Breaking Barriers
Asynchronous Session
Empowering Girls to Reduce Gender Gap in IT and ITES Sectors in South Asia Region : Reaching Out through eLearning Programmes View Digital Media
Paper Presentation in a Themed Session Aparajita Ojha
The Global Gender Gap Report 2023 of the World Economic Forum suggests that women’s skills are not always in line with the ‘professions of the future’ in South Asia region. With the objective of bridging the gap between the job market expectations and the skill sets of graduating girl students in SA region, a pilot project was implemented for training female students in emerging areas of S&T supported by Asi@Connect Project of European Union. We present the outcome of this innovative project.
Universal Design for Learning Principles and Guidelines for the Design of Smart Learning Environments that Consider Diversity and Eliminate Learning Barriers View Digital Media
Paper Presentation in a Themed Session Daria Mizza
This paper explores the pedagogical principles necessary for successful teaching strategies in smart learning environments. To that effect, the first part of this paper delves into the paradigm known as Universal Design for Learning (UDL), a framework for the development of educational programs that is based on the idea that a diversity of learners is the norm in any course and constitutes an asset. The second part of the paper illustrates how the principles, guidelines, and controls of the UDL can be applied to the development of a smart learning environment, and demonstrates how the integration of digital technologies makes it possible to achieve the so-called “redundancy effect”, which makes teaching clearer and more understandable. The paper concludes with recommendations for implementing inclusive teaching practices.
Featured Scientific Literacy and Communication in STEM: Enhancing Student Learning View Digital Media
Paper Presentation in a Themed Session Stavroula Andreopoulos
Recent data has shown that passive learning does not promote the development of scientific literacy and communication skills, nor does it improve student engagement and academic performance. Partnering with an English language specialist, we transformed a third-year undergraduate molecular biology course (BCH311) to address these issues by designing four assignments and accompanying interactive e-modules focused on reflection, critical thinking, science literacy, making foundational connections, and communication skills. To assess how our new strategies impacted the course learning experience, students were surveyed on their perceptions of the e-modules and their role in encouraging scientific skills development. Additionally, we examined e-module viewing count data that was generated from our learning management system (LMS) Quercus and analyzed it with respect to post-module submission scores and assignment/quiz scores for each of the four e-modules, along with final overall student grades. We report here that the e-modules enhanced and supported the learning experience for students, and they encouraged the development of science literacy and communication skills. Student engagement (as measured by e-module viewing counts) was also positively associated with academic performance indicators. For example, the earlier and more frequently students accessed the e-modules, the better their assignment grades. Collectively, these results demonstrate that competency in scientific literacy is assisted by the designing of four assignments focused on communication and written/oral skills while the creation of interactive e-modules tailored to each assignment supports skills development through active learning exercises and feedback.
Metacognitive Aspects in Open and Distance Education: Results of Quantitative Research View Digital Media
Paper Presentation in a Themed Session Georgia Karagianni
The cultivation of metacognitive skills is essential throughout the lifespan, playing a pivotal role in enabling individuals to reflect upon and regulate their learning processes. This is especially relevant in the context of open and distance learning (ODL), which offers unique opportunities for learners to take charge of their educational trajectories. This paper delves into the impact of ODL on the development of metacognitive skills among adult learners in Greece. Through quantitative research involving participants engaged in various ODL formats—from undergraduate and postgraduate courses to professional development seminars lasting six months or more—the study investigates the extent to which ODL facilitates enhanced self-regulatory practices and self-awareness. The research seeks to address the metacognitive aspects ODL learners develop. Preliminary findings indicate that there is a transformative potential for ODL in fostering profound metacognitive awareness and autonomy in learning. The implications of these findings extend beyond individual learning gains, offering valuable insights for the design and implementation of future ODL programs aimed at nurturing lifelong learners equipped with critical self-reflective capacities.
