OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Inclusive Digital Transformation in TVET: Leveraging the Articulate 360 for Equitable, Accessible, and Industry-Aligned Learning
No full textThis study examines the transformative impact of Articulate 360 on promoting inclusive, accessible, and industry-aligned digital learning within Technical and Vocational Education and Training (TVET) institutions in Kenya. Employing a mixedmethods research design, the inquiry integrates quantitative surveys, qualitative interviews, and focus group discussions to comprehensively evaluate the efficacy of Articulate 360 in curriculum modernisation, learner engagement, and professional development of trainers. The research is theoretically anchored in Universal Design for Learning (UDL) and Constructivist Learning paradigms, emphasising learner-centred, flexible, and equitable educational experiences.
Empirical data were collected from a stratified sample of 60 participants, encompassing trainees 32, trainers 17, and policymakers 13 across diverse TVET disciplines. Using a mixed-methods design, data were collected through structured questionnaires and key informant interviews from a stratified sample of 60 participants from the TVET sector, and analysed using Python's Matplotlib library. The findings reveal that Articulate 360 enhances interactivity, accessibility, and alignment with industry standards, fostering equitable, inclusive participation and skill acquisition among learners. Notably, 86.7% of trainees and 94.1% of trainers affirmed the platform’s inclusivity and accessibility features, while 90% of trainer trainees reported increased job readiness attributable to engaging with Articulate 360 modules. The study identifies several challenges, including infrastructural deficits, inconsistent digital literacy, limited access to devices, and gaps in policy integration. Trainers emphasised the need for advanced professional development and supplementary digital tools to fully leverage the platform’s potential. Furthermore, only 64.7% of trainers reported full alignment with competency-based education and training frameworks, underscoring the necessity for ongoing curriculum reform and industry collaboration. While Articulate 360 serves as a catalyst for digital transformation in TVET, its optimal impact is contingent upon strategic investments in digital infrastructure, robust policy frameworks, and continuous building capacity for trainers. Finally, the institutionalisation of inclusive digital design standards, comprehensive continuous professional development for educators, expanded access to digital resources, and the integration of complementary technologies are for supporting online learning environments. These measures actualise an equitable, future-ready TVET system aligned with Kenya’s Vision 2030 and Digital Economy Blueprint, ensuring no learner is left behind.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 504
Open and Distance Education Policies and Practices in Prisons in Portugal
No full textThis study explores the implications of open and distance learning environments for promoting educational practices suitable for inmates. The research questions focus on the regulatory, technological and humanistic perspectives of digital technology in prison, addressing the relationship between adult education policies and practices, the experience of distance learning in the prison context, and the implications of these policies in the field. Data collected from documentary analysis and four interviews with trainers and administrative staff highlight the need for comprehensive and inclusive policies and strategies to enhance digital inclusion and lifelong learning opportunities for these populations. Recommendations include expanding the conditions for research, fulfilling adult education rights in prison, increasing digital literacy and competencies, ensuring safe internet use, and fostering a supportive, open and distance learning environment within the prison system
Primary School Teachers' Perceptions on Continuous Professional Development for Digital Technology Integration in Teaching and Learning in Mauritius
No full textContinuous Professional Development (CPD) is essential for equipping primary school teachers in Mauritius, a Small Island Developing State (SIDS), with the skills to integrate digital technology effectively into teaching and learning. This study explores the perceptions of primary school teachers regarding CPD in the context of Mauritius, where education reforms and the impacts of climate change demand innovative and resilient approaches to learning. A sample of 25 teachers following an undergraduate course in Education acted as participants. Through a qualitative approach (analysis of online discussions and focus group interviews), the research examines teachers’ experiences, challenges, and expectations of CPD programs, focusing on their alignment with the evolving technological landscape. The UNESCO document "Six pillars for the digital transformation of education" was used as conceptual framework and a thematic approach was adopted for analysis of findings. The findings reveal a complex interplay of enthusiasm and challenges. While teachers acknowledge the potential of CPD to enhance digital literacy and pedagogical practices, barriers such as limited access to infrastructure, insufficient training opportunities, and lack of localized digital resources hinder meaningful integration. Teachers also highlight the need for tailored CPD programs that address their specific classroom realities and align with the national vision of transforming Mauritius into a knowledge economy. This study underscores the critical role of CPD in bridging the digital divide and fostering inclusive education in Mauritius. It recommends collaborative efforts among stakeholders to design sustainable CPD initiatives that leverage digital tools and support lifelong learning. These insights contribute to the discourse on education reform in SIDS, emphasizing resilience and equity in the face of global and local challenges.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 174
