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Redefining Education: Navigating the Blurred Lines Between Distance and Full-Time Learning in the Post-Pandemic Era
No full textThe Covid-19 pandemic accelerated the adoption of hybrid education, blurring the once-distinct boundaries between distance and full-time learning. This convergence is not merely a temporary adjustment but signals a paradigmatic redefinition of education, with profound implications for pedagogy, technology, and equity. This study conducts a systematic literature review of 28 peer-reviewed studies published between 2012 and 2024, and analyses them thematically to identify dominant trends. Three themes emerge: pedagogical adaptation, emerging technologies, and digital equity. Findings reveal that pedagogical practices are being recalibrated around multimodality, modularity, and active learning, though persistent gaps in educator readiness constrain innovation. Emerging technologies, including artificial intelligence, gamification, blockchain, and wearable tools, extend opportunities for personalisation, engagement, and transparent assessment when embedded within sound pedagogical design. Equity remains the defining challenge, with infrastructural barriers, digital divides, and limited literacy restricting participation for marginalised groups. Interpreted through the Community of Inquiry framework, Moore’s Theory of Interaction, and the paradigms of Fluid and Liquid Learning, the evidence indicates that hybrid education constitutes a strategic redefinition of learning systems, requiring intentional design, sustained investment, and inclusive policies that integrate pedagogy, technology, and infrastructure to advance both equity and excellence in the post-pandemic era.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 902
Dynamics in Student Support Services for Open School Learners at Bangladesh Open University
No full textThis qualitative study explores the dynamics of Students' Support Services (SSS) for Open School learners at Bangladesh Open University (BOU). Drawing insights from 32 in-depth interviews conducted at various study centers, the research investigates key dimensions of support services vital for enhancing learners' academic experiences. The study focuses on four critical pillars: academic, administrative, technological, and social support, further divided into eight thematic areas. A two-point scale—satisfied and dissatisfied—was used in the instrument, supplemented by written explanations of the causes of satisfaction and dissatisfaction. The responses were carefully analyzed thematically. The findings reveal weaknesses in career advising and the integration of online learning management systems (LMS), while the use of technology in administrative services, including admission and registration, was rated as satisfactory. However, dissatisfaction persists in resolving examination-related queries and grievance redressal mechanisms. Learner engagement, encompassing student feedback, peer mentoring, and social media interaction, was also deemed satisfactory. Notably, counseling services for career development and personal growth, as well as financial aid schemes such as scholarships and micro-loans, were found to be completely absent. These gaps highlight areas requiring urgent attention to enhance learner support systems and ensure a holistic educational experience. The study proposes a comprehensive framework aimed at strengthening SSS at BOU through improved service delivery, enhanced communication, and a learner-centered approach, ensuring equitable and sustainable support for diverse learner populations.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 153
Transforming Pre-Service Teacher Training in Ghana: A Co-Creative, AI-Integrated, and Equity-Focused Mentoring Model
No full textThis study presents a Co-Creative Mentoring Model to enhance pre-service teacher training in Ghana through a structured, collaborative, and AI-enhanced approach. The model integrates expert and peer mentorship to promote inclusive gender-responsive pedagogy. Leveraging Generative AI tools and Open Educational Resources (OERs) builds digital literacy, adaptive teaching methods, and equity-focused instructional strategies. The four-phase framework includes: (1) preparation (needs assessment and mentor pairing), (2) co-creation (collaborative development of contextualised OERS), (3) implementation (resource piloting), and (4) Reflection and Sustainability (peer-led mentoring). Outcomes included improved confidence, pedagogical skills, and AIsupported lesson design. By striking a balance between hierarchy and collaboration, the model promotes sustainable teacher development. It demonstrates strong scalability potential and aligns with Sustainable Development Goal 4. While the results are promising, limitations include the short duration and reliance on selfreport. Future research should assess the long-term impact, enhance inclusive pedagogy assessment tools, and test their scalability across broader teacher education contexts.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 016
Digital Literacy for Underserved Girls as a Pathway to Sustainable Gender Inclusion and National Development in Nigeria
No full textGender disparities in education and economic access persist in peri-urban Nigeria, limiting digital literacy among adolescent girls and slowing overall national development. This study examined how digital literacy initiatives can serve as a pathway to promoting gender inclusion and driving national progress. Using a qualitative research approach, in-depth interviews and key informant interviews were conducted with purposively and snowball-sampled participants comprising 18 underserved girls (aged 9–18) and five community leaders from Kpegyi, Kobi, and Danwaki communities in Abuja, Nigeria. Findings reveal that girls from underserved communities in Nigeria face barriers such as limited educational opportunities, inadequate access to technology, and restrictive cultural norms. However, digital literacy provides significant educational opportunities, economic empowerment, and social inclusion. This study argues that investing in digital literacy programs for underserved girls is crucial for bridging the gender divide and fostering sustainable national development. It recommends addressing systemic barriers through investments in infrastructure, education, and community sensitization to create an enabling environment for inclusive growth.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 044
Blended Learning Approach in TVET Skills Development
