77 research outputs found
Evaluating Student Engagement, Perception, and Satisfaction in the Integration of Coursera Modules into Undergraduate Curriculum at the University of Mauritius
No full textWith the continuous and rapid advancements in teaching and learning technologies, including e-learning programmes, digital platforms, and virtual campuses, universities worldwide are increasingly integrating Massive Open Online Courses (MOOCs) to enhance student learning experiences and expand access to quality education. In 2024, the University of Mauritius partnered with Coursera, acquiring licenses to access approximately 11,000 courses across various disciplines. As part of this initiative, the Centre for Innovative and Lifelong Learning (CILL) implemented Coursera-based modules within the BSc (Hons) Web and Multimedia Development programme. This pilot phase targeted first-year students, who engaged in three fully online Coursera modules, supported by both face-to-face and virtual tutorials. Data collected through an online survey aimed at gauging students’ attitudes, engagement and overall perceived effectiveness of Coursera modules in enhancing their learning experience. Findings indicate both benefits and challenges, shedding light on areas for pedagogical improvement. This research provides insights into optimizing Coursera integration within undergraduate curricula and encourages other higher education institutions in Mauritius to explore similar digital learning strategies. Future research could explore longitudinal effects on academic performance and skill acquisition, contributing to the broader discourse on digital transformation in higher education.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 819
When Going Against the Tide Becomes the Norm: The Case of CILL at the University of Mauritius
No full textPCF10 Sub-theme: Building Resilience // Described as the “single great new development in education” (Wedemeyer, 1981:60), distance education would further expand with the advent of technology and the internet in the 1990’s. It can be argued that Covid-19 in 2020 has acted as another catalyst for bringing online and blended learning to the front scene (Zhao, 2020). At the University of Mauritius, distance education and online learning were introduced at the University of Mauritius in 1991 and 2001 respectively. Since 2014, online and blended learning is under the purview of the Centre for Innovative and Lifelong learning: CILL provides infrastructural and pedagogical support for the development of online and blended learning and has the autonomy to initiate projects. This has led to the creation of a sub- culture at CILL where CILL would continue to operate on the margin/periphery of the mainstream activities of the UoM. Innovations at CILL included innovative modes of delivery, assessment and adopting an entrepreneurial/intrapreneurial culture of collegially approaching the Industry for customised training programmes and corporate training solutions. These innovations were most of the time being limited to the activities of CILL. Covid-19 has since 2020 led to a reversal of the situation. Covid-19 has highlighted how many of the innovations introduced by CILL some 25 years ago have ensured robustness and resilience of the Centre’s activities in the face of disruptions caused by the pandemic. Post-lockdown, some of the models would be deployed to the whole of the University. This paper, through exploratory desk research, will explore how these innovations paved the way for preparedness at CILL and how these were escalated to University-wide level, where ‘going against the tide’ becomes the norm. // Paper ID 324
Does strict employment protection discourage job creation? Evidence from Croatia
No full textEmployment protection legislation in Croatia is among the most strict in Europe. Firing is difficult and costly, and flexible forms of employment are limited. Is this apparent rigidity reflected-as one would expect based on standard economic theory-in low labor market dynamics? Is job creation low and hiring limited? Is the job security of insiders achieved at the cost of outsiders not being able to enter thelabor market? The author attempts to answer these questions by examining job flows. If the employment protection legislation is binding, then job and worker turnover should be low. He shows that this is indeed the case. Hiring is limited and the average job tenure is very long in Croatia. Job destruction is low, however job creation is still lower. The result is accumulation of unemployment, in large part due to new labor market entrants not being able to find a job. The high degree of job protection also seems to strengthen the bargaining position of insiders and results in relatively high wages. So, wages in Croatia are higher than among its competitors, even after adjusting for productivity. These high labor costs are likely to contribute to limited job creation in existing firms, but also are likely to discourage the entry of-and thus job creation in-new firms. The author presents evidence that firm growth has been indeed limited in Croatia, contributing to the low employment level. The author examines other potential causes of high unemployment in Croatia (the unemployment benefit system, labor taxation, the wage structure, and skill and spatial mismatches). He argues that they do not play a substantial part in accounting for poor labor market outcomes in Croatia. The author concludes that the stringent employment protection legislation is the key labor market institution behind low job creation and high unemployment. Based on this he recommends specific measures aimed at liberalizing the labor market to foster job creation and employment.Labor Management and Relations,Labor Policies,Labor Markets,Environmental Economics&Policies,Trade Finance and Investment,Labor Markets,Labor Management and Relations,Labor Standards,Banks&Banking Reform,Environmental Economics&Policies
