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A Desk Review of Stakeholder's Mindsets Toward Inclusive Open Education: Barriers, Opportunities, and Policy Implications
No full textThis desk review examines educators’ mindsets toward inclusive education, focusing on the barriers, opportunities, and policy implications. Despite the growing emphasis on inclusive education, the effective integration of open educational practices remains hindered by various challenges. The problem this review addresses is the limited understanding of how educators perceive and engage with inclusive open education and the factors that influence these perceptions. The research questions guiding this review are:1) What barriers to inclusivity in open education are identified in current literature, 2) What opportunities exist for integrating inclusive open education into practice, as outlined in the literature? 3) How do policies and institutional frameworks shape or influence stakeholders mindsets and practices regarding inclusive open education? This study employs a qualitative desk review methodology and thematic analysis was employed. Synthesized findings from various sources to identify recurring themes about mindsets, barriers, and opportunities in the context of inclusive open education was discussed. This desk review would consolidate existing research and provide a comprehensive overview of the factors influencing educators’ mindsets toward inclusive open education, offering valuable insights for policymakers and practitioners aiming to foster greater inclusivity in open education initiatives.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 295
Effectiveness of Synchronous and Asynchronous Learning Among Trainees with Visual Impairment in Public Technical and Vocational Education and Training Institutions in Kenya
No full textEducation is a fundamental right for all individuals, including those with disabilities. Trainees with disabilities, like all other learners, are entitled to quality education and should be included in all forms of learning, including synchronous and asynchronous. In the 21st century, technology plays a critical role in education, and these learning models are designed to offer unique educational opportunities for every learner, including those with visual impairments. While synchronous and asynchronous learning hold the promise of flexible and accessible learning experiences, they can also present barriers for trainees with visual impairments. Supporting these learners effectively has become a vital responsibility for educational institutions. This study, therefore, focused on assessing the effectiveness of synchronous and asynchronous learning among trainees with visual impairments in public Technical and Vocational Education and Training (TVET) institutions in Kenya. The study specifically examined the accessibility of digital resources for synchronous learning, evaluated the accessibility of digital resources for asynchronous learning, and explored trainers’ preparedness to support trainees with visual impairments in both learning modes. A mixed-methods research design was adopted, combining both quantitative and qualitative approaches. The findings revealed varying levels of effectiveness in digital learning platforms for visually impaired trainees. While some trainees reported improved comprehension and access, others encountered significant challenges, including limited platform availability, inaccessible content formats, and feelings of social isolation. Peer interaction was moderate, indicating some engagement but leaving room for improvement. Despite these challenges, the study provides meaningful insights particularly the need for screen reader compatibility, accessible content formats, and clearer instructional design. The findings underscore both the potential and current limitations of digital tools in fostering inclusive education and point to actionable areas for improvement in public TVET institutions.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 671
Mapping Women Learners in History Programmes: A Case Study of Netaji Subhas Open University
No full text[POSTER] As the sole State Open University in the state of West Bengal in the eastern part of India, the role and responsibility of Netaji Subha Open University to empower its women learners through sustainable lifelong education is as untenable as it is imperative. The objective of a research project undertaken by the author was to determine how open and distance learning (ODL) integrating ICT was more effective and socially viable in educating women in the backward regions compared to the conventional method of learning. As a case study the UG and PG women learners of the History Department of Netaji Subhas Open University, West Bengal, India was considered. The focus was on women belonging to the socio-economic weaker sections of the society, namely from the Scheduled Castes and the Scheduled Tribes and belonging to the rural and panchayat areas. The married women and the difficulties faced by them to continue education was also considered. The study also emphasized the necessity to generate employment among women to make them financially stable. As regards methodology, the available data of UG and PG female students for five sessions 2017-18 to 2021-22 was collected from the University's Registrar Department. The data was analysed using IBM SPSS Statistics Version 29.0.0.0(241). Data was also collected through Questionnaire on Google form involving learners and academic counsellors in the Learner Support Centres. A workshop was also conducted in which the students were given a brief outline about career perspectives. The findings indicated a rising trend in the education of females from the SC community which indicates the social inclusion of backward caste women in the university system. However, greater inroads can be made by NSOU to involve more ST women. Findings also revealed that a large section of the female learners of the university belonged to the panchayat region. Thus the University was to a large extent successful in its motto of 'Reaching the Unreached' Recommendations of the project included a bigger drive by the LSCs to enrol women learners in the remote regions of the state, integrating technology to design lifelong learning frameworks, to develop women education as a best practice etc. These recommendations are not limited to NSOU but can be used as a model for other Open Universities globally.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 302
Enhancing Visual Literacy: Teaching Film Studies in the Digital Age
No full textFilm Studies is often perceived as a field with limited job prospects or as a non-essential academic pursuit. Additionally, a common misconception persists that the discipline focuses primarily on filmmaking, production, and entertainment. However, educators recognize the importance of prioritizing critical thinking and fostering visual literacy skills among students. The transition to online learning has introduced new challenges for teaching film courses, particularly in assessing student engagement and comprehension. Rather than merely advocating for the relevance of film studies, educators must now redesign assessments for digital platforms and select effective tools for online instruction. This study employs a mixed-methods approach, drawing on student-submitted film assignments, surveys, and semi-structured interviews with students enrolled in online film courses. Data analysis focuses on students' ability to apply visual analysis, audiovisual interpretation, and critical thinking in their work. The research is guided by the following questions:
