OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Exploring Feedback Strategies for Sustainable Achievement Improvement in Open and Distance Higher Institutions of Learning
No full textThis research focuses on exploring feedback strategies for sustainability of open and distance higher institutions of learning. It aims to close match communication gap between management, staff and students of the institutions for achievement improvement. This participatory research employs a mixed methodology comprising quantitative and qualitative methods. A semi-structured instrument is utilized to gather data for the study. Qualitative and quantitative data were analyzed using Thematic analysis in a Microsoft Excel spreadsheet and PSPP statistical analysis software tool consisting of percentages and bar charts respectively. The study discovered that level of effectiveness of feedback mechanisms tends to make or mar achievement in OD higher institutions of learning. Recommendations are made to management, staff, students, practitioners of OD higher institutions of learning.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 360
Large Scale Online Skilling Programme - Lessons Learnt
No full textCommonwealth of Learning supported a large-scale online skilling programme to enable continuing education to counter the disruption caused by COVID-19 for three years between 202023. Based on an online survey of those who participated in the programme, this paper aims at analysing the patterns pertaining to participation in such skilling programmes with respect to region, age, educational level, occupational status, gender, institutional support and access to resources. Some significant pointers emerge from these trends regarding how access to information, resources and support systems play a role in attaining success even in those programmes that are ‘freely’ available. The tale that emerges here is that though such programmes play an important role, existing inequalities continue to play a role in determining success even in ‘free’ programmes, and institutional support plays a major role for those who are otherwise not well-resourced in terms of access to various forms of resources. Resources and capability are used here in a wider sense referring to individual, social and community level capabilities.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 222
Keynote Address: Designing for Justice: Embracing Open Pedagogies in an Age of Techno-solutionism
No full textKeynote address, delivered by Professor Rajiv Jhangiani, Vice Provost, Teaching and Learning at Brock University, at the Eleventh Pan-Commonwealth Forum on Open Learning (PCF11) in Gaborone, Botswana on 11 September 2025
Incorporating Technology into the Conventional System: The University of Benin Experience
No full textTechnology plays a crucial role in enhancing the delivery of educational content. This paper examines the extent to which conventional universities in Nigeria have embraced technology in their teaching methods, focusing specifically on the University of Benin’s approach post-COVID-19. It explores the university's technological infrastructure and how it is utilized for teaching and learning. Using a case study approach, the paper highlights the efforts of a lecturer with a background in Open and Distance Learning (ODL), who integrates digital tools into her teaching and assessment through blended learning. To validate the findings, a survey and interviews were conducted to assess the extent to which other lecturers incorporate technology into their pedagogy. The study reveals that major challenges, such as unreliable electricity and poor internet connectivity, hinder effective technology adoption in teaching and learning. The survey and interviews reinforce observations made in the case study, confirming the limited technological integration within the university. Given that graduates must compete in an increasingly technology driven world, the paper recommends that the university reassesses its policies and practices to enhance the use of digital tools in pedagogy, ensuring students are adequately prepared for modern academic and professional environments.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 088
Bridging the Job Skills Gap in India: Assessing Graduate Readiness at Indian Open Universities
No full textGraduate employability remains a crucial measure in assessing higher education institutions (HEIs), yet a gap exists between the skills imparted by HEIs and evolving job market demands. In India, despite a youthful and English-speaking workforce with substantial global potential, HEIs, particularly State Open Universities (SOUs), experience challenges due to limited resources, weak industry collaboration, and outdated curricula. Addressing this, the Commonwealth of Learning (COL) initiated a project targeting employability practices in 17 Indian SOUs. Using an adapted Institutional Employability Readiness Scorecard, this mixed-methods study assessed the employability readiness of SOUs. The results indicated partial achievement of employability readiness. Strengths included the effective delivery of essential skills, while weaknesses related to limited career events and industry mentorship opportunities. Best-performance practices emphasised functional skills and interdisciplinary exploration. Poor practices involved brokerage and entrepreneurial activities. A 6-C Strategy is proposed: fostering Collaboration, enhancing Classroom Technology, updating Curriculum, building Capacity and Awareness, strengthening Connectivity with students, and ensuring compliance with policies
Implementing Learning Analytics At-scale: Lessons Learned (so far) at the National Open University of Nigeria (NOUN)
No full textEvidence suggest that collecting, analysing and using student learning data (e.g., online engagements, submission of assignments, scores, etc.) in combination with other data such as students' demographic and socio-economic data can assist institutions to not only support students with more appropriate but also individualised support, but also assist adjustments in pedagogical strategies, operational planning and resource allocation. Implementing learning analytics (LA) and realising its potential in an African open distance learning institution however raises several issues not known in the implementations of learning analytics in the Global North, such as, but not limited to the amount of analogue or non-digital data that exists, about what data the institution has access to, where it is located, who has access to it under what circumstances, etc. This paper presents lessons learned in the implementation of learning analytics at the National Open University of Nigeria (NOUN) since 2023. Some of the lessons this paper will report on include, but are not limited to (1) the need for a data audit; (2) access to quality, pedagogically significant data; (3) critical appraisal of current pedagogical assumptions and practices; and (4) the need for a critical assessment of capacity - both in terms of infrastructure, competencies, programmes and human resources.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 442
