08. Pan-Commonwealth Forum 8 (PCF8), 2016
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- ItemOpen AccessCan Mobile Learning Upgrade the Educational Status of Bangladesh: Challenges and Opportunities?(2016) Islam, Md AnwarulA 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
- ItemOpen AccessDevelopment of an E-Learning Architecture Based on Numerical Computing Software for Electrical Engineering Education in Open and Distance Mode(2016-11) Premaratne, Isuru AIn this paper an eLearning architecture is proposed which is based on Octave software to use in Electrical Engineering education. It is always challenging to interpret physical meaning of a concept only by teaching in a classroom environment. Therefore all engineering courses recommend and include laboratory exercises in the curriculum to verify theories which are taught by printed lesson materials or lectures. These kind of laboratory activities can be performed only in a laboratory environment hence it is difficult for students to learn at their own pace or time. Where Electrical Engineering courses offered in open and distance mode it is more difficult to find time for students to engage in laboratory activities. As an alternative, interactive eLearning materials have been introduced for open and distance mode. Although the interactive materials can provide an effective learning experience to students, it is not a straightforward option for educators as it requires more computer programing knowledge and additional time to setup the tools. This research is focused on developing an eLearning architecture which requires less computer programming knowledge than existing methods. For this method, Octave software has been used as the platform which provides opportunity of distributing both the platform and the eLearning material with an open license. The material developed on this platform is self-instructional and capable of running at user desired time and pace which would provide flexible learning. As the platform supports text, calculations and graphing on same workspace, the material could cater all learning styles. Learning outcomes are aligned constructively according to the Structure of Observed Learning Outcomes (SOLO) taxonomy. The material was tested allowing learners to attempt self-assessment questions. Results are analyzed to grade the overall achievement of learning outcomes. // Paper ID 231
- ItemOpen AccessMobile Learning -Cyberlaw Course, the Application Development and Students Perceptions(2016-11) Alwi, Najwa H M; Ismail, Habibah B; Ahmad, Fatin M BMobile learning concept are growing rapidly and has brought many significant convenience to the user as it is using ubiquitous devices which follow the latest trend. But in some cases, the mobile learning application is built without serious consideration in security aspect especially related to integrity and privacy of data. This paper discussed the development of online content using the mobile application concept and the acceptance of students on this new way for teaching and learning. MyCyberLaw is a mobile learning application for learning Cyber Law course. My-CyberLaw is developed to help lecturers to deliver learning module to the students. It also allow students to easily access the learning content anywhere and anytime. There are sections for lecturer sharing notes, assignments, send messages and upload student's grade. Student can view all content that have been shared by lecturer. This application is open to be downloaded and used by students. Majority of them appreciated this learning tool and would like to see more courses offered in mobile application version. MyCyberLaw is an innovation for secured mobile learning application, as well set as example of Internet of things in Education sectors. // Paper ID 562
- ItemOpen AccessTechnology Mediated Teaching/Learning as a Pathway to Inclusive Higher Education for Sustainable Development: What are the Pending Gender Issues(2016-11) Morolong, Bantu L K; Nage-Sibande, BogadiOpen, flexible and online education is being adopted by institutions to enhance their efforts to achieve increased levels of access to inclusive learning opportunities. However, while the significant growth in online learning opportunities is acclaimed for breaking the barriers for disadvantaged groups, this paper aims to assess the residual gender issues in this breakthrough. The paper recognizes the fact that in the context of the developing world, technology mediated teaching and learning is gaining currency especially in higher education. Using that context as its unit of analysis, the paper argues that still, there are gender inequality issues that stand in the way of potential achievements by technology mediated learning to close the gendered gap in access to higher education. That technology mediated teaching and learning has unique benefits for teachers and students is an established notion. What remains scanty is disaggregation of the benefits by gender, which is still a strong paradigm of exclusion in general, and in education in particular. While there is evidence to suggest that students benefit differently from technology-mediated learning, dependent on their gender, the paper aims to establish the extent to which this is the case in higher education. Focusing on the teacher, the central question that this paper seeks to answer is, what is the contribution of teachers to the gender gap in the benefits derived by students from technology mediated teaching and learning? The answers that this paper aims to generate, are expected to inform strategies that could be used to remedy the situation so that open, flexible and online teaching and learning can alleviate the daunting challenges of the persistent gender inequality in access to inclusive higher education.// Paper ID 331
