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Digital Transformation of Education for the Future
No full textPresented by Professor Asha Kanwar, COL President & CEO at the 2022 Global MOOC and Online Education Conference, Tsinghua University, Beijing, China, 9 December 2022
Learners’ Engagement and Motivation in Online Education during Covid-19: Challenges and Possibilities in Bangladesh
Get PDFPCF10 Sub-theme: Promoting Equity and Inclusion // The aim of this study is to find out learners’ engagement and motivation in online education during Covid-19 considering the challenges and possibilities in the context of Bangladesh. Mixed methods have been used while conducting the study. Survey questionnaire has been used for quantitative purpose while in-depth interviews has been used for qualitative purpose. In survey questionnaire 105 University going students and in interview 5 students have been selected. The study reveals that almost all of the learners participated in online education and they participated for various reasons. They actively took part in online education and motivated enough in online education during the Covid-19 pandemic. Learners are motivated in online education because most of the learners believe that online education during Covid-19 helps them to resume their academic session, to get connected with their respective study, to reduce their stress and trauma as in online classes they can interact with their friends and teachers. Students outlined different challenges i.e., absence of full concentration, lack of appropriate learning environment, and lack of interaction. Despite these challenges, online education creates some possibilities e.g., faculty members conducted class more systematically than traditional face-to-face class, resources become available and the learning scope get widened. // Paper ID 564
Promoting Positive Education through Constructivist Digital Learning Heutagogy: An Intervention Outcome
Get PDFThe present day school system curtails children’s natural growth and interferes with their freedom to explore. It is here that teachers have an opportunity to engage meaningfully with the student community, and make them and society aware of the importance to explore and become self-determined and autonomous learners. Sustained engagement of students in an online class is only possible with continuous efforts from teachers. Constructivist Digital Learning Heutagogy could be the effective solution to break the monotony in online classes, and also to break away from teacher-centric classes and to bring about constructive engagement among the learners in online classes. Online education has very much changed the needs of education. Today we need an education system which is self-driven and facilitated by a teacher or a more knowledgeable other. The study throws light on CDLH (Constructivist Digital Learning Heutagogy) Model. Four-week training (how to teach with the use of the CDLH Model) was given to TGT mathematics teachers and then an intervention at six months will be provided by the same mathematics teachers to their students to assess the psychological indicators like Positive Emotions (Expression, Emotion Management, Expressing Gratitude), Academic Achievement (Focus and Persistence), Learning Engagement (Love of Learning) and Positive Relationship (Peer Relationships and Empathy) taught by the CDLH Model. CDLH model has been validated and tested for reliability (PLS SEM software) in the pilot test conducted. Results revealed that learning through constructivist Digital Learning Heutagogy supported academic achievement, learning engagement and positive emotions, whereas it also showed that the peer relationship was not supported by the intervention. Very importantly it helped to break the monotony of the class
Access to Justice
Get PDFPresented by Professor Asha Kanwar, COL President & CEO at the Commonwealth Law Ministers Meeting (CLLM) in Mauritius, on 25 November 2022
Learning for Sustainable Development: COL’S Impact Report 2015–2021
No full textThe Commonwealth of Learning’s Strategic Plan 2015–
2021 sought to leverage open and distance learning
(ODL) and contribute to the United Nations’ Sustainable
Development Goal 4 by generating three long-term
outcomes: better organisational capacity in ODL,
increased opportunities for quality learning, and improved
sustainable livelihoods. This report contains examples of
impact from COL’s work during the plan period
Fostering Lifelong Learning through Professional Development and Recognition at the Open University UK
No full textPCF10 Sub-theme: Fostering Lifelong Learning // Professional development has long been recognised as key to effective organisational change and to improve student learning. This is even more the case today as the need to upskill, build capacity and recognise expertise in online learning across the higher education sector has increased due to the pandemic. // This paper reports on the findings of the evaluation of the Open University’s Advance HE accredited fellowship scheme, called Applaud. Applaud is an online scheme and offers OU colleagues the opportunity to gain recognition for their excellence in teaching and support their learning. Since Applaud started in 2016, the scheme has recognised over 700 fellows. As an attempt to continue improving the scheme and understand participants’ experiences, an evaluation of the scheme was conducted through an online survey and then follow up online interviews. // In this paper, the research, including the impact of a reflective process that underpins HEA fellowship on teaching practices and on students’ experiences, will be shared. By providing teachers the opportunity to reflect on their practice, and to be recognised for their efforts in enhancing students’ experiences, Applaud helps to promote lifelong learning and quality education, which is aligned with the UN’s Sustainable Development Goal 4. // Paper ID 891
