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Digital Resource Management and Student Learning Outcomes in Higher Education: The Mediating Role of Intellectual Capacity
No full textThe shift to hybrid learning during the Covid-19 pandemic emphasised the need for independent learning and effective digital resource management (RMS). This study, grounded in Social Cognitive Theory, examines how RMS supports students in managing digital distractions and optimising learning outcomes. Data from 275 randomly selected education students were analysed using structural equation modeling. Findings indicate that while time management was crucial, other factors like study environment and help-seeking did not directly influence intellectual capacity. Intellectual capacity played a mediating role, linking RMS with perceived learning outcomes. These insights highlight the significance of cognitive strategies in navigating technology-enabled education
Addressing Digital Divide Among Nigerian Teachers: The Role of National Teachers' Institute
No full textThis study evaluates the National Teachers' Institute's (NTI) interventions in bridging the digital divide among Nigerian teachers. The research is based on the 2024 report of the 11TH National Council on Communication Meeting where stakeholders decried the absence of digital infrastructure in schools and non-utilization of the available ones by the Nigerian teachers. Using a descriptive survey design with 445 teachers sampled via cluster randomization, the research assessed five key NTI initiatives: digital pedagogy training, e-learning, e-facilitation systems, tablet distribution, and e-teaching practice supervision. Findings reveal significant improvements in technology integration (M=3.02), student engagement (M=3.24), and LMS utilization (M=3.23), with 70% of impact indicators exceeding the acceptance threshold (mean >3.04). However, critical gaps emerged in tablet utilization (M=2.91) and e-teaching practice supervision effectiveness (M=2.65), highlighting systemic challenges in post-training support. The study concludes that while NTI's multidimensional approach successfully enhances digital competencies, sustained impact requires strengthened technical infrastructure and supervision mechanisms. Recommendations include scaling partnerships for program expansion and implementing robust post-training monitoring systems to ensure classroom-level implementation of digital pedagogy.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 989
Editorial: Technology and ODL for Continuing Professional Development and Lifelong Learning
No full textIronic Lessons and Contradictions in the Lingering Aftermaths and Impact of Covid-19 on Continuing Professional Development: Reflective Insights from Botswana
No full textCovid-19 affected the education sector to unprecedented proportions with impacts that continue in its aftermath. One of the significant impacts of the pandemic was the pressure exerted on higher education institutions to rethink their delivery processes. The shift included an introduction of Technology mediated delivery of programmes including professional development programmes. Using data from two (2) purposively sampled universities, University of Botswana (UB) and Botswana Open University (BOU) this paper presents reflections and insights about this transition. These are used to demonstrate the stifling effects of the Pandemic on University based continuing Professional development as their lifelong Learning efforts. This noted, a critical reflection is presented on the tendency to overlook how the pandemic can ironically be perceived as having been a positive push factor for innovative change. The paper frames discussions on the fundamental tenets of theories of social change. and teases out pertinent issues on how Covid-19 propelled positive change in these contexts. This irony is presented as a rich platform for research about the pandemic which resembled a revolution in education. The survival strategies in the phase of Covid-19 are upheld. While experiences from the pandemic convincingly present it as an emergency, its impacts are noted to having fostered application of the principles of change. Lessons from these responses are presented as holding promise for sustainability of university professional development programmes, and to inform further research on change in these contexts so as to achieve better preparation for any change of the magnitude that came with Covid-19.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 463
Artificial Intelligence for Development (AI4D) Usage, Learner Autonomy, Wellbeing and Digital Literacy in ODL
No full textThe present study examined the relationships between Artificial Intelligence for Development (AI4D) usage, instructor attitude towards technology, learners' characteristics/wellbeing, and learning outcomes in Open and Distance Learning (ODL) environments in India. A quantitative research design was employed using purposive sampling (a non-probability sampling method) to ensure that participants had relevant experience with ODL platforms. Data were collected from 410 students at Bhopal School of Social Sciences (BSSS), Bhopal, who had completed at least one certificate or diploma course offered through SWAYAM, a government-supported Massive Open Online Course (MOOC) platform widely recognised as India’s flagship ODL initiative. A self-reporting questionnaire was employed to gather data digitally, ensuring convenience and reach. In this study, AI4D usage refers to interaction with AI-enabled features on the SWAYAM platform, such as personalised recommendations, adaptive content delivery, automated feedback, and progress tracking tools. The findings of the study provided insights into the extent to which AI4D usage influences learning outcomes, the role of instructor attitude in shaping the effectiveness of AI4D, and the moderating effects of learner characteristics on this relationship. This study contributes to a deeper understanding of the role of AI4D in facilitating effective teaching and learning in ODL environments and offers implications for educational practice, policy formulation, and future research in the Indian context
