DOCSLIB.ORG

Effectiveness of Student Engagement Using Learning Management System in the Blended Learning Environment at Saudi Electronic University Yousef Almoslamani

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Effectiveness of Student Engagement Using Learning Management System in the Blended Learning Environment at Saudi Electronic University Yousef Almoslamani University of Northern Colorado Scholarship & Creative Works @ Digital UNC Dissertations Student Research 5-2018 Effectiveness of Student Engagement Using Learning Management System in the Blended Learning Environment at Saudi Electronic University Yousef Almoslamani Follow this and additional works at: https://digscholarship.unco.edu/dissertations Recommended Citation Almoslamani, Yousef, "Effectiveness of Student Engagement Using Learning Management System in the Blended Learning Environment at Saudi Electronic University" (2018). Dissertations. 484. https://digscholarship.unco.edu/dissertations/484 This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Dissertations by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School EFFECTIVENESS OF STUDENT ENGAGEMENT USING LEARNING MANAGEMENT SYSTEM IN THE BLENDED LEARNING ENVIRONMENT AT SAUDI ELECTRONIC UNIVERSITY A Dissertation Submitted in Partial Fulfillment of the Requirements of the Degree of Doctor of Philosophy Yousef Almoslamani College of Education and Behavioral Sciences Department of Educational Technology May 2018 This Dissertation by: Yousef Almoslamani Entitled: Effectiveness of Student Engagement Using Learning Management System in the Blended Learning Environment at Saudi Electronic University has been approved as meeting the requirement for the Degree of Doctor of Philosophy in College of Education and Behavioral Sciences in Department of Educational Technology, Accepted by the Doctoral Committee ____________________________________________________ Mia Kim Williams, Ph.D., Research Advisor ____________________________________________________ Brian C. Rose, Ph.D., Committee Member ____________________________________________________ Hyun J. Kang, Ph.D., Committee Member ____________________________________________________ Cassendra M. Bergstrom, Ph.D., Faculty Representative Date of Dissertation Defense ____________________________________ Accepted by the Graduate School ____________________________________________________________ Linda L. Black, Ed.D. Associate Provost and Dean Graduate School and International Admissions ABSTRACT Almoslamani, Yousef. Effectiveness of Student Engagement Using Learning Management System in the Blended Learning Environment at Saudi Electronic University. Published Doctor of Philosophy dissertation, University of Northern Colorado, 2018. The use of learning management systems (LMS) in higher education continues to grow, yet research into the impact of the amount of engagement on student outcomes is still developing. This dissertation investigated the relationships between student engagement and student outcomes in the blended learning environment of Saudi Electronic University. It used data from LMS activities self-reported by students with special attention to whether gender played a role in the level of engagement and quality of outcome. This dissertation used a quantitative method to analyze the correlational relationship between the perceived amount of time students spent hourly participating in LMS activities and student grade point average (GPA). Furthermore, this dissertation measured the perceptions of students' level of online engagement utilizing the Students’ Engagement Questionnaire. The participants were 246 students from Saudi Electronic University. Results indicated no statistically significant difference between genders regarding their online engagement. In addition, no significant relationship was found regarding students’ grade point average and online discussion, audio discussion, and virtual lecture. However, a statistically significant difference between genders was found in their perception of the number of hours spent per week on LMS activities. Therefore, Saudi Electronic University must encourage instructors to use more multimedia such as iii video conferencing and audio discussion to enhance students’ critical thinking and engagement in LMS activities, thus improving students’ outcomes. Keywords: Learning management system (LMS), Students’ Engagement, blended learning, and LMS data activities. iv TABLE OF CONTENTS CHAPTER I. INTRODUCTION ................................................................................... 1 Statement of the Problem ................................................................................... 4 Purpose of the Study .......................................................................................... 5 Research Questions ............................................................................................ 6 Definitions of Terms .......................................................................................... 7 CHAPTER II. LITERATURE REVIEW .................................................................... 10 Student Engagement ........................................................................................ 10 Online Engagement Based on Gender ............................................................. 14 Outcomes and Student Engagement ................................................................ 18 Learning Management Systems ....................................................................... 24 Higher Education in Saudi Arabia ................................................................... 31 Blended Learning ............................................................................................. 36 Summary .......................................................................................................... 40 CHAPTER III. METHODOLOGY ............................................................................. 43 Study Sample ................................................................................................... 44 Instrument ........................................................................................................ 44 Data Collection and Procedures ....................................................................... 47 Data Analysis ................................................................................................... 48 Limitations of the Study................................................................................... 