extension, Antigua and Barbuda is among the nations in the Commonwealth that have integrated the use of ICTs and the development of OER within the education paradigm to support and facilitate teaching and learning. This paper serves to chronicles Antigua and Barbuda’s journey with the implementation of ICT and the integration and development of OER content resources over the past three years. // Paper ID 74
  • Publication
    Cognitive and Affective Engagement in a Comparative Perspective: An Evidence of Formal and Non-Formal Post Graduate Students
    ( 2016-11) Nadeem, Hamid A ; Mehmood, Ehsan ; Haider, Irfan
    This study aimed to determine and compare cognitive and affective engagement of formal and non formal students* at post graduate level. The study was conducted in Federal College of Education Islamabad and four regions of Allama Iqbal Open University Islamabad. The study employed cluster sampling technique selecting all the 100 students of Federal College of Education and 400 students of AIOU Islamabad. Data were collected through Student Engagement Instrument (SEI) developed by Appleton (2010) administering directly to the students. The data were analyzed by using independent sample t-test to compare the mean scores of formal and non formal students. The findings revealed that formal students were found better in control and relevance of work load than non formal students. Formal students created better relationships with their teachers than non Formal students. Formal students were also found better in getting peers and family support for learning than non formal students. However, both categories of students showed same level of aspiration and future vision and extrinsic motivation. // *Here Non-formal students are the students from ODL system. // Paper ID 421
  • Publication
    Accelerating Sustainable Development through Flexible Learning: Re-Orienting Entrepreneurship Education
    ( 2016-11) Rono, Agnes J ; Tarno, Edwin ; Abdi, Tiony K
    One approach to enhancing entrepreneurial activity and enterprise growth in developing countries is to create an ‘enterprise culture’. To achieve a widespread enterprise culture in the long run, education and training programs in Kenya and in other developing countries need to integrate business, technology and entrepreneurship for self employment into the curriculum. Also, given the widely accepted notion that entrepreneurial ventures are the key to innovation, productivity, and effective competition; the question of whether entrepreneurship can be taught is obsolete. The teaming mass of unemployed youths in the country and the global economic crisis has increased the urgency for countries to identify new sources of growth and develop a sustainable path to economic success. This urgent need for re-orientation calls for a revolution in the system of education that we run as a nation. This study used extant literature reviews and actual observations. Data was collected from academic papers, reports, the media as well as personal education and experience in the field. Data was analyzed in a systematically come about entrepreneurship education and training and then examined the flexible learning and teaching approaches giving recommendations on policy priorities. The paper argues that flexible and open learning is the perspective the entrepreneurship educators should adopt to not only leverage on accessible, flexible and student-fit content and learning, but also life-long availability of content for nascent and practicing entrepreneurs to learn and relearn relevant skills for creation, management, growth and innovation of competitive business ventures. Along with this, it recommends a strategic model and strong government commitment to information and communication technology (ICT) as one of several critical elements needed to accelerate entrepreneurship. We also address both benefits and challenges to anticipate when using flexible learning in entrepreneurship education and training. // Paper ID 184
  • Publication
    Gender, Skill Development and Employability: The Context of Open and Distance Learning Perspective in India
    ( 2016-11) Mohapatra, Bijaylaxmi ; Mahapatra, Sukanta K
    Skilled human resource is pivotal to social and national development. However, access to skill development opportunities is unequal across caste, gender and different socio-geographical locations. No doubt, various policies and five year plans in India emphasized upon expansion of skill development opportunities. However, the design and implementation of these programmes do not match completely to the needs of these groups and even the training provided to these clientele groups do not help them to avail relevant opportunities in the job market. The lack of gender focus in these schemes and programmes has resulted in lower participation of women in labour market and it has impacted in wide gender gap in various social and economic indicators. Stereotyped mindset with regard to education and employability of women and further unwillingness of the parents to invest on women’s education has led to gender disparity in education and employment. It is often assumed that education, particularly in the area of skill development is a means of achieving gender equality or improving women’s wellbeing. This paper reviews the policies and practices existing in National institute of Open Schooling (NIOS) in India and how it has influenced in the improved enrolment of women in comparison to male in India in vocational education system. It also examines under what conditions women’s education directly impacted employment pattern and improved their life pattern. // Paper ID 546
  • Publication
    Using Technologies and OER to Enhance Efficiency and Effectiveness of Higher Education in Bangladesh: Opportunities and Challenges
    ( 2016-11) Kamal, Mostafa A ; Uys, Philip ; Sultana, Sadia A