Integration of an AI-Powered Feedback System for Formative Assessment at the Open University Malaysia
No full textThis study explores the integration of an AI-powered feedback system within Open University Malaysia’s assessment ecosystem to enhance formative assessment in Open and Distance Learning (ODL). Implemented across 12 first-semester courses, the system provided timely, personalised, and constructive feedback on student assignments. Findings from student surveys indicated high satisfaction and intention to reuse the system. The results underscore the system’s effectiveness in supporting self-regulated learning and reducing instructors’ workload, marking a significant innovation in digital assessment practices
A Systematic Review of Assistive AI Technologies for Equity, Inclusion, and Lifelong Sustainable Learning in South African STEM Education
No full textThis paper provides an in-depth exploration of how assistive Artificial Intelligence (AI) powered learning technologies are transforming and reshaping today's education by making it personalized, accessible, and efficient as well as fostering lifelong sustainable development. There has been a remarkable change in education driven by various advances in technologies. AI has tremendous potential for promoting equity, inclusion and access to science, technology, engineering, and mathematics (STEM) education, including students coming from low socio-capital. Despite rapid technological advancements in the STEM fields, educators in South Africa remain on peripherals on the use of assistive AI technologies, perpetuating traditional methods of teaching that creates inequities. Recent educational policies emphasize accommodating the diverse needs of all students, fostering learning within the same community. Since AI as new technologies possesses the potential to transform pedagogical practices, it is important for teachers to understand how they can use assistive AI technologies to support inclusive education. Despite the ubiquitous of these technologies in our societies, teachers have limited knowledge to embrace them in their classrooms to enhance learning. This systematic review investigates the integration and impact of assistive AI technologies on equity, inclusion, engagement, motivation, and lifelong learning within STEM education in South African schools and universities. Findings suggest that use of assistive AI and improve student engagement, motivation, and personalized learning experiences within the STEM domain. There is further evidence from the results that teachers lack knowledge on how to use assistive AI technologies in their classrooms. The results send a good message to educational, curriculum planners and relevant stakeholders that there is a need to have workshops to empower teachers with skills and knowledge to use assistive AI technologies in their classrooms. We contend that assistive AI-driven pedagogy could be superior for analysing learner data, adapting instructional content, and providing scalable, consistent on-demand training.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 171
Leveling Up: Exploring Student Readiness for Gamification in Open and Distance Learning
No full textGamification is reshaping education by integrating game elements into the learning process to enhance engagement and motivation. While existing research has demonstrated positive outcomes, its effectiveness depends on careful design and implementation. This study examines key factors influencing student motivation and explores how these insights can inform the development of effective gamification strategies. Utilising a qualitative research approach, the study investigates students’ readiness for gamification, identifying patterns and insights that can contribute to the design of engaging and meaningful gamified online learning experiences. The research was conducted with 15 students enrolled in a Software Engineering course at an open and distance learning (ODL) university. The findings indicate that students perceive digital badges as a form of appreciation, reinforcing their motivation. Additionally, students demonstrate a preference for co-creation of knowledge rather than competition, with a focus on self-improvement through collaborative learning. The lecturer’s teaching style, particularly their ability to introduce new topics in a fun manner, plays a crucial role in fostering an engaging learning experience. Overall, the results suggest that students are receptive to gamification and express interest in experiencing such an approach in their learning. These insights can be valuable for educators in developing gamified online courses that align with student needs.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 890
Students’ Scientific Reasoning in Physics through Procedural and Conceptual E-Scaffolding in Modelling Instruction: A Quasi-Experimental Study