- ItemOpen AccessEnhancing On-Line Teaching and Learning – Learners’ Feedback for A Strategic Management Module(2016-11) Mohamad, Wardah; Sulaiman, Tuan F T; Mohamad, Liana; Osman, Zahir; Mohamad, Ratna KIn an ODL setting, engaging learners become very challenging especially for those who have not been exposed to this type of learning before. Many people assume that because most ODL students are adult learners, they are independent and can easily survive on their own. However, high attrition rates, high failure rates and the small number of learners who actually graduate with high academic performance tend to negate this assumption. The question thus arises of how we can enhance our teaching and learning and assist learners in their studies. What can be done to engage them and help them understand their subject matter better? What would attract them and get them to apply the principles that they have learned? What can be done to increase their critical thinking skills so that they would be able to meet expectations? What would help them learn better in their limited available time? This research focuses on these questions by using a strategic management module as a testing ground to get feedback from learners in OUM Business School. A group of learners were given access to the module and the feedback received analysed using thematic analysis. Results of the study show what learners prefer and what could be better improved to enhance teaching and learning in the university. // Paper ID 565
- ItemOpen AccessTechnology-Enabled Environments for Flexible Learning: A Case Study at the University of the South Pacific(2016-11) Bhartu, Dhiraj; Yusuf, JavedThe introduction of technologyenhanced learning and teaching environments has been a challenge for many educational institutions in terms of providing adequate, effective and efficient ICT tools to enrich the delivery of learning and teaching. Spread across 33 million square kilometers of Pacific Ocean, the University of the South Pacific (USP) encompasses 12 island nations, and thus, the transactional distance between students and teachers represents a multitude of challenges. To deal with these challenges, the University continuously strives to leverage ICT in education. In this paper, the authors describe the innovative approaches and ICT tools used by USP to deliver its courses across its 14 campuses so as to provide the best possible learning experiences to its over 29,000 students who maybe enrolled in any of the four modes of delivery: facetoface, print, blended and online. // The paper will also focus on the strategies, challenges and successes of various ICT tools used to enhance student learning experiences so as to meet the growing demand for ICTenabled learning and teaching at the USP. // Paper ID 96
- ItemOpen AccessAnalysing Education Policies for the Future: Realising the Vision of Open Distance Learning in 2030(2016-11) Makoe, MpineThe future of economic development depends on people who are equipped with competencies and skills that are needed for the knowledge economy. To ensure the sustainability of economic growth, higher education institutions are expected to open up opportunities and provide high level of education to a large number of people. Distance and online education based model has proved to be efficient in expanding access into education by providing a cost effective training to both under skilled and unskilled people. The provision of education at this scale is even more critical in African countries where there is a huge need for skilled and trained workforce to enhance economic growth and global competitiveness. If the problem of capacity for knowledge economy is not addressed, many of African countries may not realise the 2030 Sustainable Development Goal (SDG) 4 – “towards an inclusive and equitable quality education and lifelong learning for all”. To achieve this goal, there is a need for national education policies to provide direction on how this goal can be reached. In this paper the Futures Research Methodology is employed to assist us understand probable development in education and to articulate and work towards the desired outcome. This will be done through analysing national education policies for Kenya, Rwanda and South Africa in order to identify strategies and actions that may impact on the implementation of policies in line with the 2030 Sustainable Development Goals. // Paper ID 93
