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Tonga 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Nauru 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Effectiveness of Web-supported Videos on Students’ Academic Achievement, Critical Thinking Skills and Three-dimensional Learning
No full textWhile traditional teaching methods such as face-to-face lectures, training, and mentoring have been utilised in the educational process, the importance of web-supported materials was better underscored with the advent of the pandemic. Documentary videos, prepared with scientific data, serve as significant web-supported materials. The aim of this research was to find out the effectiveness of web-supported videos on associate degree school students' academic achievement, critical thinking skills, and three-dimensional learning in science. The study employed a pre-post-test design, a type of quasi-experimental research, involving 42 associate degree school students enrolled in a child development programme. Data were collected using academic achievement tests, critical thinking skill tests, and three-dimensional learning scales, and analysed using non-parametric techniques. The two-month training revealed that web-supported videos contributed to the academic achievement and three-dimensional learning skills of students in understanding the concepts of the moon, sun, earth, and planets, though they did not have a significant effect on students' critical thinking skills
Professor G Ram Reddy Memorial Lecture - Open Universities and Education 4.0
No full textDr Basheerhamad Shadrach, Director: Commonwealth Educational Media Centre for Asia (CEMCA) delivered the Professor G Ram Reddy Memorial Lecture at Dr B.R. Ambedkar Open University (BRAOU), Hyderabad, India on 12 January 2024
Report of the Massive Open Online Course on Blended Learning Practice (BLPMOOC9)
No full textThis report presents an overview of the experiences of the seventh edition of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. BLPMOOC9 was held from March 105 to April 13, 2024. It reports the design, development, and delivery of the BLPMOOC9 and presents the preliminary findings the participant surveys and their engagements in the course
Report of the Massive Open Online Course on Leading Change in Teaching and Learning for a Digital World (LCTLMOOC3)
No full textThis report presents an overview of the experiences of the second edition of the Massive Open Online Course (MOOC) on Leading Change in Teaching and Learning for a Digital World (LCTLMOOC3) offered by Athabasca University, Canada in collaboration with the Commonwealth of Learning. LCTLMOOC3 was held from 14 January to 17 February 2024. It reports the design, development, and delivery of the LCTLMOOC and presents the preliminary findings of the participant surveys and their engagements in the course. Certificates were awarded for a total of 14.8%% participants based on the 486 student registrations
Commonwealth Open Learning: Why, What and Outcomes?
No full textPresented by Professor Peter Scott, President & CEO, Commonwealth of Learning, to the Commonwealth Secretariat Board of Governors and the 22nd Conference of Commonwealth Education Ministers, London, United Kingdom, May 2024
Policies and Practices in Open, Distance and Technology-Enabled Learning in Teacher Training in Ghana
No full textThis report is a review of the policies, frameworks, and resources for open and distance learning (ODL) in teacher development in Ghana. It is intended to inform national capacity building and policy development in open, distance and technology-enabled learning (TEL) in pre-service teacher training and in-service professional development. The study examined decision-making processes in teacher training and summarised key findings. The report identifies several issues, including inadequate policies and resources for ODL and TEL, lack of a blended learning policy in Colleges of Education and absence of a teacher qualification framework to support regional mobility, among others. Recommendations include formulation of ODL and TEL policies, providing necessary resources, creating a qualification framework with regional collaboration, increasing access to pre-service programs to meet teacher demand, and establishing an interactive teacher database for resource and data sharing
Brunei Darussalam 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024