    The existing capacity of the on-campus institutions is not only insufficient to meet the growing demand for human resources, but also lagging behind in terms of engaging the learners and providing access to educational resources. Adopting technologies meaningfully can have a scalable impact on education in terms of output and quality of education. This paper discusses the benefits of the recently adapted technologies and OERs in some courses of BBA and MBA programs of Bangladesh Open University in terms of better learner engagement, access and learning management. The paper also highlights the challenges of technology integration into the courses and recommends remedial measures to address the challenges. // Paper ID 91
  • Publication
    Monitoring a MOOC: The Analytics Module of a MOOC Management System
    ( 2016-11) Mula, Naga S R S ; Jain, Rajat ; Prabhakar, T V
    Online courses offer interesting opportunities to observe student behavior and learning patterns. All the interactions of the student from login to logout are recorded. A proper analysis of this data can reveal the engagement level of the student with the course, with the course content and with other learners. In the absence of face-to-face-interactions with students, this is an invaluable feedback to the Instructor. mooKIT is a versatile MOOC Management System designed with a state-of-the-art learning analytics. mooKIT logs all events that happen during a user session and provides a powerful graphical user interface for the Instructor to make sense out of this. The analytics are presented at a lecture level (like what is the viewing pattern of a lecture), and at an individual student level, on a time scale. These can be used to figure out the difficulty level of each lecture and for each student. Analysis of the Forum activities, like volume of questions, interaction among students, the sentiment of the comments etc. can be used to get a good understanding of the social behavior and comfort level of the students. By being able to predict the students who are likely to drop out from the course, the system enables the Instructor to take remedial actions. One can use the predictive analytics to configure the machine for hosting. In this paper, we discuss the kind of learning analytics that are possible using mooKIT as an example. // Paper ID 543
  • Publication
    Activating and Nurturing the Investment of Heutagogical Resources for Equity and Quality in Self-Determined, Open, Online and Distance Learning
    ( 2016-11) Nkuyubwatsi, Bernard
    Expansion of access to higher education and learning opportunities is often inhibited by the lack of teachers, limited physical facilities, the shortage of financial resources and limited technological infrastructure. Due to the rivalrous nature of these resources, many of them are accessed in a way that inhibits the same access privilege to others, especially when the need is higher than the supply. This paper discusses a framework for collaborative investment in opening up higher education on the basis of a combination of rivalrous and non-rivalrous resources. Then, selected transformative outcomes from a PhD study that had a transformative design and other results of studies on self-determined learning are presented and discussed: 1) from secondary education graduation in teacher-training to successful completions of a) undergraduate education in Physics and b) a master’s degree program in Applied Mathematics, 2) from a pass grade to a first class and 3) from intention to drop out to completion of an online master’s degree program in a British university with distinction. Strategies for academics, institutions and policy makers to activate and nurture the investment of heutagogical resources in selfdetermined, open, online and distance learning are discussed. This presentation may benefit educators, institutions and policy makers who are interested in expansion of higher education opportunities to underprivileged learners through open and distance learning without undermining the learning quality. // Paper ID 213
  • Publication
    Social Interactions Using Social Media in Open and Flexible Distance Learning System
    ( 2016-11) Mitra, Sushmita
    This paper discusses the status and use of social media in India with an attempt to throw light on the need to use social media in Open and Flexible Distance Learning Systems (OFDL) systems in the country. // Education and training systems are affected by several emerging trends in the current Knowledge Society. One major trend is the use of social media which are a collection of online platforms and tools that people use to share content, profiles, opinions, insights, experiences, perspectives and media itself, for online conversations and interactions between groups of people. Social media is interaction driven and user controlled around user-generated content. Among the most popular social media tools are Facebook, Twitter, Instagram and Pinterest. But there are hundreds—even thousands—of Web-based tools for consumption, curation, conversation, collaboration and creation. // Today’s younger generation – people born in the early eighties or later – have grown up surrounded by different digital technologies that have shaped the way in which they live, think, learn and interact. This seems to be true in all countries including developing countries like India. The paper discusses whether social interaction using social media tools could be used in instructional environments of OFDL to increase interactions, to bridge learner isolation, and to assist in the process of cognitive development of the learners. // Paper ID 16
  • Publication
    Accessibility Strategies for Making MOOCs for People with Visual impairments: A Universal Design for Learning (UDL) Perspective
    ( 2016-11) Ngubane-Mokiwa, Sindile A