- ItemOpen AccessEnrolment Motivations and Institutional Attachment of 30+ Age Bangladeshi Women at Distance Learning Programs(2016-11) Akhter, ZobaidaDue to the advancement of technological development in medical science and wider facilities and awareness for lifestyle modification, have bring tremendous change in older women. With the increase of life span, women’s desire for self-identity and recognized status has been developed. The purpose of this study is to understand and measure the motivation of 30+ women’s enrollment in distance education through Bangladesh Open University. Although programs of distance education meet the needs of adult learners who work and who have the career and family responsibilities (Tucker, 2000) it has been observed that most of the women who enroll in open learning programs in Bangladesh Open University , are 30+ years old. Many of them have household production matriarch. They have a major responsibility in the realm of running the household and managing its day-to-day requirements (e.g., cooking, cleaning, and child care, paying bills, and supervising home repairs) (Knowlton & Thomeczek, 2007). This group is between 30 and 60 years old and they have different perception and motivation from those whose age is suitable for traditional formal education. They have their own unique nature educational needs which bring them close to distance education and motivate them to continue education in this age after a break of certain period. // Paper ID 8
- ItemOpen AccessMaking Learning More Accessible for Women: The Practitioners’ Viewpoint(2016-11) Priyadarshini, AnitaODL has been seen as a great liberator which has brought education to the doorsteps of those who are deprived and excluded. Over the years, ODL has been promoted by governments as a viable means for reaching out to the unreached and for overcoming the gaps that conventional face to face education has been unable to fill. Women are considered to be a major section of society that has and can benefit from the ODL system; the flexibilities of ODL are regarded as advantageous to the educational requirement of women and a suitable medium for strengthening women’s education. In the recent years, the advances in technology have revolutionized the way in which society functions – the impact on the educational system being significant. Technology is seen as a channel that can increase the outreach to women and can overcome barriers that restrict women’s education and change the way in which women learn. The present study was carried out with the twin objectives of reviewing the status of women’s enrolment in the world largest university, IGNOU, and suggesting policy interventions for improving access of women to ODL. // Paper ID 333
- ItemOpen AccessThe Journey of SWAYAM: India MOOCs Initiative(2016-11) Kanjilal, Uma; Kaul, PradeepUnder the ‘Digital India’ Initiative of Government of India, one of the thrust area is ‘Massive Online Open Courses (MOOCs)’. Ministry of Human Resource Development, Government of India has embarked on a major initiative called ‘Study Webs of Active Learning for Young Aspiring Minds’ (SWAYAM), to provide an integrated platform and portal for online courses, covering all higher education, High School and skill sector courses. SWAYAM is an indigenous (Made in India) IT Platform for hosting the Massive Open Online Courses (MOOCs). To improve Gross Enrollment Ratio (GER), from 20% at present to 30% by 2020 SWAYAM promises to be a possible solution with a capacity to revolutionise the education system in India. The journey of SWAYAM can be traced back to 2003 with the initiation of the NPTEL (National Programme on Technology Enhanced Learning), a joint programme of IITs and IISc. This was the first major attempt in E-learning in the country through online Web and Video courses in Engineering, Science and humanities streams. The launch of the National Mission on Education through ICT (NMEICT) in February 2009 further broadened the scope catering to all disciplines in the Higher Education sector. As on date under the NMEICT huge amount of e-content have been generated which are available under the CCBY- SA license. NPTEL has developed e-content for 933 Courses, Consortium of Educational Communication (CEC) for Undergraduate subjects in 67 Subjects, University Grants Commission (UGC) in 77 Post Graduate subjects. Similarly, many other institutions have developed e-content in different disciplines at different level. Under the SWAYAM initiative all the contents developed under NMEICT are being repurposed and being made MOOCs compliant. The Beta version of SWAYAM was made live on August 15, 2016. The paper provides an insight into the SWAYAM initiative and reflects on the issues and challenges in its implementation the Indian context. // Paper ID 547
- ItemOpen AccessStudents’ Voices on Flexible Learning Materials in a Fixed Learning System(2016-11) Ogunsola-Bandele, MercyWith the variety of faculty, wide range of expertise and the continuous review process involved in producing flexible distance learning materials- the quality of output should not be debated. But there are other issues that should be considered with these learning materials -which range from access to usability. As regards the latter, it was discovered that four faculty members in the school of education in a conventional university, north of Nigeria are so 'glued’ to the use of the flexible learning materials. If students voices have been a challenge to schools and researchers, then there is need to respond to the voice of these students in education and research (Keeffe & Andrew 2015) The study was conducted between September 2015 and May 2016 and data collection