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Now showing 1 - 5 of 265
  • Publication
    Report of the Baseline Study on Technology-Enabled Learning at the Islamic University of Maldives
    ( 2023-03) Moosa, Dheeba ; Shina, Aishath ; Reesha, Aishath ; Waheedha, Aishath ; Sinaau, Aishath ; Shaheen, Mohamed ; Imran, Mohamed
    This document reports the findings of a baseline survey and study conducted at the Islamic University of Maldives (IUM) to establish the level of technology-enabled learning (TEL) readiness at the institution. // Key findings in the report shows that the university provides Internet and Wi-Fi access to all its staff and in all its facilities. It has upgraded many of its classrooms with facilities such as cameras, televisions and computer systems in order to integrate online and blended teaching and learning. The university needs help to acquire facilities; strengthen infrastructure; and develop, plan and implement policies that support and integrate TEL for teaching and learning. Almost all faculty have access to technology such as smartphones, laptops, computers and the Internet. Most faculty use the Internet daily. Faculty have some knowledge of information and communication technologies’ (ICT) use in teaching and learning, despite their lack of knowledge of the associated principles and lack of advanced ICT skills. The majority of faculty are unaware of ICT policies and open educational resources (OER) for teaching and learning. Many faculty are motivated to use technology in teaching and learning because they have a personal interest in using TEL and enjoy being challenged intellectually. Some of the barriers to using TEL identified by faculty were access to technology, lack of time to develop e-courses, lack of instructional design expertise and lack of training. // The students use smartphones more than other devices and use them more than any other device to access the Internet at home. Broadband connectivity in the classroom is very good. More than half of the students spent an average of five hours on Internet-related activities every day. Students’ ICT skills were average, with students being most familiar with word processing. Facebook was the main social media platform used by students. In general, the students’ perceptions of TEL were good.
  • Publication
    Report on the Baseline Study of Technology-Enabled Learning at the Mauritius Institute of Education
    ( 2023-03) Gungadeen, Anuradha
    This document reports on the findings of a baseline survey conducted at the Mauritius Institute of Education with the objective of establishing TEL preparedness at the institution and thereafter developing TEL policy and implementing TEL. It outlines the findings of a self-review of the institutional facilities related to technology and policies, and the preparedness of faculty members and students to use technology for teaching and learning at the MIE. // Faculty use of technology for teaching remains basic to intermediate at the MIE. However, appropriate TEL practices are not visible there, so training in TEL is deemed fundamental at this stage. Students’ use of technology for learning is evident in their positive perceptions of and attitudes towards using technology, and their increasing engagement with technological tools such as social media, massive open online courses and open educational resources to improve their learning experiences. This indicates students will be receptive to the implementation of a TEL policy. // The survey also established the strong need for continuous and personalised professional development among faculty and staff in the field of TEL. MIE management therefore should include TEL professional development in its Staff Development Programme. The MIE should also collaborate and partner with other reputable institutions that have expertise in TEL.
  • Publication
    ICT Use and Access in the Pacific: Emerging Perspectives
    ( 2022-10) Commonwealth of Learning (COL)
    New Zealand’s Ministry of Foreign Affairs and Trade has funded the Commonwealth of Learning (COL) to implement a project to contribute to enhanced capacity and efficiency of Pacific education sectors through greater use of innovative delivery mechanisms and technology. This report studies the use, accessibility, risks and opportunities for open distance and flexible learning (ODFL) in 9 Pacific Island countries (Fiji, Kiribati, Nauru, Papua New Guinea, Samoa, Solomon Islands, Tonga, Tuvalu, and Vanuatu). It seeks to gather insights from empirical analysis of survey-based responses of a group of broadly representative stakeholders from these countries including students, teachers and government officials who share their experience of using the internet and, in particular, ODFL technologies in the wake of the Covid-19 pandemic. The data analysis combines with secondary research and provide a recommendation that can strengthen ODFL opportunities in the Pacific.
  • Publication
    Viable Learning Pathways Back into Schooling for Out-of-School Youths in Cameroon
    ( 2023-02) Nkwenti, Michael N ; Mays, Tony
    The share of youth not in education, employment or training (NEET) is the proportion of young people who are not in education, employment or training among the population of the corresponding age group: youth aged 15–24, people aged 15–29, or both age groups. The data show an increasing proportion of Cameroonian youth NEET. Incomplete schooling is likely to be one of the causes of their status. According to the Census and Economic Information Centre (CEIC) statistics, the share of youth NEET has been steadily increasing among female youth and fluctuating among male youth. There are about three times more female than male youth NEET. This report therefore explores the challenge of out-of-school children and youths in Cameroon. Various attempts have been made in the past to address the challenge but have not had significant impact on improving the situation. This report therefore proposes the establishment of a virtual open school — Cameroon National Open School (CAMNOS) — that can provide a virtual backbone for both online and blended provision, with the latter making use of existing day schools as after-hours support centres.
  • 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.