OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Empowering Rural Women Through Vocational Training and Secondary Education: A Model for Skills Development and Lifelong Learning
No full textThis paper explores a holistic model designed to empower rural women in Punjab, Pakistan, by integrating vocational training with secondary education through open learning platforms. The initiative, targeting 7,000 young women by March 15 over a two-year period, addresses socio-economic and educational barriers by offering skill-building opportunities alongside academic learning. Employing a mixed-methods approach, the study evaluates the impact of this model on women's self-efficacy, employability, income generation, and community participation. Quantitative data was collected via structured surveys, while qualitative insights were drawn from in-depth interviews and focus group discussions. The results show significant improvements in women's self-confidence, income levels, and social standing. This model demonstrates the potential of lifelong learning strategies to create sustainable change in marginalized communities.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 786
Computer-Assisted Experimentation in Physical Science Education for Moroccan Students
No full textCAEx (Computer-Assisted Experimentation) enables real-time experiments to be carried out using a computer; it includes data acquisition and sensor systems, as well as real-time measurement of numerous physical properties. The use of computer-assisted experimentation in the teaching of physics and chemistry in Moroccan secondary schools underwent significant development in 2009. We conducted an exploratory study of 122 physics teachers in Morocco, from the Fez-Meknes Regional Academy of Education and the Casablanca and Guercif provincial directorates, during the 2021-2022 school year. This study was carried out using an anonymous questionnaire. We undertook this study to evaluate the use of computer-assisted experimentation (CAEx) in physics teaching, particularly in secondary schools. The aim was to understand the reasons why some teachers make only limited use of CAEx, despite its supposed pedagogical richness. The data collected in our study, processed using SPHINX V5 software, revealed that most of the teachers surveyed were convinced of the pedagogical benefits of CAEx in the classroom. However, the overall results also confirmed the limited use of this technology. This contradiction is mainly explained by several factors, such as the lack of hardware in secondary schools, the absence of specialised software, student overload, the lack of teacher training and the failure to regularly maintain equipment. The results of this study are important because they highlight the obstacles to the more widespread and effective use of computer-assisted experimentation (CAEx) in physics teaching in Morocco. These obstacles include problems of infrastructure, training, and the availability of the necessary resources. Understanding these challenges is essential for education officials and policymakers, as it could guide the investments and reforms needed to improve science teaching in Moroccan secondary schools
Towards the Development of Learning Cities in Botswana
No full textThis paper examined trends in the development of learning cities in Botswana, against the background of the nation’s high economic ranking, high participation rate in primary education, a low tertiary enrolment ratio, and the growth in modern technology. Using documentary analysis, the paper noted that the country’s educational policies promote access. Also, its Information and Communications Technology policy has paved the way for related strategies and activities, including the connection of communities and schools. Similarly, developments in open and distance learning, and the existence of library resources suggest the existence of a platform in which learning cities thrive. The paper provided some elements of a learning city model and highlighted the need for involving public and private stakeholders, and the civil society in the development of learning cities.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 669
Skills Online Certificate Scholarship Programme (2021–24): Understanding the Profiles and Experiences of the Learners
No full textThe Skills for Work Certificate Scholarship programme, initiated by the Commonwealth of Learning (COL) and commonly referred to as the Skills Online programme, engaged a total of 94,804 learners from at least 25 Commonwealth countries over three years. These learners registered in 483,818 courses (136,127 course completions) through Google, Udemy and Coursera, paid for by COL. The initiative was designed in response to challenges that arose from the Covid-19 pandemic and appears to have achieved its post-pandemic recovery objectives in a broad sense. The initiative ended in 2024, as scheduled. COL subsequently conducted an online survey to understand the profiles and experiences of the people who registered and received support from COL in the form of free access to courses. Most learners reported that they benefited from the scholarships, but the evidence indicates inadequate participation rates among women, girls and people with limited access to information and technology
Outcomes Report: The Workshop on ‘Resilient Skills and Livelihood for Women in the Small States of the Pacific’
No full textThis report presents the activities and outcomes of the regional workshop in the Pacific organized by GIRLS Inspire Initiative in collaboration with the Partnership for Open, Distance and Flexible Learning in the Pacific (PACFOLD) under Workstream 2.2.