48 CHAPTER IV. FINDINGS ......................................................................................... 50 Reliability of the Scores ................................................................................... 51 Tests for Assumptions...................................................................................... 52 Results of Multivariate Analysis ...................................................................... 53 Demographics .................................................................................................. 61 Self-Report of Learning Management System Activity .................................. 66 CHAPTER V. DISCUSSION AND CONCLUSION ................................................. 78 Research Question One .................................................................................... 79 Research Question Two ................................................................................... 81 Research Question Three ................................................................................. 84 v Recommendations/Implications ....................................................................... 87 Future Research ............................................................................................... 88 Conclusion ....................................................................................................... 89 REFERENCES ............................................................................................................ 92 APPENDIX A. SURVEY .......................................................................................... 113 APPENDIX B. CONSENT FORM FOR HUMAN PARTICIPANTS IN RESEARCH ................................................................................................... 119 APPENDIX C. INSTITUTIONAL REVIEW BOARD APPROVAL ...................... 122 APPENDIX D. PERMISSION TO CONDUCT RESEARCH AT SAUDI ELECTRONIC UNIVERSITY ...................................................................... 124 vi LIST OF TABLES 1. Cronbach’s Alpha of Student Engagement Questionnaire from Prior Research ........................................................................................................... 47 2. Overall Internal Consistency for the Student Engagement Questionnaire ...... 52 3. Frequencies and Percentages of Participant Demographic Variables .............. 62 4. Educational Level for Gender and Type of College ........................................ 64 5. Educational Level for Gender and Grade Point Average ................................ 65 6. Educational Level for Gender and Courses Taken .......................................... 65 7. Student Estimations of Online Engagement .................................................... 67 8. Multivariate Tests of Online Engagement ....................................................... 68 9. Student Perceptions of Number of Hours Spent Per Week on Learning Management Systems Activities ...................................................................... 72 10. Multivariate Tests of Student Perceptions Regarding Number of Hours Spent Per Week
Load more

Recommended publications
  • Assessment of Student Engagement in Higher Education: a Synthesis of Literature and Assessment Tools
    1 International Journal of Learning, Teaching and Educational Research Vol. 12, No. 2, pp. 1-14, June 2015 Assessment of Student Engagement in Higher Education: A Synthesis of Literature and Assessment Tools B. Jean Mandernach, PhD Grand Canyon University Phoenix, Arizona, United States Abstract. Educational research increasingly highlights the importance of student engagement and its impact on retention, learning and persistence. Despite widespread agreement on the value of student engagement, assessing engagement in higher education remains a challenge. To effectively measure student engagement (and understand its influence on the learning experience), it is essential that each institution defines the scope of engagement within their unique context and selects assessment metrics that align with the target definition. The dynamic nature of engagement mandates a multi-faceted approach to assessment that captures the interactive nature of the behavioral, affective and cognitive dimensions comprising student engagement. The value of various modes and tools for assessing student engagement in higher education are discussed. Keywords: student engagement; assessment of engagement; engagement metrics; cognitive engagement Introduction With increased emphasis on promoting student engagement in postsecondary classrooms (Barkley, 2010; Bowen, 2005; Günüç & Kuzu, 2014; Korobova & Starobin, 2015), it becomes imperative that educators are able to gauge, monitor and assess student engagement as a component of the overall learning experience (Butler,
    [Show full text]
  • Toshalis & Nakkula, "Motivation, Engagement, and Student Voice
    MOTIVATION, ENGAGEMENT, AND APRIL 2012 STUDENT VOICE By Eric Toshalis and Michael J. Nakkula EDITORS’ INTRODUCTION TO THE STUDENTS AT THE CENTER SERIES Students at the Center explores the role that student-centered approaches can play to deepen learning and prepare young people to meet the demands and engage the opportunities of the 21st century. Students at the Center synthesizes existing research on key components of student-centered approaches to learning. The papers that launch this project renew attention to the importance of engaging each student in acquiring the skills, knowledge, and expertise needed for success in college and a career. Student-centered approaches to learning, while recognizing that learning is a social activity, pay particular attention to the importance of customizing education to respond to each student’s needs and interests, making use of new tools for doing so. The broad application of student-centered approaches to learning has much in common with other education reform movements including closing the achievement gaps and providing equitable access to a high-quality education, especially for underserved youth. Student-centered approaches also align with emerging work to attain the promise and meet the demands of the Common Core State Standards. However, critical and distinct elements of student-centered approaches to learning challenge the current schooling and education paradigm: > Embracing the student’s experience and learning theory as the starting point of education; > Harnessing the full range of learning experiences at all times of the day, week, and year; > Expanding and reshaping the role of the educator; and > Determining progression based upon mastery.