    Massive Open Online Courses (MOOCs) were designed to enhance access to education to all that desire it. The open access drive seeks to promote free and equitable access to basic, higher, formal and informal education. The main aim of MOOCs is to de-institutionalize education moving it from the formalized class to the open platform where there are no admission requirements. The second aim of MOOCs is to provide access to lifelong learning for those who want to learn for the sake of knowing and developing their competencies. The objective of this document analysis based paper is to analyze primary qualitative-research academic sources dealing with strategies to make MOOCs accessible to people with visual impairments. This paper uses Universal Design for Learning (UDL) principles as a lens through which accessibility of MOOCs to people with visual impairments is examined. The document analysis involved a careful examination of research methodologies that had been used to gather data. Fifteen academic sources were sought through formidable search engines. Specified inclusion and exclusion criteria were used to select the articles that were analyzed to answer the research question: What accessibility strategies can be employed to make MOOCs accessible to people with visual impairments? Lastly, recommendations are made towards making MOOCs more accessible for people with visual impairments. // Paper ID 174
  • Publication
    First Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning
    ( 2016-11) Afolabi, Folashade ; Olajuyigbe, A O
    First year University undergraduates are not only faced with challenges to cope with the complexities of University systems but of geographical separation between them and teachers which characterized by distance education. Therefore, the need for learner support services with modern day technology innovations. This study examined first year undergraduates’ experience in the use of OER while interacting on the learning management system (LMS) platform in selected Physics courses. Questionnaire with a reliability coefficient of 0.85 using Cronbach’s Alpha was used for data collection and analysed using diffusion theory of innovation. A total number of 71 University undergraduates participated in the study while facilitators introduce them to the use of OER. The results showed that OER was able to improve undergraduate’s perception and attitude towards learning Physics and its use in other subjects should be encouraged. // Paper ID 424
  • Publication
    Female Learners' Access to Science, Engineering and Technology (SET) Courses: Case of Marine Engineering in Mombasa Technical Training Institute, Kenya
    ( 2016-11) Kithinji, Anne P K
    Female learners are categorized as under-represented in SET-courses and careers. Previous studies have discussed factors influencing female participation SET-courses/careers. However little has been done to investigate retention and completion rate; explore strategies for enhancing female participation as well as relevance of SET courses for sustainable development. Sometimes institutions over focus on enrollment but fail in ensuring effective course delivery, learner support systems and that learner’s benefit from skills acquired. Therefore factors affecting retention and completion rate are worthy investigation before establishing strategies for enhancing female participation in SET-courses. // Paper ID 371
  • Publication
    A Video Platform to Produce, Support, and Share Educational Arabic Content
    ( 2016-11) Alawani, Athra ; Senteni, Alain ; Singh, Abtar D
    Technology has contributed greatly to the evolution of modern educational systems. Video technology can be a genuine educational tool. Recently, free video-sharing sites has helped to create and share an unlimited number of short video clips. This unprecedented increase have occurred due to easy access to digital media anywhere and anytime. Despite the abundance of recorded video materials, there is a severe shortage in high quality video content in Arabic dedicated to educational purposes. Therefore, a novel, well-designed system is highly recommended to enable volunteering teachers to create relevant educational content in Arabic and share it readily and easily with other teachers. This paper proposes the conceptualization of a web-based video sharing platform supporting the United Arab Emirates (UAE) MOE curriculum. Its main purpose is to ensure a gradual build-up of high quality videos in a repository for both teachers and learners in UAE schools in a seamless manner and suited to the MOE needs. The recommended site will incorporate as many intelligent capabilities to enable self-regulatory push-pull content for teachers to use whenever there is a need. // Paper ID 236
  • Publication
    When the Drum Beats: Radio Drama as a Vehicle for Behavior Change in Climate Change Adaptation Amongst Rural Small Holder Farmers
    ( 2016-11) Ojedele, Rebecca
    The purpose of this project was to test the efficacy of radio drama and related communication interventions in strengthening the capacity of smallholder farmers and herders to adapt to climate change. Male and female smallholder farmers and herdsmen in Northern Nigeria are extremely vulnerable to climate change. Various studies showed that indigenous knowledge alone was not enough to reduce vulnerability in rural farm holdings. Appropriate adaptation technologies researched by agricultural institutes and scientists in the country, which could enable farmers to sustainably use resources, safeguard their livelihoods and reduce rural poverty were inaccessible to the mostly illiterate, rural families. This project aimed to disseminate some of the most critical adaptation information through the medium and format identified by audience research as most accessible and popular: radio and drama respectively and then test the methodology. // Paper ID 218
  • Publication
    Pushing the Boundaries: Migrating Online in a Developing Context
    ( 2016-11) Aluko, Ruth ; Mays, Tony ; Kruger, Hendri
