Career Development Opportunities in the Digital Era: Exploring MOOCs - SWAYAM in the Context of NEP 2020
Designing Online Learning Modules for Pre-Service Teachers using Cognitive Load Theory and Adaptive Expertise: A Design-Based Research Study
Generative Artificial Intelligence in Higher Education: Understanding Faculty Adoption through the Technology Acceptance Model
Digital Pedagogy in Classroom Teaching: Variation in Relation to Gender, Year of Teaching Experience and Location of School
Leveraging Wearable Technology for Personalized English Language Learning in Indian Technical Institutions: An Interdisciplinary Approach to Enhanced Pedagogy
Transforming MBA Education: The Impact of Flipped Blended Learning of Marketing and HR Management Courses on Students
A Cost-Effective Approach to Barcode Implementation in Libraries: A Case Study of gLabels at Sankar Polytechnic College Library
Towards Quality Higher Education in the Arab World: Challenges of the Present and Aspirations of the Future
Continuous Classroom Assessment At Primary Level
Edification Of Multimedia Resources: Aligning Technology For Student Empowerment
Improving Quality In Teaching Statistics Concepts Using Modern Visualization: The Design And Use Of The Flash Application On Pocket PCs
An Empirical Consideration Of The Use Of R In Actively Constructing Sampling Distributions
The Roles of Artificial Intelligence in Education: Current Progress and Future Prospects
The Role of Web-Based Simulations In Technology Education
Development Of Learning Resources To Promote Knowledge Sharing In Problem Based Learning
Fishing For Learning With A Podcast Net
An Orientation Assistant (OA) for Guiding Learning through Simulation of Electronics Technology in Technology Education
The rapid development of the digital era has provided opportunities for career development through different digital platforms and created a new era of learning opportunities. In the context of India, the Study Webs of Active-Learning for Young Aspiring Minds (SWAYAM) is India's own Massive Open Online Courses (MOOCs) platform that was launched by the government of India under the Ministry of Human Resource Development (MHRD) on July 9, 2017. This platform is based on three cardinal principles: access, equity, and quality. SWAYAM is a free, flexible, and accessible digital learning platform in India that seeks to offer quality and diverse education to all groups of learners irrespective of their caste, creed, and gender, including those who belong to disadvantaged and deprived groups. It connects with the vision of the National Education Policy (NEP) 2020, which focuses on equitable access to quality education, skill enhancement, and lifelong learning for the career development of the youth. The primary aims of NEP 2020 are to integrate technology at all levels of education to offer free, flexible, and accessible education; foster a culture and trends of a multidisciplinary learning environment; and ensure quality, inclusive education for all. This platform offers multiple courses by experienced educators aligning with learners' career opportunities and aspirations. SWAYAM helps to bridge the gap between traditional classrooms and the dynamic demands of modern education by offering diverse, relevant skill enhancement courses accessible to all learners. It provides quality educational resources by different resource persons from reputed institutions such as central universities, IIT, IIM, and NIT with learners from different socio-economic and geographical backgrounds, enabling inclusive and equitable education. The platform fosters a seamless transition between education and employability, empowering individuals to acquire critical skills, adapt to technological advancements, and meet global industry standards, thereby supporting lifelong learning and career growth aligned with NEP 2020. This study explores the potential of MOOCs-SWAYAM in fostering career development among higher education learners, focusing on its role in preparing learners with twenty-first-century life skills, enhancing self- confidence, and bridging the opportunity and resource gap to connect with mainstream education for nation-building.
Massive open online courses (MOOCs) have grown in popularity since 2008 but suffer from low completion rates, as low as 2%. This study examines how designing MOOCs with consideration of cognitive load can improve retention and learning outcomes, particularly for adult learners such as educators. Employing a design-based research methodology, five learning modules were developed and tested with pre-service teachers. The modules incorporated features like avatars, scenarios, feedback, multimedia, and accessibility considerations. Cognitive load was measured using an adapted NASA Task Load Index. Out of 247 participants, 175 completed surveys. Overall, participants reported low cognitive load. Qualitative themes included the helpfulness of scenario features, disconnect between simulations and the real world, and a desire for more strategies and examples. The primary concern was the transferability of learning to real classrooms. Future iterations should increase exposure to diverse scenarios to build adaptive expertise. With cognitive load-informed design, MOOCs can provide effective learning opportunities for busy adult professionals.