    [Show full text]
  • Student Voice: How Young People Can Shape the Future of Education
    WINTER 2019 Student Voice: How Young People Can Shape the Future of Education Student Voice: How Young People Can Shape the Future of Education Overview “It’s all about the students.” How often do we hear this sentiment—or something THE PROJECT similar—in conversations on educational policy and practice? Education leaders The Condition of Education in the take action every day to support and guide students. Dedicated teachers Commonwealth project is one way review and revise their approaches to instruction, while school leaders institute the Rennie Center fulfills its mission of producing non-partisan, high-quality, new strategies to enhance learning inside and outside the school building. independent research that promotes Communities rally around innovative institutions to augment and sustain success. improvement in public education for all Without question, these efforts aim to accomplish a noble goal: helping students Massachusetts children. achieve better outcomes in school and in life. Yet one voice that’s usually missing in discussions about how best to support PROJECT COMPONENTS student outcomes is the one that arguably matters the most: students Data Dashboard: This interactive tool themselves.1 Within the education system, decision-making structures provides an in-depth look at 25 school and practices often do not recognize or encourage students as legitimate performance indicators. Users can delve stakeholders.2 In educational debates dominated by questions of learning inputs deeper by looking at different student groups and monitor progress over time. This (standards, curricula, funding) and outcomes (assessments, college and career data is collected from the Massachusetts success), we often neglect to listen to the students who are most impacted by Department of Early Education and proposed or actual reforms.
    [Show full text]
  • 1 Blended Learning: a New Hybrid Teaching
    ISSN: 2456-8104 JRSP-ELT, Issue 13, Vol. 3, 2019, www.jrspelt.com Blended Learning: A New Hybrid Teaching Methodology Prof. V. Chandra Sekhar Rao ([email protected] ) Professor of English, Sagar Group of Institutions, Hyderabad, India ______________________________________________________________________________ Abstract 1 Blended Learning is an approach that provides innovative educational solutions through an effective mix of traditional classroom teaching with mobile learning and online activities for teachers, trainers and students. The concept of blended learning is rooted in the idea that learning is not just a one-time event—learning is a continuous process. Blending provides various benefits over using any single learning delivery medium alone- Singh (2003). According to Friesen and Norm (2012), Blended learning is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. Keywords: Blended Learning, Educational Technology, Teaching Methodology Introduction In the teaching/learning process, Educators are persistently striving to discover latest and innovative methods or approaches to their students. In this process Blended Learning is one of the newest concepts being adopted. Currently, the educational system, which is in a position to meet the challenges of expansion and for catering the needs of individuals, is trying to adopt new technologies and exploring new paths to reach the goal of quality educational opportunities for all. The term, Blended Learning is increasingly used to describe the way e-learning, combining with traditional classroom methods and independent study to create a new, hybrid teaching methodology.
