OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Blended vs. Traditional Learning: Academic Achievement in Formative Assessment at the University of Kabianga
No full textBlended Learning (BL) combines traditional face-to -face classroom sessions with online learning sessions, offering students the advantages of both formats. This pedagogical approach has gained significant traction in higher education as it offers significant potential to enhance the educational experience in higher education globally. BL offers a promising solution to address the evolving needs of students and faculty in post Covid-19 era. University of Kabianga (UoK), like many higher education institutions, is facing increasing pressure to modernize its teaching and learning practices and is implementing Technology Enabled Learning (TEL) programme. Blended courses have been developed and lecturers and learners are slowly embracing BL under guidance and mentorship of Commonwealth of Learning (COL). Research on blended learning impact on academic performance has yielded mixed results, with some studies showing positive effects, others showing no significant difference, and some even suggesting negative impacts. This research study investigated the effectiveness of a BL approach in regard to students’ academic achievement in higher education. This was achieved through examining whether there is a difference in academic performance in formative assessments, in courses taught through blended learning and those offered in the traditional mode of face to face, at University of Kabianga. Traditional driver blended learning model was used in this study. Complex Adaptive Blended Learning System (CABLS) theory was used to guide this study. The research designed employed in this study was Quasiexperimental research design. The type of Quasi-experimental designs used in this study was, ‘use control groups but no pre-test’. The study sample was 2647 students, enrolled in 9 randomly selected courses, each with 2 groups of students. BL group had 1441students, while traditional group had 1206 students. Statistical Package for Social Sciences (SPSS) software was used to analyze the quantitative data. Data analysis yielded mixed results, with some courses showing significant difference in academic achievement between blended and traditional group, while others showed no significant difference. Overly, blended learning group had higher academic achievement than traditional group.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 758
Academic Activities of Bangladesh Open University in Covid-19 Pandemic: Observation and Evaluation
No full textThe phrase 'Covid-19 Pandemic' is not just a collection of words; It refers to a massive, destructive system. The impact of the coronavirus pandemic on the education sector was extensive. Through this impact analysis, it is not only an assessment of how effective the existing infrastructure was in a disaster or special situation, but also guidance on how to effectively deal with adverse situations in the future. The Bangladesh Open University (BOU) is the second-largest university in Bangladesh and the seventh largest in the world, in terms of student enrolment. The curriculum of various academic programs of BOU is specially designed for isolated, poor, marginalized and dropout students. Observations, descriptions, and evaluations of how the university's curriculum, curriculum development, book distribution, teaching practices, and evaluation processes have worked during the Covid-19 pandemic can be found here. This will help outline how the existing system can be used more effectively in such situations in the future. Rather than focusing on the numerical aspect of social research, more emphasis is placed on opinionated statements.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 184
Capacity Building of Administrative Staff in Online Learning: Enhancing Support Systems in Higher Education Contexts
No full textThe rapid growth of online learning models in higher education has necessitated the strengthening of administrative support systems across essential functional departments such as examinations, admissions, marketing, finance, and student support among others. However, administrative staff members face evident challenges in managing virtual engagements, adopting digital platforms, and leveraging data due to significant gaps in digital competencies. This paper addresses the urgent need for capacity building to equip these staff with the necessary technological and related skills to operate effectively in digital learning environments. The analysis in this paper employed secondary desktop research as its primary data collection method, drawing on peer-reviewed journals, policy documents, university strategic plans, capacity-building reports, and digital transformation case studies published between 2018 and 2024. A thematic and content analysis approach was used to identify patterns, assess terminology use, and extract actionable insights. Data were predominantly qualitative, enriched by quantitative indicators where available. Guided by four theoretical frameworks—Human Capital Theory, Skills Mismatch Theory, the Competency-Based Education (CBE) Framework, and Organizational Development Theory—the study examines targeted strategies such as digital literacy training, professional development programmes, mentorship, and policy reforms. Emphasis is placed on continuous learning and adaptive training models as vital mechanisms for enhancing institutional performance, increasing student satisfaction, and fostering inclusive and responsive administrative service delivery. The paper concludes that a comprehensive, theory-driven capacity-building framework is essential for sustaining operational excellence and quality in digital HE systems.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 048
An Analysis of the Relationship Between Motivation and Performance of Educators as Tutors in Open and Distance Learning
No full textMotivation is essential for enhancing productivity and performance, securing a competitive edge, and meeting organisational goals. This principle is equally relevant for educators serving as tutors (henceforth, the word 'tutors' denotes educators serving as tutors) in Secondary Education (SE) through Open and Distance Learning (ODL). Literature indicates that SE tutors often experience a significant lack of motivation, adversely impacting their performance and overall effectiveness. Given that ODL heavily relies on tutors to bridge remote instruction and learner success, examining the factors that motivate them is essential for addressing performance challenges, strengthening tutor effectiveness, and sustaining institutional quality. This paper examines the relationship between motivation and performance among tutors as tutors in ODL.