    In this paper, the authors use the National Association for Distance Education’s (NADEOSA) criteria for program development and Mishra and Koehler’s Technological Pedagogical Content Knowledge (TPACK) framework, to share how a paper-based distance education model is in the process of being migrated into a wed-dependent blended model that is responsive to the changing environment in a particular developing context. The change was necessitated partly by the University of Pretoria’s decision to adopt a web-dependent “flipped classroom” model; partly by a desire to improve retention and success rates and partly by the new minimum requirements stipulated for teacher qualifications by South Africa’s Department of Higher Education and Training. The new government policy encapsulates the notion of integrated and applied knowledge, which gives renewed emphasis not only to what is to be learned, but also to how it is to be learnt. Embedded in this is the ability to use technology. How did the University push boundaries without necessarily locking out disadvantaged students? What lessons learnt could advance the field of appropriate programme design in distance education? These are some of the questions which the authors attempt to answer. // Paper ID 285
  • Publication
    MERLOT: A Case Study of Sustainability in Open Educational Resources (OER)
    ( 2016-11) Okewole, John T ; Knokh, Irene
    MERLOT (Multimedia Educational Resources for Learning and Online Teaching), is a curated collection of free and open online teaching, learning, and faculty development services. The collections are contributed and used by an international education community. “This paper discusses the sustainability of the project since its inception in 1997. Merlot is a case study of a pathway for OER projects to become viable through a focused leadership and vibrant community. Current Merlot.org used data shows consistent increase over the years. MERLOT's platform is highly robust and responsive to new technological practices. Merlot is unique because it is an OER content and service platform. The goals are to keep contents qualitative, effective, and easy to use. Suggestions are provided for OER projects and individuals in maximizing time with MERLOT. // Paper ID 390
  • Publication
    Facilitating E-Learning Using Collaborative and Social Methods in the 21st Century
    ( 2016-11) Warner, Steve C ; Jumani, Nabi B
    Facilitating learners at all levels of the education stratum to become effective twenty-first century knowledge creators, inventors and innovative workers is increasingly recognized today as a primary objective of education. Presently, the rapid expansion and availability of knowledge indicates the importance of curriculum and instructions that will empower learners to process knowledge using learner centered strategies rather than merely memorizing facts infused by teachers or lecturers. This means that graduates at every phase of the educational system be outfitted with the skills to interpret, analyse or manipulate information, critically think about information, ideas and opinions, and draw conclusions, inferences or generalizations, and communicate their ideas and provide constructive feedback to peers. The twenty-first century has cemented that e-learning is indeed a viable and competitive option for facilitating learning. E-learning via fully online or blended course environments therefore needs to ensure that its learners are equipped with twenty-first century skills and competencies. This paper will demonstrate how a collaborative and social facilitation model, 2T2C, can aid in transforming e-classroom environments and assist in improving learner’s creative, inventive and innovative thinking, indicative of pedagogy and technologies to accomplish the dissemination of skills and competencies fitted for the twenty-first century. It also presents a delivery model with ODL training for facilitators which increases efficiency and effectiveness in preparing students for lifelong learning. // Paper ID 10
  • Publication
    Processes Involved in Handling an agMOOC Course on Nutrition : A Personal Experience
    ( 2016-11) Vijaya, Vipparti ; Khaleel, Lakshmi F ; Gamedhar, G Niharika
    The introduction of MOOC courses in the field of agriculture is a great thought as the knowledge can reach out to large segments of farmers and farm women. This will enable them to carry out their activities more efficiently and confidently. They can be in touch with the scientists to clear their problems and find suitable solutions. As the course was in the first set of courses offered the registration into the course and feedback after the completion of course was encouraging. Many more courses can be planned and offered under the umbrella of agMOOCs. // Paper ID 473
  • Publication
    Acceptance of Tablet Apps for E-learning by Senior Users: A Test of Unified Theory of Acceptance and Use of Technology
    ( 2016-11) Riaz, Adnan ; Adnan, Afia
    Learning is a continuous process. The contemporary environment emphasizes also on delearning and re-learning. This prompts the need to acquire knowledge and develop skills throughout the life cycle. Employees belonging to different sectors and hierarchical levels can now continue education through e-learning. Particularly considering the senior students (50+ years of age), they are more reluctant to accept technological resources. This study mainly examines the acceptance of Tablet PC (TPC) apps as a learning tool among senior users and what factors may accelerate TPCs use. Unified Theory of Acceptance and Use of Technology (UTAUT) was applied with slight modifications and responses of 173 senior users were collected. Results not only unfolded the repulsive behavior of senior students’ to use TPCs as learning device but also highlighted the influence of performance expectancy and facilitating conditions if policy makers wish to increase tablet apps use. // Paper ID 363