OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Global Education Monitoring Report 2024, Pacific: Technology in Education: A Tool on Whose Terms?
No full textInformation transmission and connectivity is crucial in the Pacific, a region characterized by high geographic dispersion. While the application of ICT in
education has significant potentials, it is hindered by the region's limited and costly infrastructure. This edition accompanies the 2023 Global Education
Monitoring Report, which acknowledges technology as a useful tool but invites the education community to question on whose terms it is deployed
Seychelles 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Namibia 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
A Review of Research on Collaborative Assessments in the Open Distance and e-Learning Environment
No full textThis paper reviews 38 studies conducted between 2015 and 2022 on collaborative assessments in open-distance and e-learning (ODeL) contexts, focusing on the benefits, types, challenges, and strategies to improve collaborative assessments. This qualitative review aims to investigate collaborative assessments within the ODeL comprehensively. The objectives encompass thoroughly exploring theoretical foundations and empirical evidence to illuminate the pedagogical implications and effectiveness of collaborative assessment methodologies. Employing a systematic literature review approach, various scholarly articles, research papers, and educational studies were scrutinised to synthesise the current landscape. The review shows that effective communication, feedback, and appropriate technology are critical factors in promoting successful collaborative assessments, which can result in improved engagement, motivation, and better learning outcomes. However, challenges such as scheduling difficulties, technology challenges, group dynamics, and assessment quality may arise. Using social constructivism, this paper addresses criticisms of collaborative assessment in the ODeL context, identifies types of collaborative assessments, and presents strategies for implementation and addressing challenges. Based on these findings, recommendations are presented to educators, urging the integration of collaborative assessment methods into open distance and e-learning frameworks, accompanied by pedagogical support and training to optimise their efficacy and promote enriched learning experiences. The paper concludes by suggesting future research areas and recommendations for educators and instructional designers seeking to implement collaborative assessments in ODeL environments. Collaborative assessments can contribute to collaborative learning, providing students with a sense of community, engagement, and responsibility
Mapping Students' Readiness for E-Learning in Higher Education: A Bibliometric Analysis
No full textThis paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students’ readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was Computers and Education and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning
Benchmarking of Technology-Enabled Learning at Alupe University
No full textThis report presents the findings of the TEL benchmarking carried out at Alupe University, Kenya during September -November 2024. It provides an overview of the methodology, the validated self-study report and an action plan developed by the Alupe University team
Jamaica 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Report of the Benchmarking of Technology-Enabled Learning at Universiti Sains Malaysia
No full textThis report presents the findings of the TEL benchmarking carried out at the USM during September - November 2023. It provides an overview of the methodology, the validated self-study report and an action plan developed by the USM team
Publication Trends of Online Assessment in Physical Education
No full textCovid-19 significantly contributed to increasing use of online assessment in education, including physical education. Teachers still need online assessments in face-to-face learning because they help them improve a practical, objective, and credible assessment process for students' learning performance. This research aimed at tracking the publication trends of OA in PE in four years, 2019-2023, from the Scopus database. The investigation began on October 11, 2023, using the title, abstract, and keywords of "online AND assessment AND in AND physical AND education," and the researchers succeeded in collecting 985 documents (articles = 82.74%, conference papers = 8.83%, reviews = 6.19%, book chapters = 1.32%, and conference reviews = 0.91%). The publication trend metrics were highest in 2021 with 277 articles (28.12%) and began to decline by 0.10% in 2022 (to 28.02%) and 9.04% in 2023 (to 18.98). Over the four years 2019-2023, there were 2698 citations from 277 documents (average citations per document = 9.74). VOSviewer analysis proves that the title words "online assessment" and "physical education" have a small item load, so the visualisation was not visible in the VOS viewer output. Apart from that, the two title words also did not have a connection. This means that this study proved the results of online assessment investigation in physical education still has potential for future research. Future research can explore and project the various needs for developing OA in PE to help teachers organise effective, efficient and credible assessment activities
Hello from COL's new President & CEO
No full textUpon assuming office on 8 January 2024, newly appointed President and CEO, Professor Peter Scott, delivers an introductory video message detailing his vision for COL and its mission of learning for sustainable development throughout the Commonwealth