by interviewing some of the students/faculty is still on going. The university was selected by purposive and convenience sampling method from a population of 128 universities in Nigeria. One hundred and eight of the students under the tutelage of the faculty interacted with the 20 item validated instrument which were put into five major categories namely: Introduction and objectives, presentation of content, assessment, flow and use of language and the attractiveness of the curriculum materials. The analysis shows that over 70% of the students agree that the logical presentation of the contents into modules/units and the inbuilt assessment have been more helpful in the flexible learning materials than the conventional. On the other hand, the most affected category in this study included the introductory aspect and the language. But if it is true that the introduction to any material indicates either ‘to read on or take a break’, then there is a great need for developers of these flexible curriculum materials to put in greater effort to arouse interest of the learners who are at a distance. Some of the students’ voices were also captured in the open statements on their feelings with the use of these flexible learning materials. Of paramount importance were the feelings expressed on the in-built interactive assessment. Since learning materials make up necessary components in all distance-learning systems, the need for the various sub-sections to be well developed should be emphasized for its sustainability. // Paper ID 209
- ItemOpen AccessUsages of Technology to Deliver Health Education Programs to Enhance the Health Status of Bangladesh(2016-11) Numan, Sharker MHealth education is a broad, multi-dimensional and well-discussed issue in developing countries. The ultimate goal of development is to improve the quality of life and to providing education for all. Bangladesh is a populated country and the number of qualified doctors is 53063, registered nurse 26899 and several thousand allied health professionals have been serving about 160 million people of Bangladesh. The doctor-population ratio is 1:4719 and nurse-population ratio is 1:8226. There are 31 public medical colleges and available seats are 5712 and 53 nursing institutes where annual enrolled are 3670. It is unfortunate that the formal health education system is not enough to provide health services to the large segment of population, particularly the poor and the deprived. // Like other developing countries, long-term health manpower planning is lacking and manpower strength is inadequate. On the other way, limitation for ensuring infrastructure and resource personnel is an important problem for health educational program. It is established that health education and family welfare makes important contribution to poverty alleviation as well as developed the individual and community’s health status. Distance education as well as online learning is therefore, considered as supplementary, complementary, supportive and alternative to formal education. The nature of the information age and communication are changing rapidly. Interactive distance and online learning educational process can reach more learners in more locations with fewer instructors. This paper focuses on health education program that is offering successfully by Bangladesh Open University (BOU) such as “Bachelor of Nursing Program” which has tremendous effort in the health sector of Bangladesh. There are more than 2000 diploma nurses have been graduated from BOU and engaged in teaching, policy-making and upgrade position in deferent health sectors whom are contributing a lot to enhancing the health status of Bangladesh. // Paper ID 454
- ItemOpen AccessThe Integration of Multimedia for Online and Blended Learning at the University of the South Pacific(2016-11) Yusuf, Javed; Prasad, Deepak; Bhartu, DhirajThe University of the South Pacific (USP) a regional university, established in 1968, serves twelve independent island nations of the South, Central and North Pacific. The University is moving towards providing more of its programmes and courses through flexible delivery using online and blended modes. As a result there has been a gradual increase in the integration of multimedia components such as audio, video, graphics, animations, and simulations as part of courseware or course packages. This increase in demand is anticipated to have further growth. // This paper will focus on the current status on the different types of multimedia currently integrated in USP coursewares, and discusses the areas of multimedia that is anticipated to grow over the next few years at USP. // Paper ID 6
- ItemOpen AccessExtending the MOOC Footprint; Supporting Capacity Building in India(2016-11) Wolfenden, Freda; Cross, Simon; Henry, FionaThis paper describes how we addressed the broader programme demands in the design and delivery of the TESS-India MOOC to attract over 10,000 registered participants and a completion rate of 51%. We draw on multiple sources of participant data to identify and examine features which stimulated a buzz around the MOOC and supported success in challenging contexts - many participants had little or no prior experience of online learning and a large number were based in rural areas without reliable internet access or power. Our analysis identifies features which contributed to successful participation; a focus on authentic activities in the learning design and assessment, appropriate use of technology, a three-way blended support model combining formal and informal interactions and the use of a pilot iteration of the MOOC to create local experts and champions who were then able to act as skilled facilitators in the large scale iteration of the MOOC. // Paper ID 245
