05. Conference Proceedings & Working Papers
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Browsing 05. Conference Proceedings & Working Papers by Subject "Blended Learning"
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PublicationBlended Education Framework for All: Bridging Developing and Developed Country Education Ecosystems( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // Blended education theorists and practitioners have argued about the requirement for a framework to be comprehensive in a way that can explicate many of the activities by the various actors of the education ecosystem – learners, teachers, communities, eduverses, institutions, administration – associated with blended education in both developing and developed countries. Currently, Community of Inquiry (CoI), Complex Adaptive Blended Learning System (CABLS), and Khan’s Octagonal eLearning Model are the most prominent frameworks, yet they still do not offer an all-inclusive framework for blended education that can facilitate implementation from theory in different socio-economic echelons and educational strata. This paper provides a review of the existing literature on blended learning and identifies potential gaps in going from theory to implementation. Building on Chowdhury’s (2021) work at the World Economic Forum, a Blended Education Framework for All (BEFA) is proposed as a means to explicate blended education operations and practices at the individual, community, institutional and national levels, leaving no one behind. It also presents evidence of the necessity of a comprehensive framework such as the BEFA from a larger study conducted into the blended education ecosystem of Bangladesh and Australia. // Paper ID 9103 -
PublicationBlended Learning Approach to Integrating Research Competency in Undergraduate Teacher Education Programme for Mathematics Students at Maseno University( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // Unemployment in Kenya relates closely to under skilling of learners arising specifically from teachers whose research potential has not been well harnessed through the present education system. In any teaching situation, the faculty’s role is to facilitate, guide, and motivate the learning process— training students to be lifelong learners and critical thinkers. Because information in the world is constantly changing, there is need to learn how to evaluate, integrate, and apply information, not simply memorizing accepted facts and theories. It is for these reasons that this study sought show how that undergraduate research skills lead to lifelong learning for teachers. This project used a quasi-experimental design (Pre-test/Post-test Design), with 3rd year Mathematics students of Maseno in the experimental cohort (Taken through an online facilitated research course but supervised face to face in both cohorts) of students and same cohort students from Kenyatta University in the control group (Taken through the face-to-face course without online follow up). The population consisted of 600 3rd year Math students, 55, 60 & 5 school of Education lecturers from Maseno, Kenyatta and Linnaeus Universities respectively. A sample of 200 students and 55 lecturers from both Kenyatta and Maseno University were drawn through the stratified random method, with stratification based on the University of each participant’s origin. Saturated sampling was applied for the Linnaeus lecturers. Data was collected through student and teacher questionnaires, online forum discussions and documentary analysis. The paired sample T-test was used to analyse the quantitative data. Preliminary findings indicated that a higher number of students who received the treatment (online support from supervisors) completed and submitted research reports (25%) as compared to only 15% from the control cohort. However, the final cumulative rating of the reports based on a qualitative scale by an independent team of researchers from Linnaeus university indicated that students who received treatment (taken through a facilitated online support area during the research course) performed much better (80% pass rate) as compared to students who did not receive the treatment (not facilitated through a taught research Course) with a 20% pass rate. These results show that training in research and creation of a community of practice in research is linked to performance in the field (Industry). Preliminary report further indicated that at least 2% of students in the facilitated research cohort are already directly benefiting from the research training received as an undergraduate. // Paper ID 8711
