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Technology Acceptance and Its Utilisation in Post COVID Era in Higher Education Institutions: A Case Study of Uganda Management Institute (UMI)
No full textThe study sought to examine the relationship between Technology Acceptance and Utilization of Education Technologies (ET) in Higher Education (HE) in the post-COVID Era. The objectives of the study were to: Assess the relationship between perceived usefulness and utilization of ET; Assess the relationship between ease of use and utilization of ET and; Find out the relationship between behavioral intention to use and utilization of Education Technologies at Uganda Management Institute.
Using a mixed research design, both qualitative and quantitative data was collected through interviews and questionnaires from 315 out of 3696 were purposively selected participants. The study was also guided by the Technology Acceptance Model (TAM).
The findings indicated a strong positive correlation between perceived ease of use (r = 0.797); perceived usefulness (r = 0.829); users’ behavioral intention to use (r = 0.873) and Utilization of Educational Technologies.
Implying that the behavior of the users is more paramount in influencing the utilization of education technologies hence the need to intensively sensitize, support and build user capacity for a successful utilization of education technologies at Higher Education.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 2063
Subjects: Technology Acceptance; Higher Education; Ugand
Designing and Delivering a Fully Online Course on Artificial Intelligence for Educators: Lessons from Eswatini
No full textThis paper outlines the conception, implementation, and evaluation of a fully online professional development course on artificial intelligence for educators at the University of Eswatini. This study represents the first empirical analysis of a larger research program, drawing on data gathered from the two most recent cohorts. Conducted over five weeks between October and November 2024, it serves as the initial phase of a broader, ongoing research initiative. The initiative reached approximately 250 educators across two cohorts. Designed to address critical gaps in AI literacy, the course combines asynchronous self-paced modules, synchronous demonstrations, collaborative activities, and hands-on practice with generative AI tools, all within a mobile-friendly, lowbandwidth framework suitable for resource-constrained contexts. Employing a mixed-methods evaluation, the study collected quantitative survey data on AI tool usage, educator confidence, student engagement, and resource optimization, alongside qualitative feedback on participant experiences and implementation challenges. Findings reveal significant challenges in AI literacy transfer, with barriers including technical infrastructure limitations, institutional policy gaps, and skills confidence issues. Key innovations include leveraging existing platforms for delivery, integrating freely available AI tools to minimize costs, and establishing support systems for sustainable adoption. This research provides evidence-based online course delivery methods for technology-focused professional development in resource-constrained settings, as well as practical strategies for scaffolding AI integration across diverse student learning contexts.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 504
The University of the West Indies Global Campus' Response to Empower Youth Through Education Across the Caribbean
No full textThis paper explores The University of the West Indies (UWI) Global Campus' efforts to empower youth through education, with the Youth Development Work (YDW) programmes. Recognizing the pivotal role of youth in sustainable development, The UWI strategically built on historical partnerships such as with the Commonwealth Youth Programme (CYP), to offer accessible education for youth work professionals. From reports, reviews and analysis of data, this paper traces the evolution of the Diploma on-campus offering from 1974, to the online BSc beginning 2012, and subsequently the hybrid versions. It highlights The UWI's commitment to standardizing and professionalizing youth development across the Caribbean with a curriculum that aligns with regional competency standards, equipping graduates with knowledge and skills essential for leadership roles in areas such as government, Non-Governmental and faith-based Organisations. The introduction of interdisciplinary minor in Management Studies and minor in the BSc Social Work, expands its scope, emphasizing flexibility and expertise in youth work. From inception of the programmes to present, the institution continues to produce highly qualified and competent practitioners who are positively impacting youth and contributing to society. Such efforts underscores and affirms The UWI’s commitment to capacity building for youth-focused initiatives, and advancing youth development.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 916
Stakeholders' Perspectives Towards Open and Distance Learning: The Case of Higher Education in Cameroon