Capacity Building as a Response to Societal Needs through Open and Distance Learning: The Case of Kwame Nkrumah University, Kabwe
No full textMembers of the working class particularly in-service professionals often face significant challenges in furthering their education due to work obligations and limited access to study leave. Yet, continuous professional development is essential for personal growth and for responding effectively to the evolving needs of society. This study explores how Open and Distance Learning (ODL) at Kwame Nkrumah University has served as a strategic response to these challenges, enabling workers to upgrade their qualifications without interrupting their professional responsibilities. Since the introduction of diploma programs in 1998, and later degree and postgraduate programs, the university has provided flexible learning opportunities that support both individual capacity building and community development. Using a qualitative case study approach, data were collected through face-to-face interviews with 41 participants from diverse professional backgrounds, including teachers, pupils, head teachers, and workers from various sectors. The findings reveal that ODL has positively impacted job performance, educational accessibility, and societal contribution. However, the study also highlights areas for program redesign, particularly the need to offer non-teaching courses tailored to professionals outside the education sector. The paper concludes that capacity building through ODL is a vital and inclusive educational strategy that addresses the professional aspirations of the working class while simultaneously meeting broader societal needs.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 434
Digitalisation in a Faculty of Education: Processes and Possibilities
No full textDigitalisation in education has necessitated reimagining of teaching and learning practices in higher education institutions (HEIs). This study examines the development of a digitalisation programme within a faculty of education at a South African open distance e-learning institution. The unique context of the faculty, which primarily serves teachers (in-service and preservice), highlights the urgency of integrating digital tools to improve teaching, learning and research.
Using a qualitative research design, this study analyses conceptualisation documents prepared by the digitalisation committee to identify key components of a relevant, reflective and sustainable digitalisation strategy. In addition, open ended questions posed to the digitalisation committee are analysed for depth of purpose regarding the program. The program’s aims to improve digital literacy across the university community, integrating innovative pedagogical approaches, embedding open educational practices in curriculum design, and fostering professional development. Challenges within this context include the low uptake of technology by faculty and the persistent disruption of AI.
The digitalisation endeavour found that flexible and swift changes to policy and implementation was the new normal for projects of this nature. The results highlight the importance of institutional support, strategic planning, and professional capacity building in implementing digital transformation. The study offers insights into how HEIs can address challenges and embrace opportunities presented by rapid technological advancements, ultimately preparing future teachers to navigate digital environments. This work contributes to the growing discourse on digitalisation in education, providing a framework for sustainable implementation in diverse contexts.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 561
A Study on Motivational Factors, Adoption and Impact of ODL Certificate Course of Organic Farming among Distance Education Learners
No full textOrganic farming practices have been a part of Indian farmers' agricultural operations. Sustainable agriculture emphasizes the agricultural growth that allows to meet the needs without challenging ecological balance. The best ways to prevent the consequences of chemical farming is to practice organic farming. Directorate of Open and Distance Learning (ODL), Tamil Nadu Agricultural University, India conducted a study on Impact of ODL Certificate Course ‘Organic Farming’ among different ODL students. A sample size of 131 respondents were selected by simple ransom technique. Research paper focused on motivational factors responsible for opting course and impact occurred. Teaching-learning process, academic attractive, other influencing factors and informative course content are motivators for enrolling in the course. Medium level of knowledge and adoption of organic farming practices was observed. Impact on social, economic and cultural was medium due to the course. Major constraints were unfavorable home environment to learn and lack of sufficient time. The suggestion was interaction with teachers and exposure visits can be increased.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 092
Commonwealth of Learning Gender Strategy 2025
No full textThe Commonwealth of Learning (COL) Gender Strategy 2025 has been developed to bridge the identified gap between intent and action in gender mainstreaming, both internally and in partnership work. It builds on COL’s 2021 Gender Policy and responds to recommendations from the 2024 mid-term evaluation (MTE) by providing a clear framework for advancing gender equality across all organisational dimensions during 2025–2027 and strengthening efforts to move COL towards a more integrated and systemic approach to gender mainstreaming. Given that there are only two years remaining in the current Strategic Plan, the 2025–2027 implementation will serve as a pilot to inform deeper integration of gender mainstreaming during the next strategic period