- ItemOpen AccessBlended Learning Course Experience at Kaimosi Friends University(2023-10) Ronoh, Lilian; Shirandula, Ayub; Ronoh, Hillan; Commonwealth of Learning (COL)In 2019, the Commonwealth of Learning (COL) supported Kaimosi Friends University (KAFU), previously known as Kaimosi Friends University College (KAFUCO), in adopting a technology-enabled learning (TEL) policy, with the main aim of improving the quality of learning outcomes and fostering innovations. In the 2020/2021 academic year, nine Moodle-based blended courses from three different departments were developed and implemented on the Moodle learning management system. This report presents the findings of a survey amongst students enrolled in those courses. The outcome of this study is intended to assist the university with improving students’ satisfaction with blended courses and their appreciation of information and communication technologies’ significance in teaching. The results make clear that KAFU students had no trouble with using the relevant technologies. In addition, students found the courses relevant, they were satisfied with their course experiences, and they were confident about doing well when using a blended delivery mode.
- ItemOpen AccessReport on Technology-Enabled Learning Competency Framework for Teachers in Zambia(2023-10) Commonwealth of Learning (COL)The Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia addresses the imperative of adapting to 21st-century education demands. Amidst the rise of technology-driven learning environments, this framework emerges as a response to evolving pedagogical landscapes. Acknowledging ICT's transformative potential in education, Zambia's Ministry of General Education seeks innovation through technology-enabled learning. Yet, teacher competencies in this realm remain uneven. The Teaching Council of Zambia intervenes to uplift teachers' continuous professional development through technology. Thus, this framework outlines vital knowledge, skills and attitudes, nurturing digital literacy and technological adeptness. Aligned with an international model designed by UNESCO and Zambia's context, the framework standardises competencies, offers guidance, fosters teacher professional growth and bridges digital disparities, ultimately enhancing education quality.
- ItemOpen AccessReport of the Massive Open Online Course on Teaching Chemistry with Technology(2023) Commonwealth of Learning (COL)The Teaching Chemistry with Technology (TCT) Massive Open Online Course (MOOC) was developed by the Commonwealth of Learning (COL). The TCT MOOC was held from 8 January to 12 February 2023 and aimed to introduce teachers, student teachers, teacher educators, instructional designers to virtual simulations, primarily focusing on the physics education technology (PhET) open access simulations developed by the University of Colorado, USA. The course explored the integration of these simulations into chemistry education for active learning. The course attracted 1337 registrants, with diverse gender representation (508 female, 825 male, 4 undisclosed). Of these, 769 engaged with the mooKIT learning management system. Participants meeting quiz-based requirements received Certificates of Participation, while those crafting original TCT lesson plans or worksheets earned Certificates of Completion. A total of 296 certificates were awarded, representing a certification rate of 22.1%. Feedback indicated strong participant satisfaction, evidenced by high engagement levels, positive survey responses, and active involvement in discussions and resource sharing. The MOOC fostered a sense of community among participants, facilitating both chemistry and online teaching learning. While adjustments to assessment methods and live sessions were suggested for future offerings, the overall sentiment highlighted the course's value to the global chemistry teaching community. This report, authored by Dr. Nathaniel Ostashewski for the Commonwealth of Learning, encapsulates the successful debut of the TCT MOOC.
- ItemOpen AccessBaseline Study on Technology-Enabled Learning at the University of Kabianga(2023-08) Kamonjo, Florence W; Ngatia, David; Tabot, Benedicta; Onsare, PaulThis report presents the findings of a baseline study conducted at the University of Kabianga (UoK), Kenya. The study’s aim was to establish the status of access to and use of information and communication technologies (ICT) for teaching and learning at UoK. The baseline study established that UoK’s institutional preparedness status can be represented as ‘emerging preparedness.’ UoK provides Internet access to both instructors and learners in some areas of the university. However, learners felt they should have Internet access in more places, including their hostels, to improve the TEL experience. Learners had positive perceptions about using technology in their learning, but they indicated the need for greater bandwidth and for more desktop computers to be available in non-ICT courses. The study also established that lecturers have positive attitudes towards the use of TEL. However, they have concerns about a lack of faculty training on TEL and a lack of time to develop courses for delivery using technology.
- ItemOpen AccessResearch Study: Training for Blended TVET in Pan Commonwealth Countries(2023-07) Waters, Melinda; Smith, Clint; Petterd, Robin; Okinda, Robert; de Vos, JackieResearch Study: Training for Blended TVET in Pan Commonwealth Countries provides an overview of research into good practice in blended learning in technical and vocational education and training (TVET) and the competencies teachers need to teach in digital learning environments.