Digital Inclusion to Support Diverse Academic Needs of Learners: Investigating Leadership Preparedness and Challenges in Implementing ICT in Teaching Slow Learners in the Extended Stream of State Secondary Schools in Mauritius
No full textPCF10 Sub-theme: Promoting Equity and Inclusion // Plethora of researches have claimed the effectiveness of ICT as a support learning tool alongside traditional teaching approaches to help optimise learning gains of slow learners. With the emergence of the extended stream section in state secondary schools in Mauritius some years back, in view of an inclusive education, it is important to ensure that ICT is well embedded to capitalise on learning through the use of ICT with slow learners in the extended stream. The purpose of this case study is to: investigate how the leadership factor of a school affects the use of ICT in that stream; and to identify the challenges involved in using ICT in teaching extended stream students. A qualitative approach was used and data was collected through semi-structured interviews with six rectors of state secondary schools. Data was transcribed and processed using content analysis that located patterns in interview responses to build logical sequences of information. Analysis results were reinforced by additional data gathered from interviews with teachers of the extended stream as a means of triangulation. Results identified teacher-related and system-related barriers but also highlighted the importance of a school leader with tailored technology vision and plan that can curb the barriers identified. // Paper ID 474
Exploring Students' Perspectives on Online Proctoring: Benefits, Challenges, and Impacts on Digital Assessment Practices at the University of Mauritius
No full textWith the rapid expansion of online education, the University of Mauritius (UoM) has introduced an online proctoring tool on a one-year trial basis to support remotely conducted assessments and to ensure academic integrity. While such tools aim to prevent cheating and promote fairness, they also present unique challenges for students. This study explores the perceptions of full-time undergraduate students regarding the tool’s implementation and its implications for blended/online learning environments. Using an exploratory qualitative survey, the research gathers insights into students’ experiences, including benefits, challenges, accessibility, ease of use, and comparisons with traditional assessments. As UoM’s first encounter with a proctoring tool in an academic setting, the research emphasizes understanding practical implications over statistical precision. The online survey consisted of 12 questions addressing students’ overall experience, specific feedback on proctoring features, and general impressions. The findings aim to provide guidance for students, academics and technical staff, facilitating effective adoption of online proctoring tools by addressing associated complexities. This research adds to the growing discourse on integrating proctoring technologies in higher education, contributing to the evolving landscape of digital assessments in higher education.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 237
An unstructured finite volume simulator for multiphase flow through fractured-porous media
No full textThesis (S.M.)--Massachusetts Institute of Technology, Computation for Design and Optimization Program, 2009.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Cataloged from PDF version of thesis.Includes bibliographical references (p. 77-78).Modeling of multiphase flow in fractured media plays an integral role in management and performance prediction of oil and gas reserves. Geological characterization and nmultiphase flow simulations in fractured media are challenging for several reasons, such as uncertainty in fracture location, complexity in fracture geometry. dynamic nature of fractures etc. There is a need for complex sinmulation models that resolve the flow dynamics along fractures and the interaction with the porous matrix. The unstructured finite volume model provides a tool for the numerical simulation of multiphase flow (inmmiscible and incompressible two-phase flow) in two-dimensional fractured media. We use a finite volume formulation, which is locally imass conservative and it allows the use of fully unstructured grids to represent the coimplex geometry of the fracture networks. Fractures are represented as objects of lower diniensionality than that of the domain (in this case, ID objects in a 2D domain). The model permits fine-scale simulation of multiphase transport through fractured media. The non-Fickian transport resulting due to the presence of heterogeneity (as fractures or inhomogeneous permeability distribution) is captured by the traditional advection-diffusion equation using a highly discretized system. Today. many macroscopic flow models are being developed which account for the non-Fickian. non-local flow more accurately and efficiently with less computation. The finite volume simulator niodel described in this thesis will be instrumental as a tool to train and validate the macroscopic flow models which account for anomialous transport behavior.(cont.) We illustrate the performance of this simulator on several synthetic cases with different fracture geometries and conclude the model effectively captures the miiultiphase fluid flow pattern in fractured media.by Reena Bajaj.S.M