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PublicationBlended Learning Implementation at Ahsanullah University of Science and Technology – an Academic Quality Enhancer and a Savior During the Covid-19 Pandemic( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // This work evaluates blended learning implementation at Ahsanullah University of Science and Technology (AUST) by integrating technologies with the collaboration of the Commonwealth of Learning (COL). It explores the readiness of students toward blended learning through their attitudes, perceptions of, and satisfaction. The Technology-Enabled Learning policy is institutionalized based on the necessary infrastructure and capacity of AUST and Twenty blended courses were developed for the students. These blended courses were offered by AUST during the COVID-19 pandemic, from 2 February to 13 December 2020. A student survey was carried out in all these courses. Twenty instructors also participated in a different survey comprising a few very significant questions addressing the experience of the teachers in terms of designing and teaching blended courses. After a successful application of blended learning at the AUST premise, we have gathered, filtered, and performed a number of significant statistical analyses on the available data to assess the impact. Course-wise performances for blended courses over non-blended ones were calculated. A stepwise regression analysis was performed to see the impact of the students’ self-regulated learning behavior. The approach came in handy to partially tackle the COVID-19 pandemic, which forced a nationwide shutdown of face-to-face studies in Bangladesh. // Paper ID 2566
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PublicationBlended Learning using agMOOCs as a Tool for Professional Development: A Case of Students of Agriculture in India( 2022-09)PCF10 Sub-theme: Inspiring Innovations // According to University Grants Commission (a body of Government of India) Blended learning is an instructional methodology, a teaching and learning approach that combines face-to-face classroom methods with computer mediated activities to deliver instruction. agMOOCs a learning platform for students of agriculture and allied sciences has developed 22 MOOCs so far on agriculture and allied sciences since 2015. The platform was developed by Indian Institute of Technology, Kanpur (India) in collaboration with Commonwealth of Learning, Vancouver. Of which the author has offered three courses on agricultural extension. More than two million students have accessed the courses on agMOOCs platform and benefitted in their learning activities. In the last couple of years during the global pandemic period the educational activities were also facing difficulties. An effort was made to adopt the blended learning methodology for masters’ students of agriculture at Institute of Agricultural Sciences, Banaras Hindu University, Varanasi. The method of participant observation and discussion with learners were used to collect the data. Whole enumeration was the sample size. The data was analysed using descriptive qualitative methods by adopting steps viz., i. quick data, ii. Coding data, iii. Qualitative analysis and Quantitative analysis iv. Interpretation of results. Students were asked to go through the videos, PPTs and transcripts available on the platform before coming to the class. The classes were organised in hybrid mode (online as well as offline). The respective topics scheduled for the day were discussed in the class instead of explaining the contents as in case of regular classes. The results of the study reveal that 1. Enhancement in the grasping ability of students 2. Improvement in analysing the concepts and contents of the course 3. Enhanced interaction with course instructor 4. Surge in academic discussion abilities of learners 5. Augmentation in framing questions to be asked in the classroom. The challenges while using the methodology include maintaining learners interest over a period of time, preparation of contents for circulation before to be brief enough and providing exhaustive resources for the learners. // Paper ID 4289
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PublicationCognification in Education: Emerging Trends( 2022-09)PCF10 Sub-theme: Inspiring Innovations // Over the past decade, opportunities for online learning have dramatically increased. Learners around the world now have digital access to a wide array of corporate trainings, certifications, comprehensive academic degree programs, and other educational and training options. Some organizations are blending traditional instruction methods with online technologies. Blended learning generates large volumes of data about both the content (quality and usage) and the learners (study habits and learning outcomes). Correspondingly, the need to properly process voluminous, continuous, and often disparate data has prompted the advent of cognification. Cognification techniques design complex data analytic models that allow natural intelligence to engage artificial smartness in ways that can enhance the learning experience. Cognification is the approach to make something increasingly, ethically, and regulatably smarter. This paper highlights how emerging trends in cognification could disrupt online education. // Paper ID 5611
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PublicationDigital Learning Hub - Marketplace Demonstration( 2022-09)PCF10 Sub-theme: Inspiring Innovations [PRESENTATION] // APU’s processes and methodologies in the creation of open distance learning (ODL) and open education resources (OER). // Showcase our ventures in: // 1.Microcredentials // 2.Webinars on Instructional Design // 3.Webinars on Universal Design of Learning // 4.Learning Experience Design (LXD) // 5.Skills-based training series, ‘Master Faster’ // 6.Blending Learning for TVET courses in African countries // 7.XR learning designs & XR lab (Hololens, Oculus Quest) & our collaboration with Ministry of XR. // 8.Creating and developing a Learning Content Library (stock media for APU) // 9.Developing OER Content faster, cheaper, and better using the Easygenerator Authoring Tool // Paper ID 4483