Resilience, Adaptability, and Sustainability of Higher Education: A systematic Mapping Study on the Impact of the Coronavirus (Covid-19) Pandemic and the Transition to the New Normal
No full textThe coronavirus (COVID-19) pandemic has been a global crisis, affecting many areas of society, including higher education, which has not been immune to its effects. This study, therefore, examines COVID-19 from the perspective of higher education, applying data mining and analytics approaches, i.e., t-SNE analysis, text-mining, and social network analysis, to identify research themes and patterns. The results obtained show that studies have not been restricted to addressing only the impact of COVID-19 on learners and educational institutions in terms of pedagogical issues. The study identified three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The study concludes that the survival of higher education depends on the resilience, adaptability, and sustainability skills of higher education institutions
Teachers' Self-efficacy on Integration of Augmented Reality in Teaching-learning activities: Comparison among Selected Schools in Nigeria
Get PDFPCF10 Sub-theme: Inspiring Innovations // Digital technology is redefining teaching-learning engagements and challenging the professional teachers to match the advancement; such is integration of augmented reality (AR) in education. Apparently, change often encounters reluctance to embrace it. As a lot of teachers still battle phobia for computer technologies, the integration of sophisticated AR could be a problem. No matter the challenges, reliable data could assist in planning towards mitigating the problems. Pertinently, self-efficacy data on teachers as stake holders are relevant to assist in planning, to maximise innovative potentials of AR in teaching and learning. Therefore, this study investigated teachers' self-efficacy on integration of augmented reality in teaching-learning activities among selected schools in Nigeria. In this descriptive survey research, cluster and random sampling methods were used to select sample. The target population was all the secondary school teachers in Lagos state, Nigeria; the sample comprised 178 participants. Validated Teacher Self-efficacy Questionnaire (TSQ) on 4-Likert scale, of 0.89 reliability coefficient, was used to collect data. The data were computed using percentage, bar-charts and Chi-square. The results revealed that differences in the levels of self-efficacy are not enough to make the teachers in public schools perform differently when compared to counterparts in private schools, if AR is integrated into teaching methods. Based on the results, it was recommended that awareness seminars should be organised for the teachers on how to use AR technology in education. Moreover, to ensure sustainability, require software should be made available, and the teachers should be given competency based training to use it. // Paper ID 500
Report of the Benchmarking of Technology-Enabled Learning at Universiti Teknologi PETRONAS
Get PDFThis report presents the findings of the TEL benchmarking carried out at the UTP during November 2021 - March 2022. It provides an overview of the methodology, the validated self-study report and an action plan developed by the UTP team
The National Coalition on the Education Emergency - Building Macro-Resilience in Response to the Pandemic
Get PDFPCF10 Sub-theme: Building Resilience // The pandemic has caused the near collapse of the already weak Indian public education system. Prolonged school closures along with caste, gender, and economic marginalisation are forcing children to endure malnutrition, physical and mental health challenges, child labour, and early marriages, in addition to learning deprivation. The system’s response has not reached the grassroots. NGOs across the country provide services at the ground level, but national-level coordination is insufficient. This paper studies the National Coalition on the Education Emergency (NCEE), established by individuals and groups from across India, as a case of building macro-resilience, emphasising principles of equity, universal access, humane education, decentralised decision-making, and public investment. Through a critical examination of the work done by the NCEE on curating curricular resources (OERs), conducting and compiling research studies, developing policy tracking tools, networking with partners and collaborators, creating larger awareness, social mobilisation, advocacy and interacting with governments to inform their programs and policies, the paper will discuss challenges in the Indian education system and the attempts to address them within a federal state structure. It looks at why an integrated nationwide response to the crisis is necessary. // Paper ID 743