OAsis, COL's Open Access Repository
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Scaling Teacher Training in Sub-Saharan Africa: Evaluating the Impact of Open and Distance Learning on the 21ST-Century Skills of Nigerian Teachers
No full textThe shortage of skilled and qualified teachers in sub-Saharan Africa, particularly in Nigeria, poses a significant challenge to education quality and access. This pilot study, sponsored by the Commonwealth of Learning (COL) in collaboration with the Africa Federation of Teaching Regulatory Authorities (AFTRA) under the Beyond Numbers Project, examines the potential of COL’s micro-credential and the Continuing Professional Development (CPD) courses, to enhance and scale teacher training through Open and Distance Learning (ODL) and digital platforms. COL’s courses utilize open licensing particularly Creative Commons licenses to promote free and open access to educational resources. The Beyond Numbers Project is thus an initiative led by COL, with the intent to leverage ODL and digital technologies to boost the number of qualified teachers in sub-Saharan Africa. In its first phase, it brought together four institutional members of AFTRA and teacher training institutions from Botswana, South Africa, Seychelles and Nigeria. In Nigeria, using a one-group pretest-posttest design, an initial 265 randomly selected secondary school teachers participated in these interventions. Their growth in 21st-century skills, including digital literacy and assessment skills for open, distance, and flexible learning, was measured through pre- and post-surveys administered at the start and on completion of the courses and analyzed with frequency and percentage. Findings offer insights into the effectiveness of ODL and digitalization in professional teacher development, highlighting both opportunities and challenges for large-scale implementation. The results equally contribute to discussions on technology-driven teacher capacity building and sustainable education reforms in resource-constrained contexts which informs policy recommendations for scaling up the initiative.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 764
Developing Open Education Gender-Inclusive Teaching Methods at Eswatini Higher Education Institutions
No full textThe objective of this study was to explore how gender-inclusive teaching strategies have evolved within open education at Eswatini's higher education institutions. Three chosen tertiary institutions will be the subject of the study, which will employ a qualitative methodology and narrative inquiry as its research design. A total of 18 lecturers, six from each institution, equally representing male and female perspectives were involved. In order to guarantee that a range of perspectives are recorded, the study also comprised six students from each university, equally distributed by gender. The research used focus groups and individual interviews to discover more about lecturers' and students' experiences and opinions about contemporary teaching methods and their gender-neutrality. This study intended to help in the development of practical strategies that support inclusive learning environments in open education by identifying current challenges and areas for improvement in instructional techniques. The results will offer insightful information that can direct educational policy and practice to promote gender equity, thereby improving the quality of education for all students in Eswatini's higher education system.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 504
Digital Education in Mauritius: Policies and Practices
No full textThe Higher Education Commission (HEC) Mauritius has spearheaded the TEL project supported by the Commonwealth of Learning (COL) and successfully completed three phases of the TEL project, developing national guidelines, institutional policies, and 88 OER-based blended courses, enrolling over 2,000 students with significant completion rates. The establishment of a National OER Monitoring Committee further strengthens oversight and supports the growth of the OER repository. This panel discussion will highlight Mauritius as a case study for pan-African lessons on implementing TEL for increasing access to and improve quality of education and training. It will delve into the evolution, strategies, and implementation of TEL and OER in Mauritius, emphasizing the milestones achieved through the HEC's initiatives. It will provide a platform to examine key successes, address challenges, and discuss future pathways for leveraging technology to foster sustainable educational development in small island states and the broader global South. The key findings and discussions with the participants will help further scale the TEL implementation in other small states of the Commonwealth.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 6527
Subjects: Technology Enabled Learning; Open Educational Resources; Institutional Policie
Self-Directed Learning and Adaptability: Insights from Zimbabwe Open University During Covid-19
No full textThis study explored the role of self-directed learning in ensuring student success during COVID19 pandemic with a view to enhance Zimbabwe Open University’s capacity to support students in future crises. A qualitative, instrumental case study design was employed, using in-depth interviews and focus group discussions. Seven lectures, seven students and one quality assurance coordinator were purposively sampled. Self-directed Learning Theory was used as a framework to understand how this approach fostered adaptability. Findings revealed that self-directed learning enabled continuity, flexibility, personal growth, and supported students’ well-being. It also facilitated access to resources and proved cost-effective. These insights may be relevant for ODeL institutions globally. The study recommends integrating SDL into teacher education curricula.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 075
Exploring Sustainability of Online Teaching and Learning in Open and Distance eLearning: The Case of a Higher Education Institution in Lesotho
No full textOpen and Distance e-Learning (ODeL) has been recognized for its potential to bridge educational gaps in higher education. However, challenges associated with the digital divide in the context of Lesotho and other sub-Saharan African countries pose a threat to sustainable online learning. Guided by the Community of Practice (CoP) theory, a case study of one Higher Education Institution (HEI) in Lesotho was conducted in exploring the sustainability of Online Teaching and Learning (OTL) in ODeL programmes. A thematic analysis of data collected from students, instructors, and administrators identified key challenges, including financial constraints, inadequate training for both students and academics, and delayed student registration, which contributed to the underutilization of Information and Communication Technologies (ICTs). Notwithstanding the identified challenges, online platforms such as WhatsApp, email accessed via smartphones and computers facilitated meaningful communication and collaboration. The article concluded that OTL in ODeL programmes of the HEI was, to a certain extent, sustainable as the required ICT infrastructure, resources, and competencies were evidenced, though limited. Targeted strategies, including subsidizing data costs, providing digital literacy training, and streamlining administrative processes are however recommended. Furthermore, the existing blended learning model, which combined face-to-face interactions with virtual spaces seemed to bolster social presence, motivation, and the development of resilient and sustainable learning communities.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 758