- ItemOpen AccessProducing Effective Teachers Using Open and Distant Education (ODE): A Case Study of National Teachers’ Institute (NTI) Graduates in Nigeria(2016-11) Kontagora, Hafsat L; Azare, Garba DIn a previous study on identifying and recruiting effective teachers in Kaduna state (EDOREN; 2016), the preliminary findings indicated that the identified effective teachers acknowledged the type of training they received from their training institutions as key factor to their effectiveness. This is contrary to opinions that teacher educators are not measuring up to expectation as pointed out by Humphrey & Crawford (2015). A good number of the identified effective teachers were products of National Teachers Institute (NTI). NTI employs only distance learning mode for teacher training. This present study is a buildup on the previous study to investigate and document research evidence of the specific things or aspect of these effective teachers’ training through the Institutes ODL that made them effective. Using qualitative research 20 teachers were selected from 20 primary schools in Kaduna state, Northern Nigeria. In depth interviews were held with all the participants and the findings of the study were analyzed using IPA to examine live experience of participants. The study looked at the curriculum and teaching methodology (theory heavy programme/practical skills required), capacity of facilitators, other resources/facilities/infrastructure, Types of trainees (qualification and experience of trainees at the point of entry), Quantity of student, Teaching practice, record keeping and monitoring of students’ progress and strategic management. It is hoped that the findings from the study will generate new evidence that could be used by NTI and other teacher training institutions not only to upgrade teachers’ professional qualification but also to improve teaching. This will in turn contribute to future effectiveness in primary school teaching and learning. // Paper ID 398
- ItemOpen AccessIntercultural Competence Development for Open and Distance Learning(2016-11) Aucoin, Robert; Chao, IningFor open and distance learning mediated through technology, research has shown that cultural differences persist in the online learning environment and may have negative effects on learning (Uzuner, 2009; Liu, Liu, Lee & Magjuka, 2010). Many researchers and practitioners have called for interculturalization and internationalization of teaching that involves faculty and students gaining intercultural awareness and intercultural competence to tackle the challenges (Leask, 2013; Teeken, 2003). The hope is that such a process of internationalization and interculturalization will lead to culturally inclusive instructional design and teaching. This paper explores, from a practical standpoint, ways intercultural competence can be incorporated into open and distance learning. This is necessary because many of the good practices regarding intercultural competence development in the literature have focused on traditional face-to-face programs. However, open and distance learning, by its nature, is a cross cultural endeavour with an added complexity of technologymediated human interaction. Intercultural competence in this context is just as important as the face-to-face counterparts. We will further provide a framework to examine the issue and make recommendations for meeting some of the challenges in this area. In short, we advocate a deep and experiential approach to intercultural competence development for faculty and students at open and distance learning institutions. // Paper ID 67
- ItemOpen AccessFrom Policies to Implementation of Open Distance Learning In Rwanda: A Genealogical and Governmentality Analysis of What and How(2016-11) Mukama, EvodeThe purpose of this paper is to analyse the interplay between policy formulation and implementation in terms of the present historical and cultural practices of open distance learning (ODL) in Rwanda. This paper draws from a genealogical and governmentality analysis proposed. The paper examines government aspirations as depicted in policy statements starting from 2001, a year aligning with the beginning of the Government of Rwanda’s Vision 2020. This Vision aims at transforming the country from an agrarian to a knowledge-based and technology-led society. The analytical process is developed in conjunction with a scrutiny of perspectives underpinning the historical-specific relations of ODL implementation in higher learning institutions over the five years, namely 2012 to 2016. The findings reveal some clash of priorities between conventional and ODL programmes. Though policies extol ODL potential to increase access and improve quality in higher education, implementing institutions adopt a contentious approach to cope with a dual mode. The study suggests some ideas to close the gap between policy formulation and implementation. // Paper ID 94
