OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Assessing the Feasibility of Adopting Blended Delivery of TVET at a Teacher Educator Institution in Ghana
No full textBlended delivery is a teaching and learning approach that combines both classroom face-to-face and online learning experiences. The adoption of blended delivery by technical and vocational education and training (TVET) teacher educators is essential to meet the challenges of 21st-century skills training, especially to build the capabilities of institutions against turbulence such as Covid-19. This study, therefore, assesses the feasibility of adopting blended delivery of TVET at a teacher-educator institution in Ghana. A descriptive survey design was adopted in this study through the use of a questionnaire and an interview guide. The target participants for the study consisted of TVET lecturers, administrators and students at a teacher educator institution in Ghana. A 5-point Likert scale; from strongly disagree (1) to strongly agree (5) was used for the responses in the questionnaire. The variables in the questionnaire were analysed using descriptive statistics. It was found that digital skill development, facilitation of distance learning, increase enrolment, improving access, workplace training, and addressing classroom shortage were the benefits in blended learning. Video messaging, podcast, email, and discussion forum were the preferred communication tools. The most preferred mode of delivery was hands-on real-world application through workplace learning, and face-to-face interaction. Use of on-the-job assessment, recorded demonstration, and project-based method preferred assessment methods. Lack of resource and inadequate knowledge and skills in the blended delivery methods were found to be the key challenges. The study, therefore, concludes that it is feasible to adopt blended delivery of TVET in the institution. It is recommended that further training should be conducted for the staff of the institution to prepare them adequately for the adoption of blended TVET delivery.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 947
Offline Digital Learning for Inclusion: A Case Study of the MUBAS Offline ODeL Digital Library
No full textWhile Open, Distance, and e-Learning (ODeL) has expanded access to education, marginalised populations in Malawi still face barriers such as poor internet connectivity, limited digital devices, and unreliable electricity. To address these challenges, the Malawi University of Business and Applied Sciences (MUBAS) developed the Offline ODeL Digital Library (MOODL) at its Msalura Satellite Centre in Salima. MOODL operates on a local network without internet dependency, enabling free access to learning content. Built on open-source platforms of Moodle, Kolibri, and Kiwix, MOODL supports sustainable and inclusive learning. This case study used questionnaires, interviews, and observations to assess its impact. Findings revealed that students accessed materials using smartphones, tablets, and computers, often traveling to the centre or using low-end devices. Despite these challenges, students remained engaged and motivated. Equity Theory helped explain how perceived fairness between effort and benefit from free content access influenced student satisfaction. The study concludes that offline digital libraries, when adapted to local contexts, can significantly enhance access and equity in education for underserved groups. Expanding such systems and strengthening infrastructure could further bridge the digital divide in low-resource settings.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 823
A Review of Virtual Tutoring Systems and Student Performance Analysis Using GPT-3
No full textIn contemporary education, accurately predicting student performance and delivering prompt feedback is paramount for fostering a comprehensive grasp of academic progress. Consequently, educators must adapt their teaching methodologies to optimize learning outcomes. To tackle this challenge, researchers have proposed and implemented diverse alternative and advanced strategies. This study conducts a systematic review of prior research endeavors centered on virtual tutoring and learning environments, aiming to pinpoint significant contributions in educational systems. Emphasis lies on the utilization of machine learning and deep learning models, along with the datasets utilized. Through this exploration, the study illuminates associated hurdles and proposes potential remedies for implementing virtual tutors and performance evaluation. Moreover, it proposes a solution for efficiently managing the abundant data in e-learning platforms. By synthesizing findings from multiple studies, this research enriches the existing knowledge in education systems, offering valuable insights for educators and researchers. The study's outcomes hold promise for enhancing virtual tutoring and learning environments, ultimately enriching students' educational journey and fostering academic advancement
Challenges and Opportunities Due to Gender Disparities in Online Learning at the Open University of Kenya
No full textThe demand for access to education has increased leading to a rapid expansion of online learning, greatly transforming higher education through flexibility and accessibility. This demand contributed to the institution of the Open University of Kenya (OUK) by the Kenyan Government, which was established in August 2023. Although the university was conceived more than 20 years ago by the Kenyan government, it began following the effect of covid 19, where people embraced digital learning as a result of the travel and movement restrictions and the need to properly spend the time at hand. Despite the advantages of online learning, gender disparities continue to affect students’ experiences and academic outcomes in digital learning. This study examines the influence of gender on access, engagement and performance in online education, focusing on digital literacy, access to technology and socio-cultural expectations. The research identified gender-specific challenges and opportunities using a mixed-methods approach, by use of a survey and review of existing literature. It provides insights into barriers that cause lack of equitable participation. The study provides recommendations that promote gender equity, address policy issues in virtual education and contribute to a more inclusive and supportive online learning environment in Kenya and beyond.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 222
Retrospective Outcomes Assessment of the GIRLS Inspire Project at the Khomas Directorate of Education, Arts and Culture, Namibia
No full textThe Khomas Capacity Building Project (KCBP) in the Khomas Region of central Namibia was funded by the Commonwealth of Learning (COL) and implemented by the Khomas Directorate of Education, Arts and Culture (K-DEAC). In accordance with COL’s global Theory of Change, the project aimed to empower marginalised groups, particularly women, girls and persons with disabilities (PWDs), to acquire labour market–relevant skills and engage in income-generating activities to improve their livelihoods. It also sought to improve the lives of communities, men, boys and traditional authorities through community-based advocacy on gender norms and human rights. K-DEAC implemented the project in seven districts across the nine constituencies of the Khomas Region in Namibia: Katutura, Okuryangava, Hakahana, Greenwell Matongo, Khomasdal, Windhoek City and Windhoek Rural
International Women's Day 2025 Message
No full textVideo message for International Women's Day 2025, by Dr Jyotsna Jha, Director: Skills Commonwealth of Learning and Dr Karen Nyangara, Adviser: Gender, Commonwealth of Learning, 8 March 2025
Review of the Labour Market Signalling Theory
No full textIn this research, labour market signalling theory was explored, and its critical role in connecting education and employability was emphasised. Originating from Michael Spence’s foundational work in the 1970s, the theory highlights education as a costly and credible signal to reduce information asymmetry between job candidates and employers. Employers use these signals to evaluate a candidate’s potential productivity and performance, minimising risks in the hiring process.