    [Show full text]
  • Blended Learning for Sustainable Education: Moodle-Based English for Specific Purposes Teaching at Kryvyi Rih National University
    E3S Web of Conferences 166, 10006 (2020) https://doi.org/10.1051/e3sconf/202016610006 ICSF 2020 Blended learning for sustainable education: Moodle-based English for Specific Purposes teaching at Kryvyi Rih National University Nadiya Holiver, Tetiana Kurbatova*, and Iryna Bondar Kryvyi Rih National University, 11 Vitalii Matusevych Str., Kryvyi Rih, 50027, Ukraine Abstract. The article deals with the experience of implementing Information Communication Technologies (ICT) into ESP (English for Specific Purposes) teaching and learning. Informatization and application of innovations in education has resulted in emergence of e-learning. While Moodle is one of the most popular Learning Management Systems (LMS) and it enables and facilitates the shift to the student-centered education, the article highlights its implementation and adjustment to the specific nature of teaching and learning languages for specific purposes at Kryvyi Rih National University. The article touches upon reasons for applying Moodle to language teaching/learning and its advantages as a complement to the traditional face-to-face, or classroom, mode, thus combining them into what is referred to as blended learning, or b-learning. Both the teachers and learners interviewed demonstrated positive attitudes to using the platform in their practices. Besides, the article touches upon Moodle-based opportunities of managing the content and monitoring students’ activities both in general and by individual courses. As Moodle is a web-based distance education platform not initially developed for language learning, the article invites discussion on advantages and disadvantages of its application to teaching/learning foreign languages and finding out which factors may allow language teachers and learners to boost its use and reach the set goals.
    [Show full text]
  • Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards
    social sciences $€ £ ¥ Article Can Digital Technology Bridge the Classroom Engagement Gap? Findings from a Qualitative Study of K-8 Classrooms in 10 Ontario School Boards Jessica Rizk 1,* and Scott Davies 2 1 Department of Sociology, University of Waterloo, Waterloo, ON N2L 3G1, Canada 2 Educational Leadership and Policy and Sociology, University of Toronto, Toronto, ON M5S 1V6, Canada; [email protected] * Correspondence: [email protected] Abstract: This study examined impacts of digital technology on a key component of the socioe- conomic gap in education—gaps in student classroom engagement. Whereas print literacy has long been a source of such gaps, newer “digital divide” theories claim classrooms that use digital technology are perpetuating them further. However, these claims are not grounded in close empirical observation and may now already be dated. We aimed to advance understandings of the impact of digital technology on student engagement by examining robotics, tablets, and smart board usage across a range of classrooms, using a conceptual framework that blends theories of interaction ritual chains (IRC) and cultural capital (CC). Data came from observations and interviews with teachers and students in K-8 classrooms across 10 Ontario school boards. We report three major findings. First, almost all students across socioeconomic strata engaged easily and enthusiastically with digital technology. Second, technology spawned new classroom rituals and cultural valuations. Third, digital technology provided connections between school dictates and students’ peer-based and home lives. We argue that digital technology has the potential to narrow classroom engagement gaps that are generated by conventional print media. We end by discussing avenues for future research.
    [Show full text]
  • Improving Accuracy Enhancing Student Engagement with Technology
    International Journal of Computational Intelligence Research ISSN 0973-1873 Volume 13, Number 4 (2017), pp. 517-524 © Research India Publications http://www.ripublication.com Improving Accuracy Enhancing Student Engagement with Technology L. Venkateswara Reddy and Dr A. Rama Mohan Reddy Department of Computer Science and Engineering, Rayalaseema University, Kurnool, Andhra Pradesh, India. Abstract New and exciting applications of technology-enabled learning validate that it has the power to dramatically improve achievement, educational outcomes and retention. Yet the cost of technology, its rapid evolution, and the special knowledge and skills required of its users pose substantial barriers to contextualized learning. Even without educational technology, classrooms are in information overload putting students and instructors on the brink of drowning in data. Immediate innovations in, pedagogy, curriculum, and assessment must be coupled with the usage of instructional technology such as web-based learning, and online teaching and learning in order to produce improvements in the educational outcomes. Without substantial and extended professional development in the innovative models of teaching and learning that instructional technology makes affordable and sustainable, many instructors and students will not use these devices to their full potential. 1. INTRODUCTION social interactions among its subjects, which are heavily influenced by the language and the culture of the people involved8 . The pedagogical advantages of collaborative learning have been extensively analyzed over the last ten years. Its benefits are focused mainly on active learning and on in-depth information processing7 . The teaching models of collaborative learning have been systematically investigated for some time. Those are Knowledge Building, Progressive Inquiry, Knowledge Integration, Knowledge Creation and Social Theory of CSCL8 .
