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Report of the Benchmarking of Technology-Enabled Learning at International Islamic University Malaysia
No full textThis report presents the findings of the TEL benchmarking carried out at the IIUM during September - November 2023. It provides an overview of the methodology, the validated self-study report and an action plan developed by the IIUM team
Empowering Women and Girls Project: Annual Report 2023
No full textIn collaboration with Global Affairs Canada (GAC), the Commonwealth of Learning (COL), is implementing the Empowering Women and Girls (EWG) project in rural, remote, and disadvantaged communities in Bangladesh, Malawi, Mozambique, Pakistan and Sri Lanka over a three-year period. Through this project, COL and its local partners will work towards empowering women and girls using strategies and interventions so that women and girls and Persons with Disabilities (PWDs) can claim their equal rights to live a life of dignity, free from all forms of discrimination based on gender. This report provides an update on activities, achievements, and challenges for the period March 2023 – December 2023
St Vincent and The Grenadines 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Tuvalu 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
Pre-COW: Commonwealth of Learning 2024
No full textPresented by Professor Peter Scott, President & CEO, Commonwealth of Learning, at the Pre-Committee of the Whole (Pre-COW) meeting, London, United Kingdom, 3 September 2024
Alternative Assessment for ODL: Insights from an Authentic Assessment MOOC
No full textOnline conference paper presented at the International Conference on Educational Technology and Online Learning on 16 May 2024 by Dr Jako Olivier, Adviser: Higher Education, Commonwealth of Learning, and Professor Jane-Frances Agbu, Adviser: Higher Education, Commonwealth of Learning.
A need was identified to provide support to faculty in terms of authentic assessment by means of a MOOC and the development and evaluation of this course is the focus of this paper. The purpose of the MOOC on Authentic Assessment for online learning, which was facilitated by the Commonwealth of Learning, was to provide an accessible learning opportunity and to shift postsecondary assessments towards more authentic assessments, especially in digitally mediated learning environments. This paper provides insight on the open-licensed MOOC, focusing the following: the conceptual and theoretical underpinnings of the MOOC, an overview of the course and its components, learners’ expectations and their profiles; course analytics, learning activities and experiences, as well as learner feedback. The paper concludes with recommendations for similar scalable MOOC interventions
Preferences and Views of School Students on the Integration of MOOCs in Performance Tasks of EFL Courses
No full textThe Covid-19 pandemic forced the education sector to transition from traditional classroom settings to online and blended learning formats. MOOCs have emerged as a potential alternative to traditional classroom instruction, providing students with access to high-quality education from leading universities. This case study examines the preferences and views of school students on the integration of MOOCs in the performance tasks of EFL courses. The study was conducted in Türkiye during the 2020-2021 school year, and a total of 110 K-12 students participated. Both qualitative and quantitative data were collected. Statistical analysis was used to analyse the quantitative data, while descriptive and content analysis was used for the qualitative data. The study found that integrating MOOCs in K-12 EFL classes had a positive impact on students’ motivation and engagement levels. Using MOOCs as performance tasks increased students' awareness of global issues and improved their research and analytical skills. Additionally, the results showed that MOOCs have the potential to enhance language learning outcomes in K-12 EFL courses. The findings of this study can guide researchers and practitioners in the theoretical and practical aspects of online and blended learning in K-12 education
Virtual Reality in Elementary Education: A Scientometric Review
No full textIn elementary education, virtual reality (VR) has been the subject of much-increased research over the last ten years, with developed and developing nations making significant contributions. This research used a bibliometric approach to examine all publications published between 1994 and 2023, depending on this information. This study uses the VOS viewer tool and the Scopus database to analyse 365 articles. The results show that developed nations significantly contributed to publications and citations, especially in research and development, whereas developing nations were more interested in using technology in education. Journals in computer science and education now receive the most citations, which indicates the current focus on Virtual Reality in Elementary Education. The trend of greater collaboration among authors may be attributed to several variables, including, but not limited to, enhanced financing, higher author competency, and the rise of transdisciplinary studies. This collaborative effort facilitates the exchange of many viewpoints, expands the scope of insights in articles, and improves the editing and revising process. The terms "child," "reality," "technology," "approach," "intervention," "teaching," "augmented reality," "difference," "patient," and "process" are the top 10 keywords linked to virtual reality in elementary school research. Research relevance, influence, and acknowledgment within the scientific community may be ensured by matching research to keyword trends. The findings of this study could help future investigators choose research topics and pinpoint areas of interest
Guyana 2021-24: Country Report
No full textThe report provides an overview of key COL activities and programmes in 2021-2024
How Para-Legal Awareness Can Lead to Women and Girls Dealing Successfully with Rights Violations
No full textThe Commonwealth of Learning (COL), in partnership with the Centre for Research and Development Initiative (CERADI), implemented para-legal awareness training in rural areas of the Mchinji district in Malawi during 2019–22. The two organisations undertook a research study to understand the scope of women’s empowerment in asserting their rights and in dealing with the violation of those rights after they completed para-legal training. The findings from this systematic investigation serve as evidence of the capacity and confidence generated among women and girls in challenging unequal power relations and seeking change in their gender relations