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PublicationEmpowering a Web2.0 Blended ODL Community Learning in Supporting Retired Senior Citizens’ Practical Lifelong knowledge Sharing and Learning Programmes through Community Activities Centres( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // The purpose of this research is to examine the commissioning of a Web 2.0 digital technology infrastructure into blended mode lifelong knowledge sharing platform for youth and women in community learning in upgrading knowledge sharing; livelihood lifelong learning and building human capital among retired senior citizens in community learning activities centre. A mixed-method research design was implemented including survey, interviews and observation in this study. The five dimensions of enhancing a Web2.0 innovative blended ODL digital LMS platform namely demographic factor; community youth and women learning culture; digital facilities; blended community LMS environment and learners’ efficacy were examined. Finding shows there are significant differences among factors stated that will upgrade the potential of Retired Senior Citizens (RSC) expertise, livelihood knowledge and experiences sharing to be relevance and competitive in building human capital in the community. The use of a Web2.0 blended digital platform is beneficial in sharing of knowledge and skills among RSC and the community. This model could be used as framework of practice for life skills in community development. It could be implemented for all the RSC in sharing life skills and contribute to the worldwide improvement of human capital. // Paper ID 8722
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PublicationEnhancing Professional Skills of Staff at Ituani VCT through the TVET Professional Development Toolkit for the Pacific( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning [POSTER] // Informal studies in Vanuatu indicate that ICT training is promoted but centralized in the urban areas (Port Vila and Luganville), with 70 % of the population coming from rural communities to the urban areas just to access the ICT services. ltuani Vocational Skills Centre (VSC) was established in 2015 to take ICT services and training to rural and remote communities, targeting orphans; girls and women; and people with disabilities. Ituani VCT is the first rural training centre to be registered under the Vanuatu Qualification Authority (VQA) to deliver accredited computer courses through outreach program to target rural schools and communities called ICT to schools and communities. // The major challenges experienced in the outreach programme is the travelling situations, since the provinces and islands are scattered in six different provinces, making it difficult and costly to travel by air, sea, and land due to the bad conditions of the roads and sea. To address these challenges, blended learning approaches was identified as key ensure that the rural communities access the digital skills. Given that the trainers at Ituani did not have relevant skills for blended learning, the TVET Professional Development Online Toolkit for the Pacific was used as a basis for upskilling the staff. The Toolkit was developed through collaboration between the Commonwealth of Learning (COL) and the Pacific Centre for Flexible and Open Learning for Development (PACFOLD) with funding from the New Zealand Ministry of Foreign Affairs & Trade. // Project team was set up, project design workshop was held to develop a detailed project plan, relevant stakeholders were identified and included in project activities. The Toolkit was used to identify training gaps among trainers and develop strategies for upskilling the trainers. Baseline data was collected, five(5)trainers including three(3) males and two (2) females were upskilled with support from COL consultants, the trainers conducted training to fifthy (50) learners including thirty (30) women/girls and twenty (20) men/boys using the knowledge and skills acquired for blended learning, and endline data was gathered, and the Vanuatu VQA recognized skills acquired through the outreach programme. // Paper ID 8802
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PublicationEnhancing Teacher Capacity for Implementation of Blended Learning in Teacher Education – A Case of Odisha, India( 2022-09)PCF10 Sub-theme: Building Resilience // The Covid-19 pandemic has caused for closing of all institutions imparting face-to-face teaching globally. In India, the University Grants Commission (UGC) instructed all its institutions running regular courses to opt blended mode of teaching. In this connection, implementation of Blended teaching and assessment was a new challenge for the teacher education institutions. The teacher education institutions offering Elementary and Secondary teacher education courses started working as guided by the UGC. CEMCA, New Delhi and Ravenshaw University, Cuttack collaboratively empowered teacher educators from Odisha to implement Blended Learning in their pre-service teacher education classrooms. The objectives of this paper was to identify blended learning skill sets needed by teacher educators in Odisha and to design, organise and evaluate blended learning training programs for teacher educators of Odisha. Through a baseline study, the training needs of the teacher educators, their perception towards different components of blended learning and the skill level of ICT integrated online teaching was identified. Based on the baseline study, a series of capacity building programs were designed and conducted through online at three phases during September to October 2021. These programs dealt with areas of Integration of ICT Tools in Teaching Learning; OER, Techno-pedagogy and Online Assessment; and Design and Development of Lessons for Blended Learning. 