OAsis, COL's Open Access Repository
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Envisioning Inclusive and Open Educational Practices through Teacher Education: A Constructivist Inquiry in South Africa schools
No full textThis theoretical paper discussed the potential of social cognitive learning theory as an effective tool to re-enact inclusive education in South African schools. The paper is based on envisioning envisioning inclusive and open educational practices through teacher education in South Africa. The paper responded to the fundamental objectives of the theory of social constructivism. It analysed and interpreted the assumptions (tenets) of the theory in line with how they could be used to respond to inclusive teacher training and open education practices. The accuracy of social constructivism using observations and literature to justify inclusive and open education in South African schools. The paper examined the background of the theory of social constructivism and its ability to provide a means of unveiling inclusive education practices. The paper used conceptual and theoretical review as methodology. Among other strategies employed for the study, teacher training curricula should be redesigned to incorporate collaborative learning techniques, such as peer teaching, problem-based learning, and cooperative group work, reflecting the principles of social constructivism. The study indicated that teacher training can be improved to better improve inclusive and open education practices in South Africa, which is useful for educators, policymakers and researchers interested in promoting inclusive education in South Africa and beyond Africa.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 707
Mind the Gap! Bridging Correctional Settings with Tertiary Education to Contribute Towards Inclusiveness of Detainees in the Education System - a Case Study in Mauritius
No full textEducation serves as a fundamental pillar enabling the settlement of members in a society. However, vulnerable groups like ex-detainees are sometimes left behind, owing to their socio-economic or demographic characteristics. Upon release, they need certain tangible and intangible resources, failing which they may return to prison. Empowerment with the essential social capital using a social inclusion approach can equip this vulnerable group and decrease recidivism. This case study examines the implementation of an Open and Distance Learning (ODL) undergraduate degree programme within a correctional facility in Mauritius, making formal tertiary education a reality in the carceral setting. Following a Memorandum of Understanding (MOU) between the Open University of Mauritius (OU) and a correctional facility in Mauritius, this unique project enabled selected detainees to pursue a degree while being detained. With the support given inside the facility, they managed to complete the programme while abiding by all security protocols. Subsequent interviews conducted post-release revealed that the degree significantly contributed to their successful resettlement into society by opening doors to good job opportunities and contributing to their financial success. Thus, an education system that promotes the inclusion of vulnerable groups like detainees can significantly contribute to achieving a part of the social capital required post-release.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 982
The Evolution and Challenges of Academic Publishing: From Commercial Oligopolies to Open Access and Artificial Intelligence
No full textThe academic publishing landscape has undergone significant transformations over the past decades, driven by technological advancements, the rise of open access, and growing scrutiny of traditional publishing models. This presentation highlights the successes of open access publications. It explores key themes including the impact of journal metrics. and the profitability of commercial publishers.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 461
Effects of Blended Learning on Technical Education Students' Achievement in Electronic Laboratory Workshop Technology
No full textThis study investigated the effects of blended learning approaches on technical education students' achievement in electronic laboratory workshop technology at Rivers State University, Nigeria. A quasi-experimental research design was employed with a sample of 68 undergraduate students enrolled in a technology education course. The experimental group (n = 34) received instruction through a blended learning approach combining traditional face-to-face methods with online learning components, while the control group (n = 34) received conventional face-to-face instruction only. Data collection utilised an Electronic Laboratory Achievement Test (ELAT) administered as both pre-test and post-test instruments. Analysis through t-test statistics revealed that students exposed to blended learning demonstrated significantly higher achievement scores (p < 0.05) compared to those taught using traditional methods. Furthermore, no significant gender-based differences in achievement were observed among students in the blended learning environment. The findings suggest that blended learning approaches offer substantial benefits for technical education, particularly in enhancing practical laboratory skills acquisition in electronic workshop technology. Thus, one recommendation, amongst others, is for the integration of blended learning methodologies into technical education curricula and the provision of adequate technological infrastructure
Towards Bridging the Employability Skills Gap in India: Assessing Graduate Readiness in Indian Open Universities
No full textGraduate employability is an important measure in which higher education institutions (HEIs) are assessed, yet a gap persists between the employability skills imparted by HEIs and the evolving needs of a global, technology-driven job market. This issue is particularly pressing in India, where a youthful and English-speaking workforce holds significant potential for both national and global industries. Indian HEIs, including State Open Universities (SOUs), face challenges in integrating effective employability practices due to limited tools, inadequate industry collaboration, and insufficient curriculum alignment with 21st-century skills. To this end, the Commonwealth of Learning (COL) embarked on a project facilitating the implementation of graduate employability processes and skills, including at 17 SOUs in India. This exploratory research assessed the employability readiness of selected Indian SOUs using an adapted version of the COL’s Institutional Employability Readiness Scorecard. Employing a mixed-method approach, data were collected through a survey distributed to SOU representatives. The study raised four research questions which provided insight on the status of graduate employability processes, the strengths, weaknesses, opportunities and threats, the emerging commonalities and recommendations for resilience graduate employability. Findings reveal that the 17 SOUs ‘partially meet’ institutional graduate employability programmes. The SWOT analysis revealed strengths for the delivery of 21st-century hard and soft skills, while significant weaknesses were observed in the provisions for career fairs, seminars and collaborations with industries, including mentorship programmes. Commonalities that emerged as best-performing practices for graduate employability in the 17 Indian SOUs were provisions for functional and practical-based skills as well as opportunities to explore different disciplines in the first year of study. However, the poor-performing graduate employability practices include issues bothering on brokerage, business simulation and final-year entrepreneurial presentations/ business pitches. Key recommendations of this study include a 6-C Strategy: fostering Collaboration, enhancing Classroom Technology, updating Curriculum, building Capacity and Awareness, strengthening Connectivity with students, and ensuring compliance with policies. This study proposes a matrix implementation framework to guide SOUs in enhancing employability outcomes, emphasising strategic monitoring and continuous improvement of institutional graduate employability programmes.
