OAsis, COL's Open Access Repository
Not a member yet
5676 research outputs found
Sort by
Leveraging Open Educational Resources and Digital Technologies for Inclusive and Culturally Responsive Early Childhood Education in Open Distance Learning
No full textEquitable access to Early Childhood Education and Development (ECED) remains a global challenge, particularly in underserved communities. Open and Distance Learning (ODL), combined with Open Educational Resources (OERs), presents a transformative approach to addressing these disparities by leveraging digital technologies to promote cognitive justice, ensuring that diverse ways of knowing, learning, and teaching are recognised and valued. This study employed Cognitive Justice Theory to explore how OERs and digital technologies support inclusive, equitable, and culturally responsive ECED within ODL. Using Convergent Parallel Mixed-Methods Design to answer this research question: How can technologyenhanced cognitive justice in ODL and Open Educational OERs maximise access to ECED in underserved communities? We generated data from 100 ECED teachers, 20 curriculum designers, and 20 policymakers who were purposively sampled to explore how technologyenhanced cognitive justice in ODL, supported by OERs, can maximise access to ECED, particularly for marginalised and disadvantaged learners. A Convergent Parallel MixedMethods Data Analysis Strategy was used to examine how OER and digital tools enhance culturally relevant teaching practices, promote inclusivity, and address barriers to access. Findings highlight the potential of technology-enhanced OER in bridging educational gaps for marginalised learners but also reveal persistent challenges related to digital infrastructure, teacher preparedness, and policy implementation. This study contributes actionable recommendations for policymakers, educators, and stakeholders committed to expanding access to quality ECED through technology-enhanced ODL by integrating theoretical perspectives on cognitive justice with empirical insights from digital learning initiatives and OER adoption.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 963
Inclusion, Access and Success Through Open and Distance Learning (ODL): Challenges for the Marginalised in Botswana in Terms of Access and Use of Technology
No full textIn the early sixties when Botswana got their independence, the infrastructure in terms of education was at a nascent stage. Issues of inclusion and access were largely unheard of, as the education system itself was still in development and the ODL platforms were not yet available. This paper explores the challenges faced by people living with disabilities or those marginalised particularly in terms of inclusivity, access and success.
Marginalised people are individuals or groups positioned at the periphery of society economically, politically and socially. These individuals or groups are by virtue of being sidelined by society unable to access resources available to the rest of the population. Often, they are economically challenged and do not have freedom of choice which restrict their development capabilities. These include women, girls, people living with disabilities and the youth. Key challenges that affect these groups include limited access to digital devices, internet connectivity and the exorbitant cost of technology.
To unearth some of the challenges of inclusion, access and success for the marginalised in Botswana, the paper adopts the desktop research methodology. This methodology allows researchers to study and analyse a phenomenon by delving into the existing literature and doing a thorough analysis. The advantage of this methodology is that it allows the researchers to conduct their research without going to the field to collect data for study.
Dealing with the obstacles faced by the marginalised require customised interventions that include subsidising technology, ramping up the digital infrastructure and promotion of technological empowerment for the marginalised. ODL can be utilised in Botswana as a mode of teaching to ensure inclusion and access for all.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 533
Implementing a Monitoring and Evaluation Framework for Open, Distance and Flexible Learning (ODFL) in Tevet in Zambia
No full textThis paper argues that a robust Monitoring and Evaluation (M&E) framework is essential for scaling equitable and high-quality Open, Distance and Flexible Learning (ODFL) within Technical Education, Vocational and Entrepreneurship Training (TEVET) systems. Drawing on action research conducted across five Zambian TEVET institutions, the study demonstrates that strategic multi-stakeholder collaboration, targeted capacity building, and the integration of digital tools are critical drivers of effective M&E implementation. The Zambia University College of Technology pilot, which successfully graduated over 1,500 students in ICT and related fields, serves as empirical evidence of the transformative potential of well-designed M&E systems. These findings underscore the need for Commonwealth nations to institutionalize M&E as a core component of ODFL policy, not only to improve accountability and learning outcomes but also to expand access for marginalized populations in skills development initiatives.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 032
Revenue Generation and Sustainability of Open, Distance and Elearning in Namibia
No full textOpen, Distance, and eLearning (ODeL) institutions in Namibia face major challenges in achieving financial sustainability while expanding access to quality education. This paper examines revenue generation strategies and funding models employed by ODeL institutions, analysing their effectiveness in promoting longterm sustainability. Through a comprehensive literature review and an examination of collaborative approaches including the Namibia Open Learning Network Trust (NOLNet), this study explores how institutions can develop robust financial frameworks, while also ensuring educational equity. The research identifies diversified funding models, strategic partnerships, and innovative revenue streams as crucial for achieving sustainable ODeL provision. The findings suggest that successful institutions must balance commercial activities with educational missions through multiple income pillars, while also bridging the digital gender divide.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 534
Financial Assessment of Student Support Services in Bangladesh Open University Programmes
No full textThis study analyzes the financial and budget trends of Bangladesh Open University (BOU) with a specific focus on student support services. BOU, established in 1992 with funding from the Asian Development Bank, transitioned to government funding through the University Grants Commission (UGC) after the completion of its establishment project in 2000. Over the years, BOU has maintained financial stability through a combination of UGC grants, internal earnings from student fees, and retained earnings, which constitute a substantial amount of its revenue budget. Ratio and fund flow analysis are deployed for this study. An analysis of budget allocations from 2018 to 2023 reveals consistent reliance on internal earnings and prudent financial management to offset reductions in UGC funding. While UGC grants decreased over the years, internal and retained earnings ensured solvency. Expenditure trends for student support services, including examination, book printing, and tutorial sessions, were assessed from 2019 to 2023. Tutorials consistently received the highest allocation, reflecting their importance, with spending rising from 10% to over 16% of the total budget. Examination and book printing expenditure fluctuated but remained significant. The findings highlight BOU's strategic prioritization of student support services, as this directly contributes to the quality of programme. This commitment emphasizes the institution’s focus on enhancing learner experience and ensuring financial sustainability within the constraints of public procurement regulations.