105 teacher educators participated in the workshop. Participants of the capacity building program found the program useful to enhance their technological – pedagogical and content skills – with the workshops / demonstrations and hands-on experience. The teacher educators further reported that the skill set learned during the training was useful to design courses that implemented blended learning. A major theme that emerged from this study was the need for institutional policy on blended learning so as to empower teacher educators to implement blended learning. // Paper ID 1858
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PublicationEnhancing the Capacities of Teachers and State Implementation Mechanisms for Learning Recovery: The Experience of the National Teachers’ Institute (NTI), Kaduna, Nigeria( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // The National Teachers’ Institute (NTI) with technical support from Commonwealth of Learning (COL) conceived a Learning Recovery programme (LRP) aimed at enhancing the capacities of basic education teachers and state implementation mechanisms to effectively address eventualities that might occur in the future due to the covid-19 pandemic. A total of 2000 teachers, 42 teacher educators and an estimated 242,000 students were targeted by the project in two northwestern states of Nigeria (Kebbi & Sokoto). The main principles that guided the implementation of the project included, concentration on the development of podcasts and other multimedia resources, enhancing the capacities of teachers and state mechanisms on the use of the developed multimedia resources, developing teacher networks and support structures for mobile learning and institutionalizing the use of the blended learning approach by teachers in 50 selected schools. A small sample of 42 Master Trainers (MTs) comprising 20 teacher mentors (10 each from Kebbi and Sokoto states) and 22 teacher educator mentors from NTI, Kaduna) were trained on podcasts development and accelerated learning approaches. This crop of MTs was used to cascade the training to 2000 teachers in the two states. Each of the 10 State MTs was allocated and virtually joined with 100 teachers in a WhatsApp Group for effective mentoring and each of the 20 State MTs was assigned to and virtually joined with two teacher educator mentors from the NTI who monitored and coordinated the implementation of the Project at the state level. A set of validated pre and post training questionnaires (Podcast Learning Questionnaire [PLQ]) and Learner-Centred Lesson Questionnaire [LCLQ]) was used to elicit information from a sample of 250 respondents, which was subjected to descriptive statistical analysis of means and standard deviation. The findings among others, revealed that with little tangible and guided technical support teachers could acquire knowledge and skills in the actual processes of podcast development and use in their instructional practices. Among the key recommendations of the Project was the need to scale up the training to include more schools and teachers using the capacity already developed in the two states. // Paper ID 3640
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PublicationExploring the use of a WhatsApp Bot to Influence Online Continuous Professional Development of Teachers in Rwanda( 2022-09)PCF10 Sub-theme: Inspiring Innovations [POSTER] // The shift from in-person to blended and online delivery of Continuous Professional Development (CPD) of teachers has created various challenges. First, blended and online learning can impact the quality of learning. Some participants find it difficult to self-regulate, plan their learning and complete activities within the set deadlines. Secondly, blended and online CPD can influence the intensity of learning. Lastly, offering CPD programmes online may have equity implications. VVOB – education for development in partnership with Rwandan education authorities, experimented with a conversational learning pilot (WhatsApp bot) to strengthen teachers’ involvement. A treatment-control group research design was used in two blended CPD programmes. The total sample consisted of 417 educators. Findings reveal that additional WhatsApp input helps teachers to move through the online courses, positively influencing their learning. Almost all participants indicated that the additional WhatsApp support was crucial for their timely delivery of tasks. No significant differences in learning outcomes were identified when comparing with a counterfactual. Regarding equity-related challenges, positive effects were identified on the inclusion of older age groups. // By discussing these findings, VVOB wants to explore with the conference audience how semi-automated systems can be further deployed to support teachers and school leaders in their lifelong learning. // Paper ID 0907