1. What digital tools and assessment methods effectively enhance visual literacy in online film studies courses?
2. How do students engage with visual analysis and critical thinking in an online learning environment?
3. What challenges do students face in completing film analysis assignments digitally, and how can these be addressed?
Preliminary findings indicate that assignments such as video essays, collaborative discussion forums, and digital storytelling projects enhance engagement and analytical skills. In particular, video-based submissions allow students to demonstrate deeper comprehension of film techniques, while structured discussion forums encourage critical discourse. Additionally, early data suggest that interactive technologies, including AI-assisted film analysis tools and virtual collaboration platforms, foster greater student participation. By integrating innovative pedagogical strategies and digital tools, educators can create more dynamic and immersive learning experiences. This study offers insights into best practices for sustaining communities of learning and practice in open and online film education.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 638
Sustaining Communities of Learning and Practice in Kenyan Universities: Building Resilient and Inclusive Open Education Systems
No full textThe transformation of higher education in Kenya is increasingly driven by the need for sustainable, resilient, and inclusive learning environment. Communities of Learning and Practice (CoLP) have emerged as vital structures that support collaborative knowledge sharing, innovation, and continuous professional development among educators and students. This paper examines the role of CoLP in building resilient and inclusive Open Education Systems (OES), identifies key challenges that hinder the sustainability of CoLP and proposes strategies for strengthening CoLP, within Kenyan universities. The study is anchored on Wenger’s Social Learning Theory which posits that learning occurs through active participation in social communities and engagement in shared practices. A descriptive survey research design was used to collect data from university teaching staff in Kenya. The study explored faculty perceptions, experiences, and suggestions regarding Communities of Learning and Practice (CoLP) and Open Education Systems (OES). Based on the findings, the study recommends investing in robust digital infrastructure, implementing targeted faculty development programs, providing recognition and incentives for CoLP participation, and developing supportive institutional policies. This research provides valuable insights for educators, policymakers, and researchers interested in advancing open and inclusive education in Kenya and beyond.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 835
Navigating Institutional Diversity Through the TEL COL Project: Challenges and Opportunities
No full textThe Commonwealth of Learning (COL) project, Technology-Enhanced Learning (TEL), engaged six higher education institutions in Mauritius, each representing diverse cultural, institutional, and pedagogical contexts, to develop online and blended courses. While diversity enriched the project, it also introduced challenges such as disparities in institutional policies, variations in technological readiness, and differing levels of commitment to open education principles. This paper examines strategies to transform institutional diversity into opportunities for innovation and mutual learning. A survey conducted with participating institutions further explored the challenges and opportunities encountered, providing empirical insights into the dynamics of cross-institutional collaboration. The diversity of institutional contexts offered fertile ground for generating innovative, context-sensitive solutions. The project fostered resilience and adaptability, emphasising the importance of collaboration, flexibility, and shared ownership in addressing the complexities of TEL implementation. Tailored capacity-building workshops and mentorship programmes were designed to address institutional gaps while respecting each context’s unique strengths. Training 100 academics and resulting in 88 ODL/OER courses, the project demonstrated that fostering collaboration demands more than overcoming technical barriers; it requires cultivating a shared identity, a collaborative mindset, and building a community of practice. The lessons learned offer valuable insights for future cross-institutional TEL initiatives, where diversity remains both a strength and a challenge.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 567
Review of Open and Distance Learning for Higher Education in the Commonwealth
No full textThis research of Open and Distance Learning (ODL) and technology-enabled learning (TEL) within the 56 Commonwealth countries aimed to explore the status, challenges, and developments in this environment, with a focus on equity of access, policy frameworks, and dual-mode learning. Five key themes emerged from the survey’s open-ended questions: infrastructure needs, professional development, financial support, equity and accessibility, and collaboration and partnerships. As such, these themes align with the strategic goals of the Commonwealth of Learning (COL) for 2021–2027. As such, these outcomes can guide the future planning of the COL while it also emphasises the importance of pedagogical approaches to be aligned with the future employability of students by addressing digital equity through policy measures