PCF11 Sub-Theme: Sustaining Communities of Learning and Practice in Innovative Open Education
Paper ID: 942
Skill Building for Scale and Sustainability for Women Artisans in India: Understanding the Policy Landscape
No full textThe handicraft industry in India is highly feminized, not only because it is highly labour intensive, and provides minimal income, but because it is considered women’s work. This devaluation of women’s work also leads to specific forms of invisibilisation of their needs and requirements related to capacity building and skill enhancement. One of the major challenges that women face in terms of practicing their craft is the policy push towards ‘scale’. On the one hand, government policies assume that sustainability of livelihoods is a problem of scale, and have pushed towards mechanization of production. Conversely, artisans and civil society actors have articulated that skills training must focus on enhancing traditional knowledge systems of the artisans themselves, and nurturing their independence, agency and creativity to create sustainable livelihoods. To understand this contentious relationship, this paper will use data emerging from a year-long study that examines women’s craft production in two specific craft industries in Karnataka, India – Ilkal sarees in Bagalkot , and Channapatna toys in Channapatna – and will (1) document the systematic ways in which sustainability of craft is tied to both the livelihoods and identities of women, and (2) how skill-building can be leveraged to build scale and sustainability for women artisans.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 180
Emerging Technologies and AI in TEVET: A Theoretical and Pedagogical Perspective on Competency-based Skills Training
No full textEmerging technologies, AI in particular, are reshaping the global landscape of tertiary-level and vocational-level education. These developments provide opportunities and pose challenges for issues of access, relevance, and effectiveness within TVET systems based on Competency-Based Training (CBT). This article is a theoretical treatment of AI and other emerging technologies and their pedagogical implications for skills training. It reviews conceptual literature from across the globe around the Technology-Organization-Environment (TOE) framework, grounded in constructivist and heutagogical learning theories, to analyse the conceptual use of intelligent tutoring systems, virtual laboratories, and learning analytics in technical education, reflecting also on Zambia's TEVET sector as a contextual example. In aligning with educational theory, the paper elucidates how, depending on pedagogical fit and institutional context, emerging technologies either assist or precipitate detriment for CBT.
PCF11 Plus: Beyond the Forum
Sub-Theme: Skills development through lifelong open education
Paper ID: 147
The Role and Impact of Extra Fee-paying Private Tutoring for Bangladeshi Distance Learners in a Blended Mode During Covid-19
No full textDuring the Corona Virus Disease (Covid-19) epidemic, extra fee-paying private tutoring for distance learners in a blended mode gained remarkable popularity in different parts of the world. The study employed an explanatory sequential mixed methods design, beginning with quantitative data from 380 participants—parents and students—who completed questionnaires and concluding with qualitative data from 24 participants— students, parents, and teachers—who participated in individual interviews. The study identified the role and impact of extra fee-based private tutoring for Bangladeshi distance learners in a blended approach during the Covid-19 pandemic. Additionally, it found varying degrees of impacts from fee-paying private lessons for distance learners between two settings. Private tutoring was not always a desirable choice since it undermined individual beliefs and ideologies based on profit-driven learning. The study contributes to private coaching, blended learning, and distance education, providing the assorted implications of education, society, and policymaking during the pandemic.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 232
Leveraging AI for the Development of OER in TVET: A Study of Feasibility, Alignment, Requirements, and Stakeholder Needs in Pan-Commonwealth Countries
No full textThe integration of Artificial Intelligence (AI) into Open Educational Resource (OER) development holds promise for transforming Technical and Vocational Education and Training (TVET), especially in under-resourced settings. This study aims to assess the feasibility and practical implementation of AI-assisted OER development within TVET by evaluating curriculum alignment, infrastructure readiness, and stakeholder perceptions. Specifically, the research investigates the viability of the Commonwealth of Learning’s Trainer-in-the-Loop AI solution across Science Laboratory Technology (SLT) and Fashion Design Technology (FDT) programmes in Nigeria, Ghana, Kenya, and Jamaica. Through a three-phase survey approach, data was collected from educators, administrators, content developers, and policymakers to understand current resource alignment, institutional capacity, and user readiness. The findings reveal a high interest in AI integration, significant gaps in curriculum-aligned learning materials, and notable infrastructure and funding constraints. Insights from the study support the development of adaptable, cost-effective OER co-produced by human expertise and AI, with practical recommendations for inclusive, curriculum-aligned, and sustainable implementation.
PCF11 Sub-Theme: Gender, Technology and Innovation in Open Education
Paper ID: 451
Exploring Dropout Rates in MOOC Research: A Bibliometric Analysis
No full textThe rise of Massive Open Online Courses (MOOCs) has democratised education, yet student dropout remains a persistent challenge. This research tackles this issue by analysing 1,273 publications on MOOC dropout rates (2020-2023) from the Scopus database using VOSviewer, a bibliometric analysis tool. By mapping the intellectual landscape, the study identifies key research questions (e.g., concerning MOOC dropout, learning motivation) and emerging themes (e.g., classification performance, engagement). This comprehensive analysis provides a roadmap for future research, pinpointing areas for further investigation and knowledge advancement