The study used the Systematic Literature Review (SLR) method, ensuring a structured and rigorous approach to synthesising existing research. The theoretical basis of this paper is to be established by integrating motivation and performance-related theories, thereby creating a comprehensive analytical framework. A critical analysis of selected studies focused on various motivation and performance models over the past 10 years (between 2015 and 2025). This paper systematically reviews empirical findings and clarifies the benefits of optimal performance among SE tutors serving as tutors in ODL. The findings provide insights into addressing current motivational gaps that impede tutors’ performance, offering evidence-based recommendations for enhancing their motivation and effectiveness.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 163
Empowering Women and Girls Project: Annual Report 2024
No full textAchieving Gender Equality and increasing women’s and girls’ empowerment are core components of the Commonwealth of Learning’s (COL) mission, and the Empowering Women and Girls (EWG) project plays a pivotal role in advancing these goals. Funded by Global Affairs Canada (GAC) as part of the Canadian Feminist International Assistance Policy (FIAP), which prioritises women and girls in its international development efforts, this initiative is being implemented by COL in collaboration with eight local organisations across Bangladesh, Malawi, Mozambique, Pakistan and Sri Lanka. The EWG project is now in its second year of implementation, and it has contributed to significant changes at the village, community and national levels. These changes are particularly evident across the project’s three key pathways of change, reinforcing its holistic approach to enhancing education and skills development, strengthening economic participation and improving health outcomes. By fostering sustainable social transformation, this initiative is actively contributing to the creation of a more equitable and inclusive society. This report provides an analysis of the progress towards achieving the outcomes during the second year of the EWG project, which builds on the significant groundwork laid in its first year
Enhancing Online Practicum Assessment: Addressing the Challenges of Evaluating Practical Competencies in TVET
No full textThe shift to online learning has created a major challenge for Technical and Vocational Education and Training (TVET): assessing practical competencies in virtual environments. Traditional hands-on evaluation methods are difficult to replicate online, raising concerns about validity, reliability, and equity. This study examines how a public higher education TVET institution in urban Jamaica addresses these challenges through innovative online practicum assessment strategies. Using a qualitative approach case study, the research explores digital tools, remote supervision, and competency-based assessment models to overcome limitations. Through semi-structured interviews, and document analysis, it examines the experiences of students, technical experts and instructors/assessors, focusing on barriers such as technological accessibility, student preparedness, and instructor workload. The study highlights how adaptive learning technologies, virtual simulations, and AI-driven feedback enhance assessment accuracy, student engagement, and competency validation. Findings reveal that while online practicum assessment initially posed challenges, digital integration has improved evaluation fairness and reliability. However, disparities in digital access and readiness, particularly among gender groups, impact student performance. The study recommends integrating AI-driven assessment tools and virtual simulations, implementing gender-responsive digital literacy training, and adopting a hybrid assessment model that blends online and in-person evaluation. These strategies ensure an inclusive, effective, and scalable approach to TVET practicum assessment in open and distance learning environments.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 979
Strengthening Communities to Attain Resilience and Food Security: The Genesis of a Training Programme to Build Capacity of (COL) EWG Partners and Community Resource Persons
No full textThis paper outlines the development of the SCARF (Strengthening Communities to Attain Resilience and Food Security) training programme, initiated by the Commonwealth of Learning (COL). Evolving from the GirlInspire initiative, SCARF responds to the growing challenges of climate change, food insecurity, and global disruptions like COVID-19. Informed by consultations across Asia, Africa, the Pacific, and the Caribbean, it details SCARF’s conceptual design, curriculum, and delivery, offering a gender-sensitive, community-led model for building resilience. Emphasizing traditional knowledge, innovation, and Climate Change impact mitigation within the open and distance learning (ODL) framework, the paper presents SCARF as a contextually adaptable learning model for developing community resilience.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 034
Empowering Rural Girls and Women Through Inclusive Open Education and Skills Development
No full textThe Centre for Mass Education in Science (CMES) has developed a community rooted model to challenge and shift entrenched mindsets that limit girls’ education and autonomy in rural Bangladesh. Since 1978 CMES programs like the Basic School System (BSS) and Adolescent Girls’ Program (AGP) have provided second-chance education to over 62,000 girls and women, integrating vocational training with gender rights education to disrupt cycles of early marriage, financial dependence, and exclusion.