- ItemOpen AccessEducational Technology Policies in India and Access(2016-11) Rao, J Prabhakar; Prasad, R SivaIt is usually understood that policy defines the course of action to attain particular outcomes. Policy outcomes, in turn, are mediated by institutions. Policies deal with multiple arenas and education is one among them. There have been number of policies that have brought in many changes in the systems of education management, including curricula and use of technology. // The Indian national educational policy of 1986, which was subsequently modified in 1992, stressed the need for using Educational Technology (ET) to improve access, quality and governance of education. Two Central government schemes have emerged out of these policies. They include ET and computer literacy and studies in schools (CLASS). These two important initiatives led in 2004 to another policy called information and communication technology (ICT) in schools. The ICT role in education continued to get the attention of the Government of India. In 2005 two policies were framed: 1) National Curriculum Framework and 2) Sarva Siksha Abhiyan (SSA) for universal secondary education. The main objective of all these policies is to create an environment for optimal utilisation of ICT in education. In continuation to this, there have been quite a few changes introduced to effectively implement enhanced technology in teaching and learning to increase the access at all levels of education. // The present paper focuses on the analysis of educational technology related policies formulated by the Central and State governments in India. It also deals with the strategies and institutional mechanisms that are available to effectively implement these policies. This would contribute to reflecting and modifying the existing educational policies to address the current needs. This has greater implications for promotion of equity, access and sustainability in the arena of education. // Paper ID 276
- ItemOpen AccessLeadership in Open and Distance Learning at the Namibia University of Science and Technology to Ensure Competitive Advantage and Optimum Benefits(2016-11) Mowes, DelvalineThis paper reports on the changed nature of the role of universities in the 21st century. Specifically, the author argues that the Namibia University of Science and Technology (NUST), while remaining a university of academic excellence and creative thought, was prepared to transform its conventional role of creating and transferring knowledge. NUST, as a very young university, through its Centre for Open and Lifelong Learning (COLL), has become within a short period an institution that seeks to provide knowledge and academic expertise to a much wider community than could be reached through on-campus teaching. NUST can now, through distance learning techniques and open learning philosophies, reach out to the entire community in which it serves, through its footprint across all corners of the country. This required not only new initiatives and approaches to teaching and delivering methods, but also an acceptance that the most sophisticated concepts can be taught in formats that off-campus students can understand. NUST transformed into a truly dual-mode university, recognising the equal importance of ODeL programmes to the more conventional programmes of full-time on-campus studies and research. // Paper ID 337
- ItemOpen AccessTechnology Enabled Learning: Perspective of University Students(2016-11) Shinde, JayashreeIntegration of technology in teaching-learning practices of any University is a systematic transformational process. Establishing a policy is the first step of this process. This will be followed by its systematic implementation. SNDT Women's University, Mumbai, India has successfully prepared “technology-enabled learning policy” by following a bottom-up approach. Baseline study of University stakeholders' views and perception was planned at the initial stage. Perspectives of students was the crucial aspect in this study. Student sample was selected using stratified random technique. Students represented all 15 faculties from three campuses which house 39 Post Graduate departments and 13 institutions including undergraduate colleges. The survey revealed students' perspective about technology integration in learning. Almost all students show preference for technology enabled learning. They demand wi-fi access on the campus. As 86% students have smart phones in their hand, they prefer it as a learning device. They suggest use of online learning platform, access to web-based learning resources and social media as learning environment. Students perceive long lectures as boring and mentally stressful. Recorded videos, synchronous online interactions with guest experts are felt as essential. Open access to learning material, international journals, ebooks, etc. is demanded. Students feel that technology enabled learning helps them get ready as global citizens. University students strongly demand BYOD facility across campuses to access worldwide quality education resources. The study of students’ perspectives provides insight for planning ICT infrastructure and for designing technology enabled learning activities across the disciplines. // Paper ID 335