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Enhancing Technological Proficiency in Youth: A Mixed-methods Evaluation of Gamified Learning Spaces in Open Education
No full textThis study proposes and evaluates a gamified learning space designed to enhance technological proficiency and engagement among youth through Open Educational Resources (OER). Grounded in Self-Determination Theory (SDT) and Constructivist Learning Theory, the research explores how gamification can improve learner autonomy, motivation, and knowledge retention. A mixed-methods research design was employed, involving 60 youth aged 18–30 from diverse socio-economic and geographic contexts. The intervention featured a pilot digital platform incorporating interactive quests, modular content, and real-time feedback focused on Library and Information Science. Quantitative data were collected through pre- and post-test questionnaires to assess learning gains, and analysed using Microsoft Excel. Qualitative data, gathered from open-ended responses, were subjected to sentiment analysis. The quantitative results showed significant improvement in digital competencies and content knowledge. Qualitative findings revealed strong positive sentiments, with engagement (20%), fun (16.67%), and skill development (21.67%) emerging as dominant themes. Participants valued features like progress tracking, quizzes, and real-world applications, although concerns about mobile usability and offline access were noted. The study concludes that gamified OER platforms can effectively promote self-directed learning and increase motivation among youth. The findings support scalability across diverse educational settings, especially when supported by accessible design and teacher facilitation. Recommendations include enhancing mobile usability, incorporating offline features, and adding educator support tools. This study contributes a replicable, scalable model for integrating gamification into youth-focused open education, advancing digital equity and learner engagement.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 193
Open Schooling in the Digital Era
No full textMany countries are struggling to provide sufficient places at the secondary level in the conventional day-school system to accommodate the number of learners exiting the primary level. There are consequently large and growing numbers of out-of-school youths, particularly young women. Open Schooling, which uses a variety of open and distance learning (ODL) methods and technologies to mediate learning, is an innovative alternative to reliance on conventional in-person schooling models. However, it may take multiple forms and is not always well understood or supported. Therefore, COL commissioned a set of open schooling case studies and reflective essays on the current status of open schooling provision in selected Commonwealth developing countries. This paper outlines the process of commissioning, reviewing and editing these case studies and essays, the methods employed by the authors, and presents some of the key findings. The conference presentation will culminate in the formal launch of the new open schooling publication.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 456
Technology-Enabled Learning Implementation at MIER: A Transformative Journey
No full textThis case study presents the transformative journey of the Model Institute of Education Research in implementing COL’s model of technology-enabled learning (TEL) from 2021-2024. The case study presents the support received from COL, lessons learned that could be useful for any similar institution
Shifting from Conventional to Open Community-backed Modules in Agriculture: A Case Study of University of Dschang, Cameroon 2023 to 2025
No full textIn Cameroon, the mindset in universities is still hanging on tightened strict entry requirements, long three-year educational programmes. coupled with irrelevant curriculum to the community. This is frustrating and dropout rates are high. We hypothesised that tightened entry requirements, lack of community inclusion to the bulky and long curriculum may be the reasons for the shortcomings of universities in providing essential lifelong skills to community members. In 2022, our Centre for Distance Education (CDE), University of Dschang, Cameroon, developed short 3-month modules in skills development in agricultural entrepreneurship open to all, so that the university could become real tools and pools for development. We evaluate this new vision; how far it is reducing the gap between citizens, solving community problems and how replication can be undertaken in other campuses. Using appropriate programme evaluation tools, quantitative data is collected from interviews, observations and analysed using the Andragogy/Adult Learning Theoretical frame founded by Knowles (1980). 95.5% of respondents in the survey data preferred this new vision. The conclusion drawn is that by removing entry requirements, reducing duration, constructing programmes rooted into solving direct community problems and using ICTs, universities can, significantly, become more open and provide lifelong skills to citizenry.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 827
An Examination of the Experiences of Women in Gender-atypical TVET Programmes in Jamaica
Full text linkThis mixed-method study examines women's experiences in gender-atypical Technical and Vocational Education and Training (TVET) programmes in Jamaica, specifically in five maledominated skill areas: electrical installation, automotive repairs, construction technology, welding, and drafting. Addressing Sustainable Development Goal 5 (SDG 5), which aims to achieve gender equality and empower all women and girls, this research fills a critical gap in the literature concerning women's participation in non-traditional TVET fields. Despite global efforts to promote gender equality in education, women remain underrepresented in gender-atypical TVET programmes in Jamaica. This study examines the structural and cultural barriers preventing women's participation in these fields and addresses the gap in research on how integrating awareness campaigns and mentorship initiatives into TVET programmes can significantly enhance women's participation in male-dominated fields. Adopting an explanatory mixed-method design, the study examines the lived experiences of these women. Phase one data was collected using an electronic survey through stratified sampling from 30 females enrolled in gender-atypical TVET programmes. One-on-one interviews were conducted in Phase two with nine female administrators through purposive sampling, targeting those directly involved in administering these TVET programmes. The findings indicate that women face societal stereotypes and limited support, yet their participation enhances self-efficacy and ambition. Social and cultural expectations, along with economic considerations, significantly impact their enrollment decisions and completion rate. The study recommends awareness campaigns, policy reforms, gender-sensitivity programs, and support services designed to enhance women's participation and success in gender-atypical TVET programmes in Jamaica and other CARICOM countries. By addressing these areas, stakeholders can work towards creating a more inclusive and equitable TVET environment.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 737
Assessing Infrastructure, Resources, Policies, and Faculty Preparedness for Open, Distance, and Technology-Enabled Learning at Tamale College of Education to Support In-Service Teachers: A Baseline Study
No full textThe study evaluated the infrastructure, resources, policies, and faculty preparedness at Tamale College of Education (TACE) regarding open, distance, and technology-enabled learning. It analysed the college's existing systems and examined administrators' and teaching staff's perceptions of incorporating technology into professional development programs. A survey of 490 in-service teachers revealed a majority were male (344, 70.2%) and a smaller proportion female (146, 29.8%). Findings indicate that TACE has made progress in integrating technology, possessing basic infrastructure like computer labs and internet connectivity, and developing a digital learning platform. However, challenges remain in computer availability and internet access, especially in remote areas. Faculty preparedness varied; some educators demonstrated high digital literacy and enthusiasm, while others required further training to effectively use technology. Additionally, TACE lacks a comprehensive policy framework for open, distance, and technology-enabled learning. Establishing clear guidelines, support mechanisms, and incentives could promote innovation and technology adoption in professional development programs.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 699
Understanding User Satisfaction and Experience with COLCommons
No full textThis report presents evaluation of COLCommons platform focused on understanding user satisfaction, platform experience, and intention to continue using COLCommons. The study drew on both quantitative and qualitative data to provide a comprehensive understanding of user perspectives.