Workstream 2.2. aims to build the capacity of NGOs to develop structures and strategies to deliver leadership/vocational courses using diverse Open and Distance learning methodologies. The goal is to contribute to more equitable access to training and learning opportunities in the region by supporting marginalized learners and improving the knowledge and skills of youth for improved lives and livelihoods
Book Review: Rethinking Teacher Professional Development Designing and Researching How Teachers Learn
No full textThe global education system is experiencing significant transformations, with societies now realising that teachers are not only the ‘variable’ that needs to be changed to improve the education system but also the most significant change agent in the reform. This emphasises the importance of teacher professional development (Villegas-Reimers, 2003). As agents and targets of change, teachers face increasing challenges that demand continuous enhancement of skills and knowledge due to technological advancements, curriculum updates, and evolving teaching methodologies (Borko et al., 2010; Lawless & Pellegrino, 2007). Research highlights that teaching quality profoundly affects student outcomes, making ongoing teacher development essential to improving global educational quality (Guskey, 2002; Hammond et al., 2017). In this context, the book, Rethinking teacher professional development: Designing and researching how teachers learn by Donald Freeman, challenges traditional paradigms by introducing a socio-material and sensemaking framework, offering valuable insights for designing more effective professional development strategies
Building Resilient Assessment Systems: An Exploration of Online Proctoring at the National University of Samoa
No full textThe need build resilient assessment systems urged the National University of Samoa (NUS) to trial and evaluate a variety of online proctoring systems to ensure the offering of safe and secure exams online. The aim of the 4-phase research was to answer the following question: “What are some feasible options for online proctoring systems (OPSs) for offering online exams for NUS?”. This paper is based on the last phase of a 4-phase study conducted at NUS to evaluate the feasibility of using two proctoring systems, Integrity Advocate and Proctorio, for online exams, particularly during lockdown. Specifically, the objectives were to i) trial and evaluate the suitability of each OPS as well as the type of exam mode (two options: in the laboratory or from home) using a diffusion of innovation framework and from the evaluation, recommend a suitable OPS for NUS. Both between-subjects and within-subjects analyses revealed highly positive responses for both OPS and exam mode across the 5 variables of the diffusion of innovation model of relative advantage, compatibility, ease of use, observability, and trialability. The findings, along with an investigation into the systems’ features, indicated that while both options were well received, Proctorio offers a broader scope of features than Integrity Advocate. The recommendations which emerged from the study ensured resilience in assessment systems in the case of future lockdowns and disruptions.
PCF11 Plus: Beyond the Forum
Sub-Theme: Sustaining communities of learning and practice in innovative open education
Paper ID: 113
Capacity Building of TVET Practitioners for the Development of High Quality, Accessible and Adaptable OER with the Aid of AI
No full textThis paper discusses the development and evaluation of a micro-learning course aimed at empowering Technical and Vocational Education and Training (TVET) practitioners in Kenya to create high-quality, accessible, and adaptable Open Educational Resources (OER) using Artificial Intelligence (AI). The micro-learning approach effectively addresses the time constraints and varying levels of technological readiness among practitioners by offering bite-sized, flexible learning modules. Employing action research methodology, the course was developed iteratively with input from practitioners in Kenya, alongside supplementary insights from Nigeria, Ghana, and Jamaica. A survey involving 81 TVET practitioners (90.12% from Kenya) provided valuable information for the course design, highlighting challenges such as low AI literacy, limited access to infrastructure, and inadequate institutional support. The resulting micro-learning course consists of five core modules delivered through interactive webinars, hands-on workshops, and collaborative peer activities. While practitioners recognise the critical role of AI in the future of TVET, the study uncovers significant gaps in implementation that the micro-learning course seeks to address through targeted, practical interventions.
PCF11 Sub-Theme: Skills Development Through Lifelong Open Education
Paper ID: 331
Toward an Assessment Policy for AI Integration in Tertiary Institutions: Perceptions of Lecturers' Practices in One Tertiary Institution in Eswatini
No full textThis paper seeks to create a database for drafting an assessment policy for AI integration in tertiary institutions in Eswatini, based on lecturers’ perceptions regarding the integration of AI tools in assessments. A qualitative approach was employed, utilising an ethnographic survey administered to twenty-five lecturers at a single tertiary institution to collect data on their use of AI, their attitudes toward AI use in education, and their concerns regarding its impact on assessments. The study, based on the Technological Acceptance Model (TAM), revealed that lecturers embraced AI due to its practicality, ease of use, efficiency, tailored learning, enhanced instruction, and creative, innovative approaches. However, with the emergence of issues such as students abusing AI in tests, lecturers having trouble telling the difference between responses produced by AI and those provided by humans, and declining creativity levels due to over-reliance on AI, lecturers felt the need for a policy addressing the ethical use of AI in assessments. In order to foster the responsible use of AI, this study, proposes an AI strategy that balances AI and traditional methods, stresses ethical use of AI, underscores the role of assessment methods resistant to AI manipulation, calls for staff continuous professional development, and visualises the role played by feedback mechanisms in AI-powered assessments. We acknowledge that although comprehensive, these findings could be further strengthened with broader national data.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 847
Understanding the Factors Contributing to Academic Dishonesty in an Open University: Implications for Academic Integrity
No full textThis study aimed to explore the prevalence and determinants of academic dishonesty within an Open University student population. We used the theory of planned behaviour as a framework to understand and predict academic dishonesty in an online learning environment. The study comprised 545 participants. We conducted a multiple linear regression analysis to examine the relationship between demographic variables and motivation for academic dishonesty. The results indicated that demographic variables accounted for a minimal (2.2%) variance in motivation for academic dishonesty among Open University students. Income level significantly affected motivation for academic dishonesty. Other demographic factors, such as age, gender, and educational background, did not significantly impact motivation for academic dishonesty. These results have important implications for promoting academic integrity in Open University settings. They highlight the need to implement educational interventions targeting all socioeconomic groups. By addressing the influence of income level on academic dishonesty, steps can be taken to mitigate its impact and foster a culture of honesty and integrity among Open University students.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 372