The report underscores the significance of post-secondary education in labour market signalling. Vocational institutions prioritise technical, job-specific training, creating workplace-ready individuals. In contrast, universities emphasise theoretical knowledge, critical thinking and research, which, while valuable, often misalign with immediate labour market needs. This dichotomy creates a skills gap, particularly in rapidly evolving markets influenced by technological advancements such as the Fourth Industrial Revolution (4IR), which includes artificial intelligence (AI), robotics and automation. The Covid-19 pandemic further accelerated these changes, amplifying the importance of adaptability, reskilling and lifelong learning
Situating the Role of Community Learning Centres in Fostering Resilient Youth for Community Development in Botswana
No full textThe Fourth Industrial Revolution is challenging established or normal way of doing things. The innovations and technologies of the Revolution are changing how societies and communities traditionally do business. While the Revolution presents opportunities with regard to convenient services, it also poses challenges particularly to those who missed out on educational opportunities especially those in communities with limited access and opportunities for learning. To cope with the changes brought about by the Revolution and also to take advantage of its accompanying opportunities, there is a compelling need to empower communities, especially the youth so that they become resilient and self-reliant. Lifelong learning is conceived as a tool to facilitate people’s empowerment through developing individual/community skills and enhancing their knowledge. Botswana has a number of policies that support the establishment of a lifelong learning culture to promote continuous learning and improve access and equity to quality learning. Yet, in order to actualize this, there is a need for suitable facilities that offer accessible and convenient space for the youth to engage in lifelong learning. This paper seeks to situate the role of community learning centres in efforts to promote lifelong learning through open education to support resilient youth for sustainable community development in Botswana.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 353
Teachers' Perspectives on Integrating and Using Artificial Intelligence on Tablet Devices in Botswana Secondary Schools
No full textArtificial Intelligence is rapidly being integrated in schools across the globe as it plays a pivotal role in the changing dynamics of Education. In realising the importance of AI and to remain globally competitive, Botswana through the Ministry of education has taken drastic steps to introduce the use of tablets devices in schools. The successful integration of these devices is dependent on teachers and learners. Hence it is important to investigate teacher's perceptions on the integration of AI tools in schools, considering that it has the potential to revolutionize the teaching and learning process. Qualitative methodology will be used to analyse teacher's perceptions across different levels of secondary schools and background in Botswana. The researcher will use questionnaire and semi-structured interviews to collect data. The research attempt to address research questions focused on, i) how teachers 'perceive the usefulness of AI tools in teaching and learning? ii) how school leadership and resource allocation shape teachers' AI adoption iii) What emotional and ethical concerns do teachers have in integrating AI in secondary schools. The insight of this paper has the potential to inform policy makers in ensuring that AI is effectively integrated in schools. The study emphasizes the importance of teachers as key implementors in fostering a seamless and productive integration of AI in the classroom.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 766
Transforming Perceptions: Inclusive Education Protocols for ADHD in Developing Countries
No full textThis conceptual paper explores the transformation of educational frameworks to support learners with Attention Deficit Hyperactivity Disorder (ADHD) in developing countries. The central problem lies in systemic misunderstandings and limited resources, which hinder inclusive practices. Anchored in a desktop qualitative methodology, this analysis synthesizes policy documents, academic literature, and case studies to reveal recurring barriers, including stigma, teacher misconceptions, and insufficient support. Drawing on the Universal Design for Learning (UDL) framework and the SIAS tool, the study proposes a culturally responsive, multi-stakeholder protocol for inclusive ADHD education. Key findings underscore the importance of teacher training, parental engagement, and tailored interventions such as Individualised Education Plans (IEPs) and assistive technologies. Equally important, these strategies can foster collaborative educator networks, peer-to-peer learning communities, and community-based support systems that sustain inclusion over time. The paper concludes with a visionary call for global cooperation and national policy reform to realize truly inclusive education systems.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 194