The findings show high levels of user satisfaction, with most participants reporting that COLCommons met or exceeded expectations for relevance, clarity, and professional usefulness. Overall, the report indicates that COLCommons is fulfilling its role as an accessible, trusted professional development resource for the Commonwealth
Holistic Tertiary Education: A Case Study of Sustainable Blended Learning in Mauritius
No full textThe Covid-19 occurrence has transformed the educational scenarios on both the international and national levels, from the nursery to higher education learning milieu. The Covid-19 pandemic created a landscape in tertiary education that transitioned from traditional teaching methods to a more holistic, blended, and sustainable learning model to cater for the needs of public and private tertiary education institutions in Mauritius. Holistic education is concerned with the connections between mind and body, linear thinking and intuition, and individual and community (Miller, 2007) with the aim of fostering an inclusive and spiritual approach to learning at the tertiary level. Aligned to holistic modalities, the integration of technology-based learning within the traditional university environment provides for flexibility, inclusivity, and adaptive approaches. This research examines the effectiveness of blended learning modalities in tertiary education and its impact on the wholesome development of learners in Mauritius. It further explores the pedagogical strategies and tools which could be employed to enhance and sustain high quality holistic blended learning at tertiary levels. Besides, it investigates how a blended holistic approach enables bridging the digital divide gaps, ensuring that learners from diverse learning profiles, age groups, and skills are not left behind in their tertiary educational endeavors. This research study draws on quantitative research methodology to collect data, through an online questionnaire consisting of multiple choice, open-ended, short answer, and Likert scale questions, documenting the responses from the random sample population of 377 respondents, inclusive of learners and tutors at five public and five private Mauritian tertiary institutions. The study’s findings unravel that despite the expansion of blended learning systems, the tertiary educational institutions still need to address the many challenges - accessibility to internet, technological resources, and adaptive devices, the urgency to reinforce the professional development training for tutors, the review of curriculum development and implementing innovative pedagogical approaches to facilitate its sustainability. Therefore, this research recommends the implementation of differentiated blended instructions to enhance learner engagement and motivation while catering to diverse learner profiles.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 107
Business Case for AI-Assisted OER Development in TVET: A Comparative Analysis of Traditional versus AI-Enhanced Approaches
No full textThis business case highlights the transformative potential of Trainer-in-the-Loop AI for creating Open Educational Resources (OER) in Technical and Vocational Education and Training (TVET). The method combines generative AI tools with human oversight, significantly reducing development time and costs while enhancing quality and scalability
Training of Practitioners on Integrated Learner Support Service in an ODeL Environment: Experiences and Prospects from Two Teacher Training Colleges in the Caribbean
No full textIntegrated learner support services play a crucial role in enhancing the educational experience and outcome for students, particularly in Open Distance and eLearning environments. As educational landscapes evolve, the need for cohesive support systems that address the academic, emotional and social needs become increasingly vital. However, while many practitioners understand learner support principles, they lack the necessary skills for effective ODeL implementation. It is against this backdrop that Commonwealth of Learning developed an online course focused on integrated learner support services for faculty and administrators in post-secondary institutions. The course was delivered to about 50 participants from two Caribbean Teacher Education colleges. Pre- and postcourse surveys assessed trainee expectations and satisfaction, respectively. Results indicated significant improvements in understanding effective learner support, validating the course's objectives and enhancing practical application. Participant feedback underscored the course's relevance and utility in their roles supporting distance and online learners. It also demonstrated the necessity for ongoing professional development in learner support. Nonetheless, challenges also arose including varying participant knowledge levels and unequal technology access, requiring adaptive teaching methods for full engagement. Competing responsibilities also impeded some participants from adequate involvement in the course. Overall, the study provided insights into effectiveness of integrated learner support.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 639