| 2.1 |
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| Perceived Difficulties for Online Learning Intention: A Study From Sri Lankan Students |
Nilusha Dilshani1, Sooriya Mudalige N. Praveeni2, S.D.Y.N. Karunarathne3, Akila J. Herath1 |
| Abstract A new strain of coronavirus, which has been recognized as the world’s largest educational crisis, has generated many transformations of the global education system shifting from traditional face-to-face classrooms to online classrooms. Even though several previous studies by a number of reputable scholars elaborating the fundamental characteristics and procedures in terms of online learning usage and benefits addressed, the particular discipline lacked an understanding of how the real-world scenario's difficulties impact the students' intention to engage in the specified procedures. Accordingly, this study was designed to examine the difficulties that would possibly be exerting on the online learning intention of the students in rural areas in Sri Lanka. A deductive, cross-sectional research inquiry was carried out using the four independent variables; technical difficulties, skills and dispositions, physical resources, parental and peer support as the predictors of difficulties in online learning. The primary data were gathered using a questionnaire delivered to 384 selected online learners using the purposive sampling technique. The findings of the study revealed that all the four (04) difficulties identified were having a significant negative impact on the online learning intention of the students in rural areas in Sri Lanka. Among the significant factors, lack of parents and peers support was the top-ranked influencer, while technical difficulties were the next best predictor of difficulties in online learning intention. The findings have practical implications in that they highlight the importance of focusing on parental and peer support. They expect parents and peers to consider the negative consequences and make the necessary arrangements to mitigate the negative consequences that can harm students' effective online learning experiences. The study is expected to be providing a considerable theoretical contribution as an insignificant number of studies were recognized in the discipline as of the present day. This study only focused on the quantitative data which are collected through a questionnaire and the study could further be advanced by adding qualitative data, such as experiences and perceptions of the students that could be collected through interviews. |
Author Profile(s) AKDN Dilshani is a senior lecturer attached to the Department of Business Management, Wayamba University of Sri Lanka (WUSL). She is a proud product of the University of Ruhuna and completed her Masters from WUSL and currently reading for the PhD at the University of Malaysia. Her research interests include Management, Operational Management, Supply Chain Management. She is actively engaged in national and international research forums. SDYN Karunarathne is a fresh graduate from the Wayamba University of Sri Lanka. She recently completed her BSc. Degree in Business Management. |
| 2.2 |
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| Application of Information Technology in Teaching and Learning Improvement at the Lahore School of Economics |
Amberin Tanveer1, Syeda A. Amjad2 |
| Abstract This paper shows the impact that Application of Information Technology has on Learning Improvement using the example of Lahore School of Economics application of the Learning Management System (LMS). The paper emphasizes on the role of Quality Assurance Department in creating a more transparent system to improve quality of education. This also shows that incorporating more Information Technology practices leads to the creation of an environment where learning is given more importance and quality of education increases. This also shows the importance of the Faculty having adequate IT related knowledge as the shift to Online Education has proved the usefulness of having the right technological knowledge. Information Technology application proves to be beneficial in the education sector as it creates a more conducive learning environment, increases participation, more access to information and makes the dissemination of information easy. |
Author Profile(s) |
| 2.3 |
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| THEQC’s International Evaluator Training Program in the Midst of Pandemic |
M. Dilek Avsaroglu1, Erdem Sariaydin1, Salih Bardakci1, Buket Akkoyunlu2, Sina Ercan3, Aslihan Nasir3, Sibel Aksu Yildirim4, Muzaffer Elmas5 |
| Abstract THEQC has an international evaluators pool, including 66 candidate evaluators from 29 different countries by 2020. As planned, some of these evaluators have been assigned to the evaluation teams for institutional accreditation in 2021. Due to the pandemic, THEQC provided online training for these candidate evaluators on 28-29 April 2021. During the training, THEQC utilised a teaching approach for attendees based on group learning, questioning and decision-making regarding the evaluation criteria of institutional accreditation processes. Printed materials containing the relevant guidelines, instructions and explanations of THEQC’s procedures and information about the Turkish higher education system were delivered to attendees before the training. During the first part of the training, a Jig-saw activity was performed, in which participants practised peer-learning to reinforce THEQC’s evaluation principles and procedures. The second part was composed of case study activities in which THEQC’s rubric