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- 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.
- ItemOpen AccessMid-term Evaluation of the Partnership for Open, Distance and Flexible Learning (ODLF) in the Pacific(2023-07) Commonwealth of Learning (COL)The mid-term evaluation of the Partnership for ODFL in the Pacific Project was commissioned by the Commonwealth of Learning to examine the initial two years of the five-year activity. The evaluation was undertaken by Standard of Proof, the MFAT MERL panel, providing specialist services in monitoring, evaluation, measurement and research and analytics. The evaluation provided a summative and formative assessment of the efficiency, effectiveness, coherence and alignment, relevance, sustainable development outcomes, gender equality, and resilient development outcomes. The evaluation involved an extensive review of secondary data and small group or individual interviews with key partners, including COL, PACFOLD, MFAT, COL focal points, and NGO and TVET partner institutions.
- ItemOpen AccessBaseline Study of Technology-Enabled Learning at the National Institute of Education, Maldives(2023-07) Rizwan, Shuhudha; Azeema, FathimathThis report presents the results of a baseline survey conducted at the National Institute of Education (NIE) to assess the institution’s readiness for technology-enabled learning (TEL), with the ultimate goal of creating a TEL policy and implementing it with the assistance of the Commonwealth of Learning. NIE being the mandated body for in-service teacher education, the report summarises the findings and recommendations resulting from a self-evaluation of its technological facilities and policies, and the preparedness of both teacher educators and in-service teachers to utilise technology in the context of teaching and learning at NIE.