Une expérience vécue : l’intersection des langues, du genre et de l'identité dans la traduction
No full text1 online resource (46 pages) : illustrationsIncludes abstract in English and French.Includes bibliographical references (pages 44-46).A saying goes that “to know another language is to possess a second soul.” Passionate about languages, translation and world cultures, the author is always on the way to learn more and decode the meaning of this quote. In this Honors essay, the author is going to explore the topic of gender and resistance in language translation based on her first experience as a translator. Working together with Dr. Bannerjee, Coupeuses d’Azur, an epic French anthology written by Mauritian poet Khal Torabully, is well translated. Based on this particular experience, the author first examines the inherent sexist components in the French language in its rules for grammatical gender, which influences French speakers' way of thinking. Furthermore, the author explores how translation practice, and the role of female translator may help change this current. Secondly, this thesis focuses particularly on the creole language and the musicality of poems in the process of translation from the postcolonial perspective. During the translation process,
the author came across many intricacies and nuances, but that’s what made this journey so challenging and rewarding at the same time. To summarize the highlights of this unique learning path, she also depicts her own lived experience in translation
Co-Creating for Resilience – Development of Transdisciplinary Skills and Competencies in Higher Education
No full textPCF10 Sub-theme: Building Resilience // This paper presents the co-creation of a University-wide Open Educational Resource (OER) on Transdisciplinary Skills and Competencies for enhancing graduate employment with the necessary knowledge, values, and attitudes for building a more resilient workforce in an increasingly uncertain future. The four Key Pillars underlying education and life from the highly influential, and increasingly relevant, Delor’s report (1996) underpinned the development of future-thinking stances for the first-year students as they engaged with learning activities that enabled them to: 1. Learn to know: Investigate their own learning and courses with more agency and depth through metacognitive strategies. 2. Learn to do: Relate theoretical knowledge to more relevant, practical, transdisciplinary applications through collaboration on working towards solution-oriented and challenge-based learning. 3. Learn to live together: This entails the cross-fertilization and respect of each-others’ ideas to bring about innovation through a learning environment that is conducive for thriving together. 4. Learning to be: Developing the human potential to its fullest, especially the skills, competencies and attitudes required to work in an increasingly connected world with greater responsibility for the attainment of common goals. // The objective of the action research was to co-create the OER with the input of both academics and students from different faculties. The collaboratively designed learning activities were adapted to different disciplines and educational contexts to enable learners to be assessed for four main value-laden skills and competencies: a) Collaborative Networking (comprising Cultural awareness, Acknowledging differences, Personal branding, Team playing and trust building, Virtuous circles). b) Communication Networking (comprising Social and Emotional Intelligence, Technology-enhanced Communications, verbal and non-verbal communication, conflict management). c) Growth Mindsets (comprising Solution Orientedness, Grit and determination, Opportunity seeking, creative and critical thinking, design thinking. d) Professional and Ethical Practices (comprising case studies and role plays to demonstrate Social responsibility, Sustainable development, Managing ethical dilemmas and transformational leadership). // 9 faculty members and their respective students formed part of the action research and while co-creation is perhaps too innovative and disruptive for certain academics, the students were appreciative of the opportunity of having a voice and participating in the co-creation of the learning activities that would develop their full potential. This study demonstrates the need for engaging with learners so that they are aware of the active role they play in the learning environment and to build resilience and self-efficacy from within.// Paper ID 547
Vivre l’honte et la culpabilité : les immigrant-e-s du Vietnam dans Ru de Kim Thuy
No full text1 online resource (34 p.)Includes abstract.Includes bibliographical references (p. 33).In Kim Thuy’s award winning novel, RU, the author recalls the individual experiences, strife and victories that created the collective “Boat People” narrative. Through her work in RU, we are able to commemorate the unsung heroes of the Vietnam War and recognize the struggles faced by the Vietnamese Immigrants to North America. Thuy remembers her triumphs and privileges as a Canadian with her roots in Vietnam, while honouring those less fortunate. Thuy’s success, while celebrated throughout her novel, is at once the source for her shame and guilt associated with her privileged life
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