Generative artificial intelligence (AI) is increasingly transforming higher education by enhancing teaching methodologies, automating administrative tasks, and supporting research initiatives. Faculty adoption of generative AI is crucial for maximizing its potential benefits; however, its acceptance remains inconsistent due to factors such as usability, perceived usefulness, and ethical concerns. This study employs the Technology Acceptance Model (TAM) to investigate the relationships between Perceived Ease of Use (PEOU), Perceived Usefulness (PU), Attitude (ATT), and Intention to Use (IU) among faculty in higher education. A quantitative correlational research design was used, with data collected through an online questionnaire distributed to faculty members. The results indicate that PEOU significantly predicts PU, reinforcing the importance of usability in AI adoption. However, PU negatively influences ATT, suggesting that while faculty members recognize AI's usefulness, they may have concerns regarding its implications for academic integrity and pedagogical changes. Despite this, ATT strongly predicts IU, indicating that faculty attitudes are the primary driver of AI adoption. These findings underscore the importance of institutional AI training, ethical guidelines, and AI- integrated curriculum strategies to facilitate the responsible adoption of AI. Future research should incorporate qualitative insights and expand to multiple institutions to enhance generalizability and validity.
The study aims to investigate the adoption of digital pedagogy in classroom teaching by the secondary school teachers and variation in relation to gender, years of teaching experience, and location of school in the Bolangir district of Odisha. For this purpose, the investigator has undertaken three dimensions of digital pedagogy, such as digital pedagogical orientation, digital pedagogical practice, and digital pedagogical competence of secondary school teachers. A descriptive survey was conducted consisting of 153 samples of secondary school teachers selected through a stratified purposive sampling technique. The data were collected through a self-made questionnaire. The research findings revealed significant differences in digital pedagogical orientation, digital competence, and digital practices in relation to gender, years of teaching experience, and residential type of teachers. Further, the study found that male teachers are highly digital pedagogy oriented, competent in digital pedagogy, and practice digital pedagogy more than female teachers. The research findings also reported the teachers having less than 5 years of teaching experience are highly digital pedagogy oriented and competent and practice the digital pedagogy more than the teachers having more than 5 years of teaching experience. The teachers posted in urban areas are highly oriented and competent and practice more digital pedagogy in the classroom than the teachers posted in rural areas.
This research examines the integration of wearable technology in English Language Teaching (ELT) within higher education technical institutions in India. Traditional ELT methodologies struggle to meet the diverse learning needs of students in large, resource-constrained classrooms. Limited access to skilled language instructors, varying proficiency levels, and low learner engagement further exacerbate these challenges. This study explores how wearable devices, such as smartwatches, augmented reality (AR) glasses, and language-enabled fitness trackers, can enhance personalized instruction, engagement, and overall language acquisition. The objectives of this research are to assess the feasibility of wearable technology in ELT, evaluate its impact on learner engagement, and analyze improvements in language proficiency. Grounded in experiential learning theory and sociocultural theory, the study employs a mixed- methods approach. Quantitative analysis measures proficiency improvements, while qualitative insights from students and instructors offer perspectives on usability and engagement. Findings indicate that wearable technologies significantly enhance listening and speaking skills through real-time feedback, immersive experiences, and adaptive learning pathways. However, challenges such as affordability, infrastructure limitations, and resistance to technology adoption require strategic intervention. The study highlights the need for collaboration among educators, technologists, and policymakers to ensure sustainable implementation. By leveraging wearable technology, technical institutions in India can bridge gaps in traditional ELT, fostering a learner-centric, technology-driven educational environment. Future research should explore scalability and long-term impacts on student employability.
This paper explores the transformational potential of flipped blended learning in MBA education, with a focus on enhancing skill development in Marketing, Finance, and Human Resources (HR). Flipped blended learning, a pedagogical model where students engage with foundational content outside the classroom and use in-class time for deeper, applied learning. It also offers a dynamic alternative to traditional lecture-based methods. In the rapidly evolving fields of marketing, Finance, and HR, this model has the potential to foster critical thinking, problem-solving, and practical skills that are increasingly demanded by employers. Flipped classrooms students are introduced to learning material before class, either through case studies, videos, or study material. This allows the class to engage in discussion, debate and develop a thought process of making the concept simpler and easier. Hence, the time can be used for hands on project focus on applying on the knowledge rather than first time. Blended learning will lead to faster situation of learning as it is a combination of both online as well as off line. These two approaches. Students interact with digital content (like recorded lectures or online assignments) outside of class, then attend in-person or live online sessions for interactive, in-depth learning. This model leverages online resources for foundational knowledge and in-class time for practical application, allowing more personalized and active learning.
Libraries are increasingly adopting information and communication technologies to enhance their services. To ensure all libraries can benefit, regardless of budget, this study highlights gLabel, a freely available open-source tool for barcode label development. The purpose of this paper is to promote gLabel for low-budget libraries by exploring its features, installation process, and practical application. Through a case study of its implementation at Sankar Polytechnic College Library from June 2019 to June 2024, this research analyzes the software's effectiveness over a significant period. The study demonstrates how barcodes, generated using gLabel to encode accession numbers and decoded with scanners, streamline routine library tasks such as circulation, book searching, and shelf rectification, leading to faster and more efficient workflows, including stack verification. Furthermore, this paper briefly discusses the features of the latest version of gLabels.