No full text[POSTER] A number of Commonwealth member states are classified as emerging markets and developing economies (EMDEs), where a larger percentage of the population operate in informal sectors. These constitutes more than 70 percent of total employment and that contributes about one-third of national output. Their output is generally of poor quality. (Ohnsorge Franziska and Shu Yu eds. 2022). The outcome is a venerable workforce of a large number of the active young adults, with no job security or dignified work and limited social safety nets. A segment of this group, possess certain skills, not formally acquired but built up through years of practice, however they are unable to get gainful employment because of lack of qualification certificates. On the other hand, those with necessary skills are unable to get gainful employment because of non-alignment between the knowledge acquired and the actual needs of the economy. To address these challenges, COL through the Skills for Work initiative, is working with government policy makers and TVET authorities to create frameworks, provide technical assistance to enhancing their capacity to deliver to mainstream TVET skills training. This paper demonstrates the import of these initiatives showing imperial evidence from three participating countries i.e. Kenya, Nigeria and Zambia, on how the Skills for Work Model and the e-apprenticeship model employing Open and Distance Learning (ODL) is facilitating a transformation.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 101
EFL Learners’ Preferences, Activities, Rationales, and Barriers in Utilising Mobile Learning in the Context of Flipped Learning
No full textThis study investigated English-as-a-Foreign-Language (EFL) learners’ preferences, activities, rationales, and barriers in utilising mobile technologies within pre-class sessions in a flipped learning context. A total of 279 university EFL learners participated in a closed and open-ended survey study. The findings revealed that learners preferred to utilise four types of mobile technologies (i.e., ChatGPT, TikTok, YouTube, and English Club) in flipped English learning, and they also engaged with many online learning activities (e.g., generating automatic content, improving oral skills, sharing English skills, revising written texts, translating sentences, or organising texts). Furthermore, learners’ mobile technology utilisation was due to several rationales, including flexibility, self-paced learning, interactive content, multifaceted materials, and collaboration. Lastly, technical, pedagogical, financial, and psychological issues remained the most influential barriers encountered by learners, while other issues, such as, social and cultural, infrastructure, and privacy or security concerns, were found to be less impactful impediments. For university stakeholders and teachers, the findings help to identify strategies for flipped learning design, leading to syllabus writing, material development, and assessment method. The findings are also useful for learners to improve the flipped learning process and manage barriers properly
Research on Augmented Reality in Education: A Bibliometric Analysis
No full textIn the 21st century, which has entered the industrial revolution 4.0 and society 5.0 throughout the world, this indicates the increasing impact of science and technology. Augmented reality plays an important role in all industrial fields, especially education. This research conducted a bibliometric analysis of published articles regarding Augmented Reality from 2003-2023. A total of 2955 journal articles were taken from the Scopus database. This study focuses on the annual research growth rate, frequently used author keywords, most cited articles, most productive authors, most influential journals, most productive institutions, and most active countries. This research is expected to provide a useful contribution in the future to Augmented Reality research, especially in the field of education
Editorial: Reflections on the Increasing Role of TEL in Learning for Development
No full textIn the ‘Editorial’ to the last issue of our journal JL4D, we had noted that “For effective implementation of TEL, Panda and Mishra (2020) underlined that while ‘policy-capacity-technology’ could act as a theory of change model, open and distance institutions need to invest in our collective understanding of ‘learning’ in a ‘networked society’ and work toward implementation of TEL in relation to contextual socio-cultural and educational ecologies” (Panda, 2024, p. i). Deriving from this, it may be underlined that context and contextual understanding become very important insofar as technology deployment and application in ‘learning for development’ are concerned. ‘Learning for development’ (LfD) covers a wide range of themes, levels, and strategies, and these are also transforming in contemporary times. Research has been leading this transformation, and research on technology-enabled learning (TEL) contributing to and facilitating LfD should not only be contextual but, more importantly, look into the critical role of technology for community-based socio-economic development (Selwyn, 2023; Selwyn et al., 2020). Based on these formulations, we have selected and included 17 items (nine research papers, seven case studies, and one book review) in this issue of the Journal
Technology-Enabled Learning in the Commonwealth Countries: A Research Synthesis
No full textThis synthesis report summarises the impact of technology-enabled learning (TEL) initiatives by the Commonwealth of Learning (COL) across Member Countries, emphasising the role of TEL in enhancing educational outcomes. The report provides an overview of blended learning (BL) interventions, highlighting successful strategies, technological integrations, and pedagogical innovations tailored to local contexts. It addresses key challenges such as barriers to change, technological access disparities, and digital literacy gaps, offering solutions that include infrastructure development, educator support, and community engagement. Research indicates that BL significantly improves academic achievement compared to traditional methods, emphasising the importance of government policies and learning management systems (LMS) for promoting ICT in education. Challenges such as inadequate training, infrastructure limitations, and digital divide issues were identified, along with recommendations for addressing these obstacles through professional development, infrastructure improvement, and inclusive policies. The report underscores the importance of continuous support and investment in TEL to ensure equitable and effective educational experiences across the Commonwealth
Graduate Employability in Open Universities in India: A Stakeholders’ Consultative Workshop
No full textThe Graduate Employability in Open Universities in India: A Stakeholders’ Consultative Workshop, hosted by the Commonwealth of Learning (COL) and the Commonwealth Educational Media Centre for Asia (CEMCA) in collaboration with Madhya Pradesh Bhoj (Open) University (MPBOU), addressed the critical challenges and opportunities related to enhancing employability for graduates of open universities in India. Held from December 10 to 12, 2024, the workshop convened academic leaders, policymakers and industry experts to explore strategic frameworks for aligning education with workforce demands