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PublicationGlobal Viewpoints on Open Educational Resources for Blended Learning( 2022-09)PCF10 Sub-theme: Building Resilience // OER are considered a key component to meeting the United Nations Sustainable Development Goal 4 (Quality Education) as well as being foundational to meeting the other remaining sixteen goals. For several years, the Blended Learning Practice MOOC has been offered in a partnership between Athabasca University and the Commonwealth of Learning. The Global Viewpoints on Open Educational Resources for Blended Learning research project analyszed mooc data to explore the following research question: What are the impressions of cMOOC participants with regards to Open Educational Resources as part of blended learning and teaching? Through the assistance of Athabasca University’s Research Centre's Idea Lab, and the use of digital tools including natural language processing and machine learning, cMOOC participants' discussion forum posts on Open Educational Resources provided initial findings reported upon in this paper and that will be further analyzed using a Force Field Analysis methodology. Researchers report upon the use of cloud-based computing provided by Amazon Web Services and their research arm RONIN as well as the making of a digital management plan. // Paper ID 5737
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PublicationInclusive ODL: Implications for the Adoption of Blended Instructional Learning Strategy in the 21st Century Technological Era( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // The need for the paradigm shift in the practice of education with emphasis on exclusiveness to inclusiveness has been in the forefront of debate for quite a long time. While the practice of exclusiveness seems to be predominantly evidenced in the conventional system, the open and distance learning (ODL) system is exceptional. At both pedagogical and philosophical spheres, ODL adheres itself to the dictates of inclusive approach to educational practice. It is however one thing to peripherally satisfy inclusive education through ODL, but another thing in using pedagogical instructional strategies that should go along with the actualisation of an ideal inclusive education. For this reason, the paper examines the whole of the concept of inclusiveness and relating it to blended instructional strategy (BIS) as globally accepted delivery mode in ODL. It critically examines the BIS in a manner that suggests the need for a new global understanding more suitable to applicability to the concept of inclusiveness. Some specific variables like geographical location, job orientation, learners’ various and varied characteristics were examined as they relate to the new approach being suggested. // Paper ID 3322
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PublicationInnovative Pedagogies: The Impact of Blended Learning in Higher Education during the Covid-19 Pandemic( 2022-09)PCF10 Sub-theme: Inspiring Innovations // We explore the impact of blended learning in higher education as as innovative pedagogy integrating problem-based learning and student-centred learning in teaching and learning, during the Covid-19 pandemic. New information technology tools and applications were experimented in teaching and learning at Gulu University between 2020 and 2021 at the peak of the pandemic. The study used qualitative methods and drew on constructivism where knowledge is co-constructed through interacting systems and actors in higher education environment. It is motivating and inspirational to deploy various methods of teaching and learning during the lockdowns. Inspiring innovation such as zero-rating, MEET tool and blended learning were used to address gaps in teaching and learning in university programmes. Preferences for blended learning grew even if institutions operate in resource constrained settings. // We used online training workshops to train teachers on basic ICT tools for content development and digitisation of teachers’ teaching and learning materials. Our findings indicate that lecturers progressively develop ICT skills, attitudes, and knowledge and innovative practices to teaching and learning using available free online applications and ICT resources at their disposal. Students’ attendance was low because of lack of access to the internet and ownership of computers for blended learning. // Paper ID 5677
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PublicationLearning Effectiveness of Virtual Land Surveying Simulator for Blended Open Distance Learning Amid Covid-19 Pandemic( 2022-09)PCF10 Sub-theme: Inspiring Innovations // Many universities worldwide were forced to physically close campuses due to lockdown and resumed the in-person classes compliant with a stringent set of SOPs as Covid cases drop. This has profoundly disrupted the hands-on lab face-to-face learning process that is harder to be moved online. Virtual simulation lab could be the answer and its use in many courses has been extensively studied. However, it is relatively little studied when it comes to land surveying courses. The purpose of the study is to explore the learning effectiveness of virtual surveying field lab for blended open distance learning (ODL) students at Wawasan Open University (WOU) in the time of Covid-19. This study used a