The OER movement has empowered researchers and educators to become more innovative in their teaching and learning, through the openness and flexibility. The use and adaptation of OER have been recommended as a very cost-effective investment in quality teaching-learning. In conventional teaching practices, teachers mostly spend time developing learning materials, reviewing lecture notes, anticipating questions and formulating answers, preparing for examinations. This method is no longer appropriate with the learner's current association with the technology. This research aims on promoting OER-based blended learning for the undergraduate learners. Action research has been conducted in order to identify the learner adaptation to the new culture of OERbased blended learning. This research has evaluated the learner perceptions on OER-based blended learning. The learner performance records were also evaluated as a measure of quality of learning. The study has focused on how the OER materials to be incorporated in the online course development in undergraduate learning. At the same time, research provides feedback on the use of OER-based blended learning methods. The study further elaborates on effective assessment activities which need to be used in OER-based blended learning. Learners were quite positive on these effective assessment activities. Moreover, the study specifies the importance of incorporating OER in undergraduate online learning.
The rapid development of information technology leads to extremely dynamic changes in various tools and technologies applied to the e-learning process. However, building computer devices or systems with the ability of responding to learner emotions is a challengeable task. Kansei Engineering, as a novel concept in the modern era of e-learning addresses the psychological feelings such as emotions, moods, and impressions of the e-learner. The aim of this research study is to introduce the background of Kansei Engineering, its methodology, potentiality and boundaries for designing and building new systems with a profound affection on the user. This study further discuss about the importance of recognizing learner emotions in an e-learning environment. The software agent of the proposed system will be drive in the newly designed e-learning platform, there by investigate the navigational pattern of the e-learner and learner in order to respond to their emotional states accordingly.
Use of social media among youth is growing rapidly around the world. This is more common among the young undergraduates. As a consequence of high usage of social media, ability to support learners via social constructed learning has increased. This study focuses on enhancing undergraduate’s academic performance via social media intervention. This was an action research and used mix methods inquiry employed quantitative and qualitative studies. Open face to face interviews, semi structured and structured questionnaires were conducted among 94 (n=94) undergraduates at the Faculty of Information Technology, University of Moratuwa, Sri Lanka. Findings of the study will incorporate the new insights of learner on social media adaption in academic work in meaningful ways. The results of open-ended face to face interviews, semi structured and structured questionnaire demonstrate multiple contextual relationships exist in adaption of social media in formal academic setup. Furthermore, perceptions of undergraduates on social media intervention illustrate the prominent relationship between peer groups, instructors, and learning content. Results of the study indicate that the learners are reluctant to adapt to the traditional learning setups and communication modes, but they appreciate the use of state of art social media connections in learning. Findings will further offer better and important information for both learners and academics to uplift communication, collaboration, and development of conducive learning environments.
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