No full textRapidly growing youth populations and improved high school completion rates have presented challenges to Cameroon Higher Education Institutions (HEIs) in recent years. A growing number of learners are seeking higher education, but the infrastructure is limited, often resulting in overcrowded lecture halls. In-depth research on how to resolve the issue points to Open and Distance Learning (ODL) as an alternative viable, cost-effective and flexible learning mode capable of widening access to education. This study entitled "Stakeholders’ Perspectives Towards Open and Distance Learning: The Case of Higher Education in Cameroon" was designed to explore their views towards the adoption of ODL in the higher education sector. Owing to the novelty of ODL in Cameroon, the Diffusion of Innovation Theory was used as the framework to guide the research. Ten stakeholders purposefully selected from public and private HEIs comprised of faculty, learners, institutional leaders, ministry officials, and IT personnel took part in the study. Using a qualitative phenomenological research design approach, data were collected from them based on five key dimensions of innovation diffusion, notably relative advantage, compatibility, complexity, trialability, and observability, using open-ended questions. Thematic analysis of the data revealed that pilot programmes conducted during the COVID-19 pandemic demonstrated the potential of trialability to foster ODL adoption. Success stories from local and international institutions enhanced observability and stakeholder confidence. Based on these, learners and institutional leaders acknowledge the benefits of ODL in promoting access and flexibility. However, inadequate digital infrastructure, limited digital skills, and resistance to change undermine its compatibility with campus-based educational practices and ease of use of learning management systems. The study concludes that a successful implementation of ODL in Cameroon’s HEIs requires investment in digital infrastructure, structured capacity building, pilot testing of ODL programmes, and the development of a clear institutional policy aligned with national education goals. Such an initiative should be phased out and adopt an all-inclusive stakeholder approach for an enhanced transformation of higher education.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 151
Innovative Skillsticks: A SKITWALL Case Study at Nakuru Training Institute
No full text[POSTER] Youth unemployment in Africa demands innovative, accessible, and cost-effective solutions for skills development. The Skills in TVET without Walls (SKITWALL) project, led by Nakuru Training Institute (NTI) with support from AUDA-NEPAD, addresses this challenge through Skillsticks-portable, offline learning tools that enhance competency-based education and training (CBET). This poster explains how skitwall worked in Nakuru, Kenya, focusing on marginalized youth. Skillsticks provide structured, job-relevant training without internet dependency, reducing barriers in low-infrastructure areas. Preloaded with course materials and formative assessments, they enable flexible learning, supplemented by weekly instructor-led practical sessions to ensure hands-on, industry-aligned training. Internal formative assessments were conducted by NTI, while summative evaluations were administered by the National Industrial Training Authority. In January 2025, beneficiaries participated in an intensive boot camp at NTI, refining skills through collaborative, real-world scenarios. Of the 42 trainees, 64% were female and 36% male, reflecting a commitment to inclusive upskilling. The initiative demonstrated significant success: beneficiaries acquired measurable competencies, exhibited heightened confidence, and achieved certification through formative and summative assessments. In April 2025, 211 sat for Kenya national examinations, where 96% passed, 2% were absent and only 2% failed. Preliminary findings reveal enhanced skill acquisition, engagement, and employability, underscoring the model's scalability and alignment with global goals for inclusive education. The use of Skillsticks illustrates how blended digital-practical learning can innovatively bridge skills gaps particulary for marginalized women, offering a replicable framework for empowering underserved youth in evolving labor markets.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 452
Empowering Veterinarians Through agMOOCs for Improving Livelihood of Livestock Farmers
No full textVeterinarians need to refresh knowledge and skill to improve performance. Based on need analysis, problems listed, prioritised and two major areas viz., animal nutrition and control of parasitic diseases formed the topics. agMOOC platform, offered free online courses to learners with internet connection; MOOKIT was used for course delivery. The courses were offered in 2023 and 2024, each for six weeks duration with text, videos, diagrams charts etc. Promotion on the course to enrol veterinarians was done. Course materials were developed and uploaded. Every week lectures with additional resource materials were provided. Quiz was uploaded at week end. 100 multiple choice questions were used to evaluate each course. Forums and hangouts were utilised for interaction. A total of 9,692 learners benefitted. Interaction and knowledge sharing done through 3054 forum posts and 5329 comments in both the courses. Majority accessed course at home (69%). Video was accessed by 90 % of learners. Mobiles were mostly used to access information (70%). Active users were 78.13%. 40.39% active learners participated in all the quiz and scored more than 70 percent and were certified. 38.75 percent were women. Obtained course feedback on various parameters and overall, it was opined to be good and useful.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 925
Machine vs. Mind: Assessing AI's Ability to Mimic Human Authorship in Fiction