Building on this foundation, CMES now introduces open and distance learning (ODL) technologies, Moodle and Aptus Pi as tools not only for education delivery, but for cultural transformation. These platforms are used offline in remote settings, providing flexible, modular training in skills such as Dress making & tailoring, Computer, vermicomposting, and agro-based enterprise. Courses are locally contextualized and designed to be gender responsive, making learning accessible for girls often restricted to their homes.
Crucially, this model embeds community accountability through Family Working Groups and Local Support Groups, who act as allies in reshaping norms around girls’ education and employment. Employment linkages are formalized through partnerships with the Ministry of Women and Children Affairs (MoWCA) and private sector actors, while microfinance institutions like BRAC and Grameen Bank support women-led business development.
This paper outlines how inclusive open education, grounded in local realities and supported by digital innovation and community structures, can catalyze new mindsets. It shows that learning, when linked with livelihood and rights, can lead to structural change in the lives of rural girls and women.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 686
Adoption of Technology Enabled Agricultural Extension Services by Kenya's Youthful Farmers
No full textAgricultural extension services are vital for ending hunger, achieving food security, and improving nutrition. The adoption of Information and Communication Technologies (ICTs) enhances the reach and effectiveness of these services. This study examined the factors influencing the adoption of technology-enabled agricultural extension services (TEAES) among youthful farmers in Kenya, using the Technology Acceptance Model (TAM) as a guiding framework. A cross-sectional survey design was employed, collecting data from 325 young women and 243 young men through structured questionnaires. Data analysis involved descriptive statistics and Chi-square tests. The findings revealed that gender, education level, access to digital devices, and internet connectivity were all significantly associated with the adoption of TEAES, with education level being the most influential factor. Youth farmers showed a strong preference for blended (face-to-face and online) delivery models, indicating openness to digital platforms when infrastructural and sociodemographic conditions are favorable. The study concludes that adoption of TEAES is shaped not just by technological availability but also by digital literacy, access barriers, and inclusive design. It recommends targeted digital literacy programs, improved digital infrastructure, provision of affordable devices, and the development of inclusive, mobile-friendly content, particularly tailored to the needs of young women and underserved rural communities.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 914
A Case Study on the Impact of Community-Based Approach Using Local Artisans to Empower Women and Girls Through Vocational Skills Training: Centre for Research and Development Initiative – Mchinji and Balaka Districts in Malawi
No full textBackground: Empowering Women and Girls through vocational skills is a critical step in addressing gender inequality, especially in underdeveloped communities. Traditionally, many of the trades that promote economic independence such as motorbike mechanics, fabrication and welding, carpentry and joinery, weaving, tailoring, and salon services are dominated by men. This study examines a program aimed at training 1667 women and girls in these skills, facilitated by local artisans, to foster independence and resilience.
Methods: The training program engaged a community-based approach, where local artisans with years of expertise served as instructors. Over a period of 4 months, participants underwent hands-on training in their chosen vocational field. Data was collected through pre- and post-program surveys, focus group discussions, and interviews with participants and community leaders to evaluate the skill acquisition and economic impact of the training.
Results: The findings indicate a significant increase in technical proficiency among participants across all trades. Women and girls demonstrated enhanced problem-solving abilities, technical confidence, and improved economic opportunities. Furthermore,65% of participants went on to either start their own small businesses or secure employment within their communities, contributing to local economies. The collaboration with local artisans not only preserved traditional crafts but also infused the program with culturally relevant skills, bridging the gap between modern needs and indigenous practices.
Conclusion: The use of local artisans as trainers in vocational skill development for women and girls proved to be a highly effective model for economic empowerment and social change. It is cost effective and time saving compared to formal institutional based vocational training where learners relocate or pay for transport and accommodation. Combination of traditional craftsmanship with modern vocational training, the program provided participants with invaluable skills that led to greater independence and self-sufficiency. This approach highlights the critical role of community-based, culturally informed education in transforming the lives of women and girls, creating sustainable livelihoods, and promoting gender equality.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 132