Inspiring Innovation to Foster Life-Long Learning Through E-Tivities
| dc.contributor.author | Premarathne, Uthpala | |
| dc.contributor.author | Rajasingham, Shalini | |
| dc.contributor.author | Jayatilleke, Buddhini | |
| dc.coverage.placeName | Sri Lanka | |
| dc.coverage.spatial | Asia | |
| dc.date.accessioned | 2022-08-11T17:32:18Z | |
| dc.date.available | 2022-08-11T17:32:18Z | |
| dc.date.issued | 2022-09 | |
| dc.description.abstract | PCF10 Sub-theme: Fostering Lifeling Learning // This case study analyses the significance of designing learning activities through the Keller’s model of motivation. The learning activities included in this case study are of three types; pre-assignment, interactive and chat e-tivities. The main objective in designing the learning e-tivity is to create a suitable motivational strategy to motivate large number of learners, build learning communities and to foster life-long learning practices. The pre-assignment was designed for the learners to familiarize themselves with the learning management system and to portray themselves through an image relating to their personality. Interactive e-tivity was designed to give an opportunity to share their goals, motives and experiences among their peers relating it to each of the learners’ perspective. Chat e-tivities were designed to observe the learner’s attitude with respect to the intention of continuing the e-tivity subsequent to the session. The online feedback survey was conducted with the registered students (n=1898) following the first year undergraduate programmes from the Faculty of Engineering Technology, The Open University of Sri Lanka. The results show that the response rate was 63%, the completion rate of the pre-assignment which evaluated the attention and confidence was 59%, the average interactive e-tivity which evaluated the relevance was 70% and the chat e-tivity participation which demonstrated the influence for life-long learning was 70%. In addition, the appeal of the students with respect to the motivational strategies was based on the student feedback. In order to test the intention of whether or not they would continuously participate in learning activities after the completion of the module, a game based interactive puzzle was posted in the LMS and the participation rate was 55%, which evidenced the change of attitude towards life-long learning. // Paper ID 389 | |
| dc.identifier.doi | https://doi.org/10.56059/pcf10.389 | |
| dc.identifier.uri | http://hdl.handle.net/11599/4157 | |
| dc.language.iso | en | |
| dc.publisher | Commonwealth of Learning (COL) | |
| dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
| dc.subject | Lifelong Learning | |
| dc.subject | Online Learning | |
| dc.title | Inspiring Innovation to Foster Life-Long Learning Through E-Tivities | |
| dc.type | Working Paper | |
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