A Study on Open Educational Resources for Sustainable Consumption of Mineral Resources
No full textExtensive attempts to extract limited mineral resources have degraded many environments and impeded living conditions on Earth. Hence, extraction, processing and consumption of such resources need optimized utilization to attain sustainability. The adoption of Open Educational Resources (OER) in sustainable consumption of mineral resources could help educators to disseminate amongst key stakeholders, including students, knowledge and enhance understanding about the importance of utilizing mineral resources sustainability. However, despite the capability of reaching a wider audience unrestrictedly, existing OER seem to make limited contributions to the resource consumption domain. Therefore, a systematic review was conducted to understand the scope and explore the available literature, including open-access literature. The systematic review looked at only published material on open educational resources for sustainable consumption of mineral resources during 2014 to 2024 available in two prominent scholarly databases, Scopus & Web of Science. It adhered to the PRISMA framework. In this paper, we will explore further the rational underpinning of this study and discuss the findings of the systematic literature review. This work will complement the SDG in particular number 12: responsible consumption and production, in addition to demonstrating sustainable practices in the educational domain.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 091
Impact of Certificate Program on Overseas Students' Soft Skills Development: Bangladesh Open University Perspective
No full textBangladesh Open University (BOU) is the sole public university of Bangladesh that operates their education through open and distance learning (ODL). In 2021, BOU started its offshore certificate programmes i.e., SSC and HSC (2 years programme) for Non-Resident Bangladeshis (NRBs) in South Korea, the Kingdom of Saudi Arabia, and Qatar in order to improve the soft skills of the overseas students. The aim of this study is to find out the impact of BOU’s certificate programmes on overseas students’ soft skills development. Mixed methods research design has been used while conducting the study. The survey questionnaire has been used for quantitative purposes, while in-depth interviews have been used for qualitative purposes. In survey questionnaire, 100 overseas students who enrolled in the certificate programme of BOU participated according to simple random sampling, while 5 overseas students have been selected for in-depth interviews according to convenience sampling. The study reveals that overseas students’ soft skills e.g., problem-solving, communication, critical thinking, leadership, teamwork, adaptability, and time management skills, have been improved significantly due to the enrolment of BOU’s certificate programmes. BOU’s certificate programme helps Non-Resident Bangladeshis (NRBs) to become skilled labour from semi-skilled labour. Being a full-time employee it is very difficult for the NRBs to continue their education, although BOU provides utmost flexibility in their learning process.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 995
Towards ODL Business Models for Sustainable Development
No full textConventionally, the provision of schooling, teacher education and technical and vocational education and training (TVET) has used campus-based, in-person models. However, it has not been possible to reach and support all learners and teachers using these models, so there is growing interest in blended, online and hybrid provision. This requires the development of new business models, plans and budgets for sustainable practice. The Commonwealth of Learning (COL) therefore initiated a collaborative project to explore new business models based on work already commissioned and in process with partners in open schooling, teacher education and TVET, so that COL would in future be able to provide better guidelines based on empirical contemporary evidence. A consultant was employed to undertake a desktop study on contemporary approaches to business models for ODL provision and to review recent reports on business model, business plan and costing exercises recently completed in multiple countries. This led to the development of several business model approaches, models and templates. These were piloted and refined in engagement with multiple partners and countries. This paper presents the preliminary findings of the project. Any feedback or suggestions provided during presentation of the paper will then feed into the final revision of the full project report, which will be published after the conference.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 185
Scaling Up Teacher Continuous Professional Development (CPD) Using Open and Distance Learning (ODL): A Case Study of Five Selected Schools in Maun, Botswana
No full textThis paper investigates the potential for scaling teacher Continuous Professional Development (CPD) using Open and Distance Learning (ODL) modules aimed at enhancing digital literacy in Botswana. As technology becomes increasingly integrated into education, there is a growing need to ensure that teachers remain current, effective, and relevant. Traditional CPD models often face limitations in accessibility, scalability, and flexibility. This study explores how ODL can bridge these gaps, especially for teachers in remote regions, by providing high-quality, accessible professional development resources. Using a mixed-methods approach, the study captures teacher perceptions and experiences with digital platforms and ODL in Maun, a district selected for its strategic relevance and recent partnerships supporting national CPD initiatives supported by the Commonwealth of Learning (COL).
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 944
Case Study on Llama-Based AI Tutors for Computer Science Education in Remote Areas
No full textIn remote and underserved locations, there is a serious education crisis because of the low number of trained educators and learning opportunities to provide quality computer science instruction. The present case study focuses on the way that Llama-based AI tutors impacted more than 370 students with the help of hybrid learning, showing considerable advances in the solving of assignments and the improvements of the learning outcomes. The research is based on the theory of Zone of Proximal Development introduced by Vygotsky and investigates the influence of AI-based instructional support on the scope of knowledge and developing inclusive learning patterns. These results are supported by quantitative data and qualitative feedback, which shows that AI tutors have the ability to maximize student engagement and performance as well as areas of improvement. The results are crucial in the understanding of the transformative nature of AI in the education process and human-AI partnership in the classroom.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 398