No full textAs the computational power increases and cloud computing becomes more accessible, computers are exploring the avenues that were earlier thought to be far-fetched. The question raised in 1950 by Alan Turing, 'Can machines think?', persists as a philosophical question. This study examines how well the Turing Test assesses artificial intelligence's capacity to produce literary works that resemble those of humans. In literary and computational linguistics, the topic of whether machine-generated narratives can be differentiated from human-authored works becomes more important as AI-generated content grows more complex. By contrasting a human-written short narrative with an AI-generated version of the same, this study investigates this subject by evaluating respondents' ability to distinguish between the two using qualitative literary criteria. The AI model was given instructions to read the original text and rewrite it with certain changes while preserving its emotional impact and depth. To assess both texts on several criteria, such as clarity, organisation, vocabulary, engagement, character development, and emotional impact, a standardised questionnaire was created. Respondents were also asked to rate the quality of the text using the above parameters, indicate whether each text was created by AI or by humans, and justify their classifications. People from a variety of backgrounds participated in this survey, guaranteeing a diverse sample of respondents for a more thorough analysis. By classifying respondents according to the language they were taught in elementary and secondary school, the questionnaire also took linguistic background into consideration. The study also examined whether gender affected how texts were seen and how accurately they were classified. This study emphasises how crucial it is to critically interact with AI-generated content in professional, artistic, and academic contexts. Understanding artificial intelligence's effects on authorship, authenticity, and literary value is still essential as it continues to influence the landscape of literary production and consumption. This study highlights the need for creating new frameworks for assessing and interpreting machine-generated narratives and lays the groundwork for future research into the nexus of AI and literature. As some of the old questions get answered, this research raises new questions related to the nature of the creation of art. Authors through this study arrive at the conclusion that maybe the Turing test will let us understand more about human beings than they do about computers.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 846
Teacher in the Loop AI (TiL-AI): A Strategy for Empowering Educators in Developing Countries through OER Adaptation
No full textArtificial intelligence (AI) is rapidly transforming various sectors, including education. One of the most promising applications of AI in education is in the development and adaptation of Open Educational Resources (OER). COL's Teacher-in the-Loop (TiL-AI) initiative empowers teachers and TVET trainers across the Commonwealth to leverage generative AI (GenAI) in adapting OER to fit national and local curricula, ensuring relevance and cultural resonance. Synergising the power of GenAI with the teacher’s role, we can improve the quality of AI-generated content and empower teachers with a deeper understanding of both AI and OER and their combined potential in education. This paper is based on Phase 1 of the project
Technology-Enabled Learning at the National University of Samoa
No full textThis case study presents the phased approach of implementing technology-enabled learning at the National University of Samoa. The case study demonstrates continuous and long-term support provided to a national level institutions could lead to significant changes at the national level. This case study could be useful to other small states of the Commonwealth
Role of Monitoring in Sustaining Communities of Practice
No full textIn today's rapidly evolving educational landscape, the importance of sustaining communities of practice is pivotal in driving social change through continuous acquisition and application of knowledge. As development interventions increasingly aim at fostering behavioral changes, the role of innovative open education becomes crucial. Monitoring of these changes helps in sustaining learning and practice to make significant improvements in people’s lives. This paper is based on the Commonwealth of Learning’s Empowering Women and Girls project, implemented in five countries and involving diverse communities. The paper will explore how monitoring of changes strengthens the communities with a shared interest of working on similar issues, building relationships that enable them to learn from each other and developing a shared practice in addressing those problems. It further shows how the community report card, as a grass-root accountability tool, monitors the progress in application of learning into practice. Using the data from outcome monitoring study, the paper argues for institutionalising the monitoring of these gender-focused communities of practice in sustaining learning and practice to advance gender equality. Its sustainability and scalability demand recognition of community resilience and embracing collaborative learning and addressing the gender gap and digital divide to accessing open and distance learning.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 363