No full textProcedural and conceptual e-scaffolding has been shown to be effective for assisting novice learners in understanding new concepts. Its integration with modelling instructions (E-MI) raises expectations for improving scientific reasoning (SR) in students whose level is still a concern in Indonesia. A quasi-experimental study was conducted to find out if there was a difference between e-scaffolding and a regular modelling instruction (MI) class; how integration affected the shift in students’ SR levels; and the effect size on students’ SR in physics. A total of 70 first-year high school science class students in East Java, Indonesia participated in this study, and were randomly divided into two groups with different treatments. The experimental group with E-MI (n = 35) and the control group with MI (n = 35) received a 15-item scientific reasoning test (α = 0.828), and the data were analysed by t-test. The difference in SR between the E-MI and MI group was found to be statistically significant. As a result, students who learned physics through E-MI exhibited higher levels of SR compared to students who took only an MI course. In the E-MI group, elevating the SR level for students at the transitional level was relatively easier than for students at the concrete level. Integrating procedural and conceptual e-scaffolding in modelling instructions also had a large influence on students’ SR in physics. In conclusion, the findings of this study underscored the importance of technology in education. E-scaffolding facilitated the augmentation of students' SR levels, excluding the operationally concrete SR levels
Effect of Digital Creative Writing on Academic Writing Performance and Writing Apprehension at the Tertiary Level
No full textWhether dealing with their native or a foreign language, both teachers and students have consistently found writing skills to be difficult to achieve. Students are concerned about initiating and structuring their thoughts, while teachers struggle to inspire their students to improve their writing capabilities. Hence, this experimental study examined the effect of the creative writing technique at the B2 level by utilising web 2.0 tools on a digital platform. The primary goal of the research was to identify and explore the effect of digital creative writing on preparatory school students’ writing skills, attitudes, and expectations toward writing. The study was conducted at a foundation university, where it involved 66 B2-level students. The data collection process encompassed writing skills quizzes as a pre-test and post-test, and the Turkish version of the Daly-Miller Writing Apprehension Test (adapted by Özbay & Zorbaz, 2011). The findings revealed that engaging in digital creative writing not only enhanced academic writing achievement but also decreased writing apprehension among students
Leveraging Artificial Intelligence to Bridge Communication Gaps in ODL for Deaf Students at TVET Institutions in Jamaica and Kenya
No full textInclusion and accessibility are critical aspects of equitable education. This case study examines how AI-driven assistive technologies can foster equitable education in TVET by improving communication, learning experiences, and collaboration for deaf students. The effectiveness of AI-driven solutions like real-time transcription, AI chatbots and digital avatars in addressing communication challenges was investigated. Strategies to overcome barriers to AI implementation, such as improve knowledge and training in the use of AI tools, infrastructure and multilingual-multicultural capabilities of AI assistive tools were explored. A mixed-methods approach was employed to gather data from TVET practitioners and students in Jamaica and Kenya, combining quantitative analysis of student experience and perception with qualitative insights from TVET teachers and students. The findings highlight AI's transformative potential, empowering deaf students to achieve equitable educational outcomes and preparing them for success in the workforce. Recommendations include integrating AI tools into teacher training, developing localised sign language databases for technical terms, and fostering partnerships between AI developers and TVET institutions. This research contributes to the broader discourse on inclusive education, providing actionable insights for educators, policymakers, and technology developers.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 926
Assessing Students' Perceptions Towards the Adoption of AI Tools in Tertiary Education Institutions in Mauritius: From a Male and Female Perspective
No full textDigital technologies are revolutionising the teaching and learning process in the 21st century. This study examines the link between the adoption of artificial intelligence (AI) and self-efficacy, technological readiness, perceived usefulness and perceived ease of use among university students, specifically males and females’ students. The technology acceptance model (TAM) is used in the study to investigate the interrelationship between the variables. A quantitative methodology has been used whereby 400 questionnaires were distributed among tertiary learners in public universities across Mauritius. 316 students from public tertiary institutions in Mauritius have been taking part in the study. The participants' answers were examined using Statistical Package for Social Sciences (SPSS) 26.0. A 5-point Likert scale is used to measure five constructs in the questionnaire. The findings indicate the students’ technological self-efficacy and technological readiness, how they use AI tools and how easy they believe they are to use. By supporting learning strategies that support sustainable development, this study advances broader educational goals as stated in the African Union's Agenda 2063, the Mauritius National Development Strategy, and the UNESCO Sustainable Development Goals, particularly SDG 4 on quality education. Regarding Mauritius, the study supports government initiatives to create a knowledge-based economy and promote inclusive, future-ready educational systems that address issues of local and global development. The findings also demonstrated that even though both males and females are inclined to adopt artificial intelligence, there was not much difference in their adoption. Moreover, the results have provided valuable recommendations for educators, policymakers, and technology developers seeking to foster an AI-driven learning environment that aligns with student needs and expectations to enhance quality learning.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 729