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
Leveraging Wearable Technology for Personalized English Language Learning in Indian Technical Institutions: An Interdisciplinary Approach to Enhanced Pedagogy
Designing Online Learning Modules for Pre-Service Teachers Using Cognitive Load Theory and Adaptive Expertise: A Design-Based Research Study
Digital Pedagogy in Classroom Teaching: Variation in relation to Gender, Year of Teaching Experience and Location of School
Generative Artificial Intelligence in Higher Education: Understanding Faculty Adoption Through the Technology Acceptance Model
Career Development Opportunities in the Digital Era: Exploring MOOCs-SWAYAM in the Context of NEP 2020
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
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—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 class rooms 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.
Every technology emerged in information communication technology that is being adopted by the efficient library professionals for the improvement of the library services. Thus Libraries can offer world class technology services to its end user. Money should not be constraint for the better services. Equally good technologies are available as open source, freely usable. One such tool is gLabel. It is used to develop barcode labels. The purpose of this study is to popularize this free tool for the low budget libraries. This paper aims to explore gLabel features, how to install and how to use. It examines gLabel implementation at Sankar Polytechnic College Library. Case Study method is used to examine the implementation of gLabels at Sankar Polytechnic College Library. The period of the study is June 2019 to June 2024. This period is a good time to analyse this software. In a library, Barcodes are used for coding accession numbers and it is being decoded with scanner to read. These barcodes are error free. It saved the time of Library routine works such as Circulation, Book Search, and Shelf Rectification. During stack verification process also, barcodes are helped to do the work fast. This paper also highlights latest version of gLabels and its features.
This research explores the integration of wearable technology in English Language Teaching (ELT) within higher education technical institutions in India. It investigates how wearable devices can deliver personalized language instruction, enhance learner engagement, and foster improved educational outcomes. Employing an interdisciplinary lens that combines insights from education, technology, and linguistics, the study critically examines the feasibility, challenges, and transformative potential of wearable devices in language learning environments. The increasing importance of English proficiency for professional success in technical fields has prompted a shift towards innovative pedagogical strategies in Indian institutions. Traditional ELT methodologies often struggle to address the diverse learning needs of students in large and resource-constrained classrooms. Wearable technologies, such as smartwatches, augmented reality (AR) glasses, and fitness trackers equipped with language learning features, offer unique opportunities to tailor instruction to individual learners. These devices provide real-time feedback, immersive experiences, and adaptive learning pathways, making them an attractive solution for personalized education. The study focuses on the application of wearable technology to address specific challenges in Indian technical institutions, including limited access to skilled language instructors, varying proficiency levels among students, and the need for engagement-driven learning. By incorporating theories such as Experiential Learning (Kolb, 1984) and Sociocultural Theory (Vygotsky, 1978), the research provides a robust framework for understanding how wearable devices can facilitate active, context-based learning. This paper employs a mixed-methods approach, combining quantitative analysis of language proficiency improvements with qualitative insights from student and teacher experiences. The findings indicate that wearable technologies significantly enhance language acquisition, particularly in listening and speaking skills. However, challenges such as device affordability, infrastructure gaps, and resistance to technological adoption require careful consideration to ensure successful implementation. The interdisciplinary nature of this study underscores the importance of collaboration among educators, technologists, and policymakers to create sustainable and impactful solutions. By leveraging wearable technology, technical institutions in India can bridge the gap between traditional language instruction and the demands of a digital, globalized world. The research not only contributes to the growing body of knowledge on technology-enhanced learning but also offers actionable recommendations for integrating wearable devices into ELT curricula. Future directions include exploring the scalability of such interventions and their long-term impact on student outcomes and employability. This expanded abstract encapsulates the innovative and practical contributions of wearable technology to English language education in India, highlighting its potential to revolutionize pedagogical practices and foster a new era of learner-centric instruction.
Massive open online courses (MOOCs) have grown in popularity since 2008 but suffer from low completion rates, often 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.
The study aims to investigate the adoption of Digital pedagogy in classroom teaching by the secondary school teachers and variation in in relation to gender, year of teaching experience and location of school in 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 153 sample of secondary school teachers selected through stratified purposive sampling technique. The data were collected through self- made questionnaire. The research findings revealed significant difference in digital pedagogical orientation, digital competence and digital practices in relation to gender, year 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 the digital pedagogy more than female teachers. The research findings also reported the teachers having less than 10 years of teaching experience are highly digital pedagogy oriented, competent and practice the digital pedagogy more than the teachers having more than 10 years of teaching experiences. The teachers posted in urban areas are highly oriented, competent and practice more digital pedagogy in classroom than the teachers posted in rural areas.
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 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.
The rapid development of the digital era has provided opportunities for career development through different digital platforms and creates 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 in 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 different 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 recourses 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.<\P>