PCF11 Sub-Theme: Skills development through lifelong open education
Paper ID: 934
ODL Research Levels, Topics and Gaps in the Humanities: A Systematic Review of Commonwealth Contributions
No full textIn the rapidly evolving landscape of Open and Distance Learning (ODL), the higher education (HE) sector is frequently evaluated based on the dual criteria of research output—both in terms of quality and quantity. As the demand for flexible learning environments grows, the emphasis on producing impactful research publications has become increasingly central to institutional reputation and academic credibility. Monitoring contextual trends and gaps is crucial for understanding the evolving landscape of distance education (DE) and the emergence of dualmode universities in Commonwealth nations. Evaluation processes provide scholars with valuable insights for implementing ODL strategies across various Commonwealth contexts, aiding the development of policies that incorporate best practices tailored to the specific needs of the ODL domain. This systematic literature review utilised the PRISMA guidelines to identify, empirically evaluate, and analyse the research levels and sub-levels relating to ODL-authored articles published by researchers from Commonwealth countries. The study included a sample of 3129 published articles from the SCOPUS database, concentrating on DE and the humanities, published between 2015 and 2024. Data were analysed through a content analysis of titles, keywords, and abstracts, following Zawacki-Richter’s (2009) ODL research levels framework, with small amendments to ensure context specificity. The results indicate that only 4 % of the published articles were attributed to the Macro level of DE systems and theories. The Meso level, comprising management, organisation and technology at the institutional level, accounted for 19%. Finally, the Micro level of teaching and learning in DE revealed the most prominent research level, comprising almost 77% of the articles. These results indicate the relative paucity of DE articles published by Commonwealth authors in the Macro and, to a lesser extent, the meso levels. A further finding is that the original framework, which was developed in 2009, should consider the changing nature of the field of DE and the inclusion of new sublevels in the field.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 459
Physiotherapy Undergraduates’ Expectations of Online Courses: A Qualitative Study
No full textOnline learning has become an integral part of higher education, but many online courses fail to meet undergraduates' expectations, leading to high attrition rates. In this study, we explored physiotherapy undergraduates’ (PTUGs) expectations of online courses. A qualitative study was conducted using purposive sampling among PTUGs from four universities. Five focus group discussions were conducted, involving 34 PTUGs. Thematic content analysis identified main themes, including motivation to complete the course, pre-course training, content delivery methods, the role of course facilitators, course communication, and evaluation strategies. PTUGs' expectations for practical topics, varied in terms of course content and delivery. They preferred online courses with multiple components tailored to their needs. The use of videos for content delivery and conventional methods for skill evaluation were the most preferred approaches. The findings of this study could inform the design and development of future online courses in physiotherapy
AptusPi an Enabler of Mobile Learning CERADI Experience, Malawi
No full text[POSTER] Overview AptusPi is a low-cost, portable device designed to enable mobile learning in areas with limited or no internet access and electricity. Could use solar energy, it hosts up to 64GB of educational content, including text, audio, videos, and interactive materials. This creates a "Classroom Without Walls," accessible via laptops or smartphones, making it ideal for remote or underserved communities. Key benefits include offline access to resources, equitable learning opportunities, teacher support through ready-made materials, enhanced student engagement, and cost-effectiveness. Aptus can be customized to align with specific curricula and deployed flexibly across devices.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 840
Benchmarking of Technology-Enabled Learning at the University of Technology, Mauritius
No full textThis report presents the findings of the Technology-Enabled Learning (TEL) benchmarking carried out at the University of Technology, Mauritius (UTM) during March - April 2025. It provides an overview of the methodology, the validated self-study report and an action plan developed by the TEL team at the UTM