Digital Education Leadership Training in South Africa: Learning from SchoolNet
No full textThis case study presents a case study on professional development of teachers at a national level using COL’s Commonwealth Digital Education Leadership Training in Action (C-DELTA) platform in Africa. The results highlight COL’s support to SchoolNet South Africa, and the outcomes achieved, including the challenges, lessons learned and future sustainability of professional development of teachers in South Africa
Policy Formulation on the Use of Generative AI to Enhance Differential Instruction, Personalized Learning, and Inclusive Education: A Case Study of Emlalatini Development Centre, Eswatini
No full textEswatini, a small, open economy sharing borders with South Africa and Mozambique, has a population of around 1.2 million, with an estimated per capita Gross Domestic Product (GDP) of $4,089 in 2024 (World Bank, 2025). The Emlalatini Development Centre (EDC) stands as the country's sole government-funded Open and Distance Learning (ODL) institution. EDC is now poised to pioneer the integration of Artificial Intelligence (AI) into its administrative and academic processes. However, there is currently no baseline research on how AI can support such approaches in Eswatini. Until recently, there has been limited understanding of Eswatini's institutional and legislative readiness to govern AI in the country. This AI research will provide a model for implementing AI governance through policy framework development in nations with limited digital infrastructure, addressing regional challenges. Additionally, the research will showcase Eswatini's experience in the AI policy development process. Using a stratified sample of 500 stakeholders and an online survey, it assesses the level of AI adoption, digital readiness, and policy gaps, while analysing institutional and legislative preparedness in Eswatini. It offers a comparative review of global and regional AI documents, including a UN framework for a model policy. Findings will inform the design of an AI Policy Framework for Eswatini.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 798
An Ensemble-based Machine Learning Approach to Predicting Students' Performance
No full textIn this research, advanced machine learning models are investigated for their ability to predict student academic performance, focusing on key features termed "important features." The study thoroughly compares data mining techniques to categorise student performance and predict grades, utilising a diverse array of classifiers, including Bayes networks, logistic regression, random forests, support vector machines, and decision trees. Additionally, ensemble methods like voting were employed to enhance classifier performance. Exploring an ensemble-based machine learning method to predict students' performance is driven by the desire to improve learning. Notably, the results showed exceptional performance by the voting classifier, achieving impressive accuracy rates of 68% in the online dataset and 92% in the local dataset compared to other classifiers. This research significantly contributes to the evolution of predictive modelling within educational settings, offering insights into the comparative effectiveness of different classifiers and ensemble approaches. By identifying important features and exploring ensemble methods, the study provides valuable insights for personalised education, resource allocation, and informed decision-making in educational policies. Educators and institutions of learning can leverage these findings to develop targeted interventions and support systems tailored to individual student needs, ultimately promoting academic success.
PCF11 Plus: Beyond the Forum
Sub-Theme: Gender, technology and innovation in open education
Paper ID: 622
Promoting Gender Equality and Women’s Empowerment Across the Commonwealth - Empowering Women and Girls Brochure
No full textPromotional brochure for the Empowering Women and Girls (EWG) project.
The EWG project supports gender equality and women’s empowerment in Bangladesh, Malawi, Mozambique, Pakistan, and Sri Lanka. Implemented by the Commonwealth of Learning (COL) with support from Global Affairs Canada (GAC), the initiative fosters inclusive education, economic resilience, and social change for women and girls, including Persons With Disabilities (PWDs) in rural, remote, and disadvantaged communities
The Impact of Technology-Enabled Learning at Alupe University
No full textThe Impact of Technology-Enabled Learning at Alupe University reports on a study conducted to evaluate the use of blended learning courses by students and teachers, which was part of a bigger projects on improving organisational effectiveness at Alupe University by integrating technology-enabled learning through policy-capacity-technology. A report shared findings from 12 courses offered to students between August-December 2022.
The study findings are intended to propel the implementation of blended learning in Alupe University and other Kenyan universities