Translating Online Audio Content to Kenya Sign Language with Artificial Intelligence for Training of Hearing-impaired TVET Trainers in Kenya
No full textThe digital transformation of education has created new opportunities and challenges for inclusive learning in Kenya. The hearing-impaired community, which relies on Kenya Sign Language (KSL), remains marginalised in Technical and Vocational Education and Training (TVET) due to a lack of accessible digital resources and trained special needs educators. This research presents findings from a comprehensive study of 74 hearing and hearingimpaired TVET trainers. It proposes the design and development of an AI-driven system for translating online audio content into KSL. The proposed AI system integrates speech recognition, natural language processing, and KSL animation to enable real-time translation of educational materials. The study reveals that 51.36% of trainers face significant challenges, including limited access to KSL interpreters (51.35%), inaccessible learning materials (50%), and inadequate infrastructure (36.49%). Results show that 89.19% of respondents believe AI-based KSL translation tools would significantly enhance TVET training programmes. The project focuses on capacity building for TVET trainers having hearing impairment whilst addressing the critical gap between policy and practice in inclusive education.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 2533
Subjects: Kenya Sign Language; AI Translation; Speech Recognition; Natural Language Processing; Special Needs Education; Inclusive Educatio
Speaking E-Portfolios and Non-EFL Students’ Well-Being: Evidence from Indonesian Higher Education
No full textThis study examines the role of speaking e-portfolios in enhancing the well-being of non-English-major university students in Indonesia. The research was motivated by the growing need to integrate digital learning tools that not only support language proficiency but also promote students’ overall well-being in higher education. A mixed-method design was employed with 66 undergraduate students from Central Java. Quantitative data were collected using the Student Well-Being Model (SWBM) questionnaire, while qualitative insights were obtained through semi-structured interviews with nine participants. The statistical results indicated a high level of student well-being, with an overall mean score of 74.48. Across the SWBM dimensions, students reported strong Assets (76.5), positive Appraisals (78.8), and supportive Actions (68.15). The interview data reinforced these findings, revealing that students perceived e-portfolios as beneficial for sustained engagement with speaking activities, increased digital connectivity with classroom tasks, and opportunities for creative self-expression. The participants highlighted that regular e-portfolio use provided them with greater exposure to authentic speaking practice and encouraged consistent reflection on their progress. The study concludes that speaking e-portfolios can be an effective pedagogical strategy not only for improving speaking competence but also for fostering non-EFL students’ well-being in higher education. Practical implications are offered for educators seeking to integrate digital portfolios into language learning to promote both skill development and psychological well-being
Perceptions of Online Learning Among At-risk Students: A Qualitative Inquiry at Botswana Open University
No full textThe study explored perceptions of online learning among at-risk students at Botswana Open University (BOU), focusing on their challenges, engagement, and needed support strategies. Understanding these dimensions provides crucial insights into the needs of at-risk learners within the digital learning environment. The study used semistructured interviews with ten purposively selected students (5 males, 5 females) from three Bachelor of Education programmes: Primary (BED-Pri), Early Childhood (BED-IECD), and Special & Inclusive Education (BED-SIE). Reflexive thematic analysis using NVivo 12 was employed to explore participants’ experiences, including IT skills, connectivity, institutional support, and e-library access. The study found that online learners face conflicting demands and limited support, which reduce their engagement and hinder study completion. The study further revealed that BOU’s programme flexibility is limited by rigid tutorial and assessment schedules. The library training was found insufficient, leaving students unable to confidently use the e-library, hindering their academic success. Moreover, participants’ limited IT skills made it difficult to navigate online learning effectively. The study recommended prerecorded video tutorials, and flexible tutorial and assessment schedules to support adult learners balancing work and family. The university should provide targeted IT skills workshops to support students in navigating online learning platforms with greater ease. To increase engagement and completion rates, promoting support systems that address adult learners’ conflicting demands through academic advising, peer support, and time management resources was found crucial.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 845