    [Show full text]
  • Concept Note Blended Mode of Teaching and Learning
    Blended Mode of Teaching and Learning: Concept Note University Grants Commission New Delhi Index Chapters Page No 1. Background 1 1.1 Introduction 1.2 Need for Flexibility to Students / Student Centricity 2. Blended Learning: Theoretical Background 4 2.1 Introduction 2.2 Role of Teachers in BL Environment 2.3 Role of Learners in BL Environment 2.4 BL Structures in Education 2.5 Scenarios in BL 3. ICT Tools & Initiatives 12 3.1 OER : NMEICT, NPTEL, ePG, NDL 3.2 Swayam, MOOCs as Resources 3.3 Platforms: Learning and Evaluation: LMS 3.4 Other Innovative Initiatives 3.5 ICT Tools for Collaboration and User-generated content 4. Implementation of BL 18 4.1 Introduction 4.2 Pedagogies for F2F and Online Mode 4.3 Project-based Learning and Project Management platforms 4.4 Technology Infrastructure for Implementation 5. Assessment and Evaluation 26 5.1 Continuous Comprehensive Evaluation 5.2 Innovative trends in Evaluation and Assessment 6. Suggested Framework for BL 29 6.1 Background 6.2 BL Learning Environments 6.3 IPSIT: Indian Framework for BL 6.4 Essential Technology and Resources for IPSIT 6.5 Essential Pedagogy for IPSIT 6.6 Conclusion References 43 Appendix A 44 List of Online Study Material/Resources in Open Access Appendix B Template for Detailed Course Planning in Blended Learning Mode 46 Chapter I Background 1.1 Introduction It is an instructional methodology, a teaching and learning approach that combines face- to-face classroom methods with computer mediated activities to deliver instruction. This pedagogical approach means a mixture of face-to-face and online activities and the integration of synchronous and asynchronous learning tools, thus providing an optimal possibility for the arrangement of effective learning processes.
    [Show full text]
  • E-Learning Objects in the Cloud: SCORM Compliance, Creation and Deployment Options
    Knowledge Management & E-Learning, Vol.9, No.4. Dec 2017 e-Learning objects in the cloud: SCORM compliance, creation and deployment options Stephanie Day Emre Erturk Eastern Institute of Technology, Napier, New Zealand Knowledge Management & E-Learning: An International Journal (KM&EL) ISSN 2073-7904 Recommended citation: Day, S., & Erturk, E. (2017). e-Learning objects in the cloud: SCORM compliance, creation and deployment options. Knowledge Management & E-Learning, 9(4), 449–467. Knowledge Management & E-Learning, 9(4), 449–467 e-Learning objects in the cloud: SCORM compliance, creation and deployment options Stephanie Day School of Computing Eastern Institute of Technology, Napier, New Zealand E-mail: [email protected] Emre Erturk* School of Computing Eastern Institute of Technology, Napier, New Zealand E-mail: [email protected] *Corresponding author Abstract: In the field of education, cloud computing is changing the way learning is delivered and experienced, by providing software, storage, teaching resources, artefacts, and knowledge that can be shared by educators on a global scale. In this paper, the first objective is to understand the general trends in educational use of the cloud, particularly the provision of large scale education opportunities, use of open and free services, and interoperability of learning objects. A review of current literature reveals the opportunities and issues around managing learning and teaching related knowledge in the cloud. The educational use of the cloud will continue to grow as the services, pedagogies, personalization, and standardization of learning are refined and adopted. Secondly, the paper presents an example of how the cloud can support learning opportunities using SCORM interoperable learning objects.