mixed-method that combines qualitative and quantitative approaches to get a fuller picture and deeper meaning of learning behavior. Respondents were selected using the purposive sampling method. Survey questionnaires were designed and distributed to students before and after lab simulation classes. Instructors were interviewed after the lab simulation class. Students’ learning results for the surveying course were compared with the past-year examination results at pre-Covid-19 times before the virtual simulator was introduced. Both qualitative and quantitative data set were collected and analyzed together using descriptive and inferential statistical methods in the SPSS platform. The findings revealed that the virtual simulator has enhanced students’ learning interest and efficiency for surveying courses in an ODL setting. Both students and instructors have responded positively towards the virtual simulator learning experiences. Students’ achievement in the final examination amid Covid-19 was better than pre-Covid-19 performance. // Paper ID 3654
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PublicationModels of Tuition for Digital Education( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // Digital education has a confusing realm of terminology. Models and modes freely apply the terms ‘online’, ‘hybrid’, ‘blended’, ‘flipped’ and (more recently) ‘hyflex’ as if they have specific and agreed meaning. Without discerning the potential differences across these (and other) terms, valuable opportunities for linking different models of tuition for different learner groups can be overlooked. // In the response to Covid-19, Emergency Remote Teaching (ERT) and Learning (ERL) have further muddied conversations around online and distance education. Imprecise definitions of MOOCs and micro-credentials also add to the confusion, making agreed frameworks of definition critical for both decision-makers and practitioners. All terminology, at its core, projects assumptions about teaching and learning that are usually undisclosed. // This paper proposes a framework comprising six models for digital education. Beginning with distinguishing between asynchronous and synchronous approaches to education, the six models span distance, face-to-face and work-based learning options each of which seek to match learner access with sound education. The six models suggests a different role for courseware and teachers, however linking all six models together can form a mutually-supportive and coherent system that encourages collaboration across multiple education institutes. // Once different models of education are defined, the potential for innovation – across courseware development, teaching, data analytics, and student success advocacy roles – becomes clearer. Differences and implications from the perspective of the learner also become more visible, with each model extending different benefits. // Paper ID 9025
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PublicationPedagogic Transformation: Blending of Reinforcement and Inquiry Learning in Innovative Science as Resilience Technique( 2022-09)PCF10 Sub-theme: Building Resilience // In this paper, blending reinforcement and inquiry learning in innovative science (technological approaches) as resilience technique was presented. The study was designed to determine the effectiveness of these innovative approaches in improving students’ performance. The views about reinforcement and inquiry methods were used as data collection instrument. To this end two research questions were raised and two research hypotheses were formulated to answer the research questions. The study adopted the quasi-experimental design of pre-test post-test non-equivalent control groups. Sixty 100Level undergraduate students of National Open University of Nigeria (NOUN) were used. After four weeks of online facilitation of quantitative and qualitative techniques, acid-base reaction and determination of radicals, a-20 item questions which was well validated and had reliability coefficient of 0.80 were administered to the students before and after application of the teaching strategies on the students. After that the students were reinforced and tested with the same questions. Mean, Standard Deviation and t.test were the statistical tools used to analysis the data. The result of the study shows that students with the blend of guided inquiry and reinforcement learning performed significantly well than students with only guided inquiry learning. In addition, the types of degree (BSc/BSc. (Ed.)) has significant influence on students’ performance in favour of BSc. Students. Based on the findings of this study, it was recommended among others that university lecturers should be encouraged to blend guided inquiry with reinforcement as a teaching method in delivery of their lessons especially in the teaching of some concepts in chemistry. // Paper ID 1509
