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Thematic and Sentiment Analysis of Learners’ Feedback in MOOCs
No full textIn recent years, sentiment analysis has gained popularity among researchers in various domains, including the education domain. Sentiment analysis can be applied to review the course comments in Massive Open Online Courses (MOOCs), which could enable course designers’ to easily evaluate their courses. The objective of this study is to explore the influential factors that affect the completion rate of MOOCs and unravel the sentiments of dropout learners by evaluating learners’ feedback. In the present study, sentiment analysis was performed using Python programming and NVivo tools on the feedback of the learners enrolled in three MOOCs entitled Introduction to Cyber Security, Digital Forensics and Development of Online Courses for SWAYAM, which was hosted on the SWAYAM platform (www.swayam.gov.in). Two instruments were used for data collection: (1) a structured questionnaire using a 5-point Likert scale was administrated using Google Forms — the questionnaires have also some additional open-ended questions — and (2) semi-structured interview schedules with the domain experts. The feedback was collected using Google Forms and a total of 324 responses were received between April 23, 2022 to May 31, 2022. The non-probability sampling method served as the sampling approach in the quantitative phase in this study. During analysis, the findings of the feedback uncovered important dimensions of some peculiar factors that may be responsible for retention of learners, i.e., content localisation, credit mobility and latest trend courses that were less explored in the earlier literature
Learning with Digital Media: A Systematic Review of Students’ Use in African Higher Education
Get PDFThis study examined African higher education students' digital media use for learning. A total of 64 papers were selected for final synthesis from 1046 publications between 2010 and 2021. The review was dominated by campus-based undergraduate studies in the STEM subjects. The synthesis confirmed a variety of digital media usage; however, learning management systems were mainly used for course delivery and primarily accessed by students through weak internet-enabled mobile devices. Digital-media learning activities include communication, information search, instruction, knowledge management, exploration, assessment, collaboration, and simulation. Subject areas were found to have no associations with type of learning activity. These findings suggest an emphasis on transmissive learning modes in digital environments, which may not promote active learning. Although African countries have leapfrogged the development of tethered devices and internet applications, connectivity cost, reported incompatibility, technical issues, and low digital proficiency still prevent the upscaling of technology-enhanced learning via mobile devices
Learning Design for Emerging Learning Environments
Get PDFThis course provides an introduction to the theories, principles, guidelines and experiences for creating learning designs that will empower you to achieve desired learning outcomes in a human-centred and goal-oriented way. The course focuses beyond instructional design to cover experience design assist creating a learning environment that effectively helps students to achieve their life goals. This course will provide you with the skills and competencies to analyse learning and performance problems, design appropriate learning experiences and eventually develop creative and innovative experiential digital learning environments for the new era. Participants in the course will also develop the skills and gain the knowledge necessary to leverage these future trends and use their knowledge to create innovative learning designs that cater to the next generation of learners. The online interactive version of the course is at https://colcommons.org
Technology as a Key Driver in Enhancing Scientific Education during the Covid-19 Era at the University of Namibia
Get PDFStudent profiling on the use of technology for teaching, learning and assessment has a potential to enable educators to enhance their transformational teaching strategies. Therefore, this study explored the views of students on use of technology to facilitate online learning during Covid-19. The study employed a quantitative approach to collect data using a Google Form questionnaire. Nineteen conveniently sampled respondents (38%) were drawn from a population of 50 students registered for first year BSc Microbiology and BSc Environmental Biology in 2021. The collected data was analyzed through descriptive statistics using Microsoft Excel 2010. The findings revealed that during online learning students experienced challenges related to subject knowledge acquisition (63%). Hence; majority (84%) of the students preferred face-to-face or blended teaching learning and assessment to ensure pedagogic access. It is concluded that students’ exposure to online learning helped improve skills such as typing (79%), internet information searching (95%) and general computer skills (89%). Thus, it is recommended that academics and student should be capacitated with training, and higher education curricula should encourage the use of digital technology, which prepares students to be relevant in the digital society
Challenges, Opportunities and Worries – the Responsible Use of Generative AI
No full textPromotional brochure for COL Online Panel Discussion on "Challenges, Opportunities and Worries – the Responsible Use of Generative AI.
Open Schooling in the Commonwealth: Learning from Practice
No full textInvited presentation by Dr Tony Mays, COL Education Specialist: Open Schooling, to the March 2023 World Education Summit, Learning 3.0: Empowering and Enabling Education, 20-23 March 2023. There are large numbers of out-of-school children and youths not in employment education or training. Open schooling, using open and distance learning methods and OER, can provide a more flexible route back into education for these learners
Gender Profile 2023: Samoa
No full textThe Gender Country Profile outlines a country’s available data and rankings regarding gender equality. The profile is first a summary of the country’s demographic overview and rankings within established global indices for sustainable development and gender equity. The profile then follows the World Economic Forum Global Gender Gap Index framework to provide statistics on each country in detail
Adoption and Utilisation of Workplace E-Learning Practices in the Public Sector Organisations: A Systematic Review
No full textThe e-learning concept is increasingly receiving attention in education but there seems to be inadequate guidance in developing a formal programme for implementing e-learning, especially in the public sector. Hence, this study focuses on aggregating information on the adoption and utilisation of e-learning in the public sector and attempting the development of a conceptual model for understanding workplace e-learning implementation. A systematic search of the literature was conducted to collect all the literature addressing the adoption and utilisation of e-learning in the public sector. This review brought to light key factors that influence the adoption and utilisation of e-learning amongst public sector employees, including attitude, satisfaction, behaviour intention, continuance intention, or behaviour to use e-learning. The adoption and utilisation of e-learning in the public sector requires a carefully thought-through and evidence-based approach, especially the development of the e-learning programme
Gender Profile 2023: St Kitts and Nevis
No full textThe Gender Country Profile outlines a country’s available data and rankings regarding gender equality. The profile is first a summary of the country’s demographic overview and rankings within established global indices for sustainable development and gender equity. The profile then follows the World Economic Forum Global Gender Gap Index framework to provide statistics on each country in detail