Report of the Baseline Study on Technology-Enabled Learning at the Islamic University of Maldives

Abstract

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.