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PublicationPerception towards Online Teaching-Learning during Covid-19 Pandemic: A Case of IGNOU Teachers and Academics( 2022-09)PCF10 Sub-theme: Building Resilience // The pandemic erupted due to Covid-19 has disrupted normal life and different economic, social, and educational activities globally, and India was not an exception to this changing situation. In India, a phenomenal change occurred in the education sector where state and central governments instructed or made it compulsory for educational institutions to go online and continue academic activities in the online mode. In this context, IGNOU and state open universities in India also entered to the online mode for teaching-learning (TL) and providing academic support services to learners. Teachers posted at the IGNOU headquarters and academics at the different regional centers got engaged with learners online to perform their respective responsibilities. Against this perspective, this research was conducted to find out the perceptions of teachers and academics on the the effectiveness of online TL; the constraints faced by them; and also, to suggest measures toward making online and blended TL strategies more useful. To conduct this study, a structured online questionnaire comprising the above aspects was sent to teachers and academics of the university in the last week of January, 2022. A total of 63 responses from both the teachers and academics were received and analyzed. The findings of the study suggest academic functionaries of IGNOU were ready to take the challenge positively and self-efficacy helped them in adopting online and digital pedagogies; they improved their ICT skills, although requirement of further training in online pedagogies and instructional design was indicated by them; challenges like slow broadband and non-availability of robust technical support were also reported. The study may have implications for policy and practice of the world's second-largest university which operates within India and through 14 overseas study centers with accumulative learner enrolment of above three million. // Paper ID 0769
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PublicationRaspberry Pi, A Sustainable Internet Connectivity Solution for Master Craftsmen: A Case Study of Kenya Technical Trainers College( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The current educational disruption brought on by the Covid-19 epidemic has prompted a slew of investments and the usage of educational technologies for blended and virtual Learning. Despite the importance of online learning for emergency remote learning in most educational institutions, internet limitations in the country has remained a concern, making learning difficult. In response to this, KTTC in collaboration with COL, identified a Raspberry Pi technology to help and mitigate the internet issue. A study was done to ascertain this claim. A thousand trainees from five county regions in Kenya were chosen to undertake courses in master craftsmen. The courses were blended, that meant that trainers would take the trainees in face to face sessions and KTTC would provide internet connectivity through the use of Raspberry Pi to the training shades. A Raspberry Pi, would provide sufficient internet to 30 trainees sited at a distance of 70 meters from each other without the need to simulate existing internet connectivity. The study showed that it is possible to provide cheap internet to remote areas of a given region, hence enhancing the blended approaches to training. This case study recommends the implementation of Raspberry Pi use in sustainable internet provision. It further allows more research to be done to ascertain its findings. // Paper ID 4457
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PublicationSharing Experiences and Lessons for Quality Assurance in Western African Countries( 2022-09)PCF10 Sub-theme: Building Resilience [PRESENTATION] // The PEBL (Partnership for Enhanced and Blended Learning) project has been initiated by the Association of Commonwealth Universities (ACU), in 2017 in partnership with the Commonwealth of Learning (COL), Staff and Educational Development Association (SEDA), UK, four quality assurance commissions in Rwanda, Kenya, Tanzania and Uganda and 18 participant universities. Currently, the PEBL project is being implemented in 12 universities of two West African countries – Ghana and Nigeria. // The project is the second phase of an initiative launched in Eastern Africa to build capacity in quality assurance in blooded learning and increase the number of qualified faculty to teach in varying disciplines. To ameliorate the shortage in subject matter expertise, the project is designed to develop and share quality assured blended learning modules across institutional and national boundaries. // To enable the development and utilization of courses, the 12 universities will engage staff to participate in pedagogical and quality assurance capacity building activities. The role of COL is to facilitate and mentor the quality assurance staff to ensure development of quality courses and create institutional mechanism. Various training activities, such as holding of workshops, training through online courses and quality instruments to define quality metrics, measure quality parameters and develop quality systems across the institutions will be carried out. Quality improvement systems will be implemented as a result of the gaps identified during the quality assurance audits. // This panel will focus on quality assurance and describe the mechanisms created and deployed to the universities to augment staff and institutional capacity for blended learning in Nigeria and Ghana. The overall objective is to share the experiences and knowledge gained at PCF10. // Paper ID 4921