system was investigated throughout a series of fictional evaluation events. Both pre-test and post-test were given to the participants during the training to assess their relative level of knowledge about the efficacy of the training program. THEQC has experienced some challenges either directly or indirectly relevant to the conditions of the pandemic. These challenges can be summarised as follows: (1) intensity in the translation of all materials and documents in English, (2) organisation difficulty of the online training due to attendees participating from different time-zones, (3) familiarisation of the attendees with the Turkish higher education system became more difficult due to the inadequacy of real-time and on-site observation, (4) the delay in the integration of international evaluators with other evaluation team members, (5) limited socialisation of the evaluators with THEQC colleagues. On the other hand, online training had some benefits as well. First of all, online training has the advantage of using the financial, human, and physical resources effectively and efficiently. Secondly, it becomes easy and rapid to assess the effectiveness of the training through online tests. And thirdly, digital tools and applications are easily integrated into the training materials so that various and proliferated teaching methods are applied. |
Author Profile(s) |
| 2.4 |
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| Using Credit Level Descriptors to Assess Student Professional Ability - A Case Study From Macao |
Zhimin Luo |
| Abstract Background: The credit level descriptors define the level of challenge, complexity, and autonomy expected of a learner on completion of a defined and bounded learning activity such as a module or programme of learning. In March 2017, the internationally prominent Quality Assurance Agency for Higher Education (QAA), UK announced that Macao Polytechnic Institute (MPI)’s Bachelor of Science in Nursing Programme met all the standards and successfully achieved the world’s first International Subject Review conducted by QAA. QAA identified 6 features of good practice and strengthened the recognition of higher education in Macao. Following up the action plan, adopting and utilizing credit level descriptors as a key measure to response to the three recommendations for improvement, referred to the standard as student-centred learning, teaching and assessment, made by the review team. Objectives: Through an introduction and exploration on construction, adoption and utilization of the credit level descriptors in the Bachelor of Science in Nursing Programme, the main aim of this paper is to provide an example for higher education stakeholders how the credit level descriptors can be a useful reference for quality assurance with best practice standards, especially when assessing students’ professional ability to demonstrate their progressive achievement of higher academic levels for their future careers. Methodology: Referred to the SEEC credit level descriptor (2016 version), in accordance with the MPI mission and the programme objectives, level 4 to level 6 of the credit level descriptors was modified and constructed initially by the author for the 4-year Bachelor of Science in Nursing Programme. Then, the original version was revised when receiving feedback from academic staff. The final version was adopted after the programme external examiner from leading institution in UK delivered his guidance and comment, finally. The final version of the credit level descriptor was utilized since the academic year 2018/2019 while the new study plan has been implementing. Results: 1. Academic staff and the external examiner were contributed to the credit level descriptors and satisfied with it. 2. The credit level descriptors are clear to demonstrate progressive achievement of higher academic levels for students’ professional ability in 5 domains including setting, knowledge and understanding, cognitive skills, performance and practice, personal and enabling skills. 3. The credit level descriptors are useful for setting up learning outcomes and assessment methods for each course in the programme. 4. Assignment workload also can be re-arranged according to the credit level descriptors. Conclusions/Recommendations: The credit level descriptors are useful reference for quality assurance with best practice standards, and recommendations and strategies were mentioned when utilization of the credit level descriptors. |
Author Profile(s) |
| 2.5 |
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| A Combined Learning Development and Experience |
Nyamjaw Tsegmed1, Saranzaya Enkhbayar2 |
| Abstract Due to the development trends of higher education in the world and the technological revolution of the 4th industrial revolution, there is a growing need to introduce a combination of electronic and classroom forms based on modern information technology in all levels of educational services. Based on the higher education environment and the labor market, three indicators are important factors for the successful implementation of this form of education: students' learning style, ability to use information technology, and access to electronic tools. Therefore, based on the principles of combined training and the specifics of teaching methods, the results of this study were compared with the results of international programs and trainings. In addition, in order to assess and improve the above three factors, a random sample of 200 students studying at the Institute of Fine Arts, Design and Technology was used to compile and compare the results |
Author Profile(s) |