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  • Publication
    Impact of Technology-Enabled Learning at MIER
    ( 2023-02) Raj, Mool
    This report evaluates blended learning implementation at the Model Institute of Education and Research (MIER), J&K, India. The study assessed the effectiveness of blended learning (BL) for students’ learning performance and their perceptions about BL. In addition, it examined the relationship between online activities and final scores. Students’ online activities were tracked and collected from the MIER College e-learning management system (MCE-ELMS). The sample for this study included 6 teachers and 302 students enrolled in 20 courses offered during the April 2022 semester. A convenience sampling method was employed to collect the survey data. For quantitative data analysis, an independent sample t-test, a Pearson correlation coefficient, and a likelihood ratio test were used. Aspect-based sentiment analysis was performed on the students’ views in response to one open-ended question. The teachers’ interviews were also conducted. The interviews were analysed using the Activity Theory (AT) framework (Engeström, 1987). // The results of the learning performance assessment showed a significant difference between the students’ outcomes in the blended and non-blended courses. Overall perceptions of the students towards blended learning were significantly positive. A majority of the students agreed that learning through a blended approach was very helpful and beneficial, and they were confident that they could adopt this approach for learning in future as well. They also expressed that the BL course made learning more interesting, engaging, enjoyable, interactive, and beneficial. There is significant difference in the learning performance of students who had studied through a blended course as compared to ones who had studied in a non-blended course. The faculty members expressed a high level of satisfaction with the training provided to them regarding these courses. The teachers also appreciated the technical support provided to them by the college and access to modern ICT tools which helped them in enhancing their BL course development skills. The faculty members also said that regular trainings, cooperation and collaboration with other institutions are crucial for creating and enhancing the quality of their blended courses in future, as well.
  • Publication
    Report of the Massive Open Online Course on Leading Change in Teaching and Learning for a Digital World (LCTLMOOC2)
    ( 2023-01) Cleveland-Innes, Martha ; Ostashewski, Nathaniel ; Wilton, Daniel ; Jensen-Tebb, Carmen
    This report presents an overview of the experiences of the second edition of the Massive Open Online Course (MOOC) on Leading Change in Teaching and Learning for a Digital World (LCTLMOOC2) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. LCTLMOOC2 was held from 16 October to 12 November 2022. It reports the design, development, and delivery of the LCTLMOOC and presents the preliminary findings of the participant surveys and their engagements in the course. Certificates were awarded for a total of 13.7% participants based on the 934 student registrations. Of these 88 were also awarded the more challenging Certificate of Completion based on successful completion and submission of the Leadership Activity Plan.
  • Publication
    Report of the Benchmarking of Technology-Enabled Learning at Jaramogi Oginga Odinga University of Science and Technology
    ( 2023-01) Uys, Philip
    This report presents the findings of the TEL benchmarking carried out at the Jaramogi Oginga Odinga University of Science and Technology (JOOUST) during September - November 2022. It provides an overview of the methodology, the validated self-study report and an action plan developed by the JOOUST team.
  • Publication
    Increasing Access to Open Schooling through an e-Learning Intervention: A Case Study from Zambia
    ( 2023-01) Chuulu, Yvonne M ; Bweupe, Smith K ; Kalumiana, Ing’utu A ; Kasonde, Barbara M ; Musonda, Mathews ; Mays, Tony
    During 2019–21, the Ministry of General Education in Zambia piloted an open and innovative schooling (OIS) programme. It used an e-learning model that involved developing and sharing curriculum-based open educational resources (OER) to supplement other teaching and learning processes. The resources could be accessed through both online and offline means. The programme was implemented in 15 centres that supported distance learners and five schools where traditional face-to-face learning took place. A tracer study was conducted among learners, teachers and head teachers who participated in the programme. The study was informed by a diffusion of innovation (DOI) theory perspective, and a mixed methods approach was used. The findings showed that while the e-learning strategy employed was partially successful in expanding and enriching learning opportunities, several systemic, infrastructural and capacity issues must be addressed before the pilot can be effectively scaled.
  • Publication
    Out-of-School Parenting Girls’ Learning Pathways in Rwanda: Building Resilience through Identity Formation and Mentorship
    ( 2023-01) Mukama, Evode ; Micomyiza, Felix
    Large and growing numbers of young people are in neither employment nor education and training. Many of them are young mothers (termed “parenting girls” in this report). When the Commonwealth of Learning’s Open Schooling initiative heard that Rwanda was having some success in getting parenting girls back into school, it commissioned a study to get a better understanding of the learning pathways involved. Focus group interviews were conducted over several months with parenting girls who had returned to education. In these focus groups, the researchers explored how the girls’ pregnancy and subsequent dropping out of school had impacted their lives, the factors that led them to return to school and the factors that could help build their resilience to remain in school.