    [Show full text]
  • Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil
    Open Praxis, vol. 9 issue 1, January–March 2017, pp. 109–120 (ISSN 2304-070X) Building a Virtual Learning Environment to Foster Blended Learning Experiences in an Institute of Application in Brazil Andrea da Silva Marques Ribeiro , Esequiel Rodrigues Oliveira & Rodrigo Fortes Mello Universidade do Estado do Rio de Janeiro - State University of Rio de Janeiro (Brazil) [email protected], [email protected] & [email protected] Abstract Blended learning, the combination of face-to-face teaching with a virtual learning environment (VLE), is the theme of this study that aims at describing and analyzing the implementation of a VLE in the Institute of Application Fernando Rodrigues da Silveira, an academic unit of the State University of Rio de Janeiro. This study’s main contribution is to reflect on the complexity of the institute that comprises schooling for basic education students and teacher education, from elementary school to postgraduate education. The wide scope of the institute encompasses face-to-face and non-presential activities, in different proportions, depending on the educational segment. Thus, starting from the assumption that blended learning teaching processes foment more student-centered educational models and facilitate interactions between individuals, a collaborative way was chosen as the VLE development method, contributing to pedagogical practices that favor meaningful learning. The VLE design was developed to meet the different needs and demands of the different educational segments. Currently there are 295 registered users. However, there are no registered basic education students so far. This can be justified by the fact that the VLE is relatively new to the community, and the participation of basic education students in the VLE depends on their teachers’ enrolment and use of the VLE itself.
    [Show full text]
  • Virtual Learning Environment Blended Learning Enviornment
    The Dollarway School District is diligently working to ensure that our staff and students have a safe and enriching educational experience for the 2020-2021 school year. We continue to closely monitor all guidance from the Arkansas Department of Health and the Division of Elementary and Secondary Education. While there is still much uncertainty related to the COVID-19 pandemic situation, we (staff and students) are planning to return to school on August 25th. Changing back and forth between instructional delivery systems can be difficult for students, and is discouraged. To make a change, families will need to communicate with the building counselor and follow the procedures for changing their student’s placement. Blended Learning Enviornment Virtual Learning Environment (On-site) (Online) Location Location ● On-site assigned campus ● Students remain a part of their assigned campus but participate virtually Teacher Teacher ● Dollarway School District Teachers ● Dollarway School District Teachers Student Expectations Student Expectations ● Engage appropriately in learning ● Attend school daily ● Demonstrate satisfactory progress in meeting ● Follow social distancing guidelines learning goals ● Participate in blended learning using Edgenuity ● Access digital content and assignments through Learning Management System Edgenuity Learning Management System ● Complete formative and summative assessments ● Complete online formative and summative ● Transition to virtual learning when required by the assessments as required. Dollarway School District (DSD), AR Department of ● Complete all assignments and assessments by due Health (ADH), Center for Disease Control (CDC), and dates. the AR Division of Elementary and Secondary ● While virtual students will have some flexibility to Education (DESE). work at their own pace within specific parameters, ● Wear a face-covering or mask covering the nose and they must ensure they stay on track to complete all mouth (see”How to Safely Wear and Take Off a assignments by the end of the semester.
    [Show full text]
  • Moodle-Enabled Blended Learning Implementation at RGUKT: a Facilitator’S Perspective
    This work is licensed under a Creative Commons Attribution 4.0 International License. Moodle-enabled Blended Learning Implementation at RGUKT: A Facilitator’s Perspective Dr. Indira Koneru Faculty Member, eLearning Icfai Business School E-mail: [email protected] [email protected] Indian eLearning Scenario – Need for an LMS MHRD policy initiatives and Regulatory & Accreditation Bodies’ regulations and frameworks insist HEIs on: Integrating technology with higher education for effective teaching-learning process and making learning individualized and dynamic Familiarizing teachers with a Learning Management System (LMS) Providing additional learning resources, creating and delivering 'e-Learning Material' (eLM) through an LMS Meaningfully integrating 'e-Learning Material' (eLM) with an LMS Using an efficient LMS to keep track of learner's engagement, assessment and results Engaging students through an LMS in active learning and learning activities that address a variety of learning styles and preferences Enabling LMS with facility of analytical tools, other advanced tools 11/30/2018 2 eLearning Implementation Challenges ▪ Inadequate Infrastructure ▪ Lack of Institutional / stakeholders readiness ▪ No policy initiatives and strategies ▪ Lack of support from key players ▪ Lack of awareness of Open Source Technologies ▪ Fewer technologically skilled and pedagogically sound teachers ▪ Low digital literacy ▪ Fewer eLearning support staff 11/30/2018 3 TEL Initiative ▪ COL Technology-Enabled Learning (TEL) focuses on “Policy-Technology-
    [Show full text]