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Download Version of Record (PDF / 2MB) Open Research Online The Open University’s repository of research publications and other research outputs Evaluating MOOCs’ Long-Term Impact: A Theory of Change Approach Book Section How to cite: Perryman, Leigh-Anne (2020). Evaluating MOOCs’ Long-Term Impact: A Theory of Change Approach. In: Mishra, Sanjaya and Panda, Santosh eds. Technology-Enabled Learning: Policy, Pedagogy and Practice. Perspectives on Open and Distance Learning. Vancouver, Canada: Commonwealth of Learning, pp. 143–164. For guidance on citations see FAQs. c 2020 Commonwealth of Learning https://creativecommons.org/licenses/by-sa/4.0/ Version: Version of Record Link(s) to article on publisher’s website: http://hdl.handle.net/11599/3655 Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk C O L AND DISTANCE LEARNING AND DISTANCE PERSPECTIVES ON OPEN C O L PERSPECTIVES ON OPEN AND DISTANCE LEARNING PERSPECTIVES ON OPEN AND DISTANCE LEARNING TECHNOLOGY-ENABLED LEARNING: POLICY, PEDAGOGY AND PRACTICE Teaching and learning have undergone considerable transformation from the traditional classroom model to the current online and blended models. Developments in information and and Practice Pedagogy Learning: Policy, Technology-Enabled communications technologies hold the key to such transformation. Seizing the opportunities and affordances of these technologies, COL’s Technology-Enabled Learning (TEL) initiative has focused on several activities to support governments and educational institutions in the Technology-Enabled Commonwealth since July 2015. Significant and sustainable interventions include: the Commonwealth Digital Education Learning: Leadership Training in Action programme; ICT in education policy development, including open educational resources policy and implementation; massive open online courses on TEL and blended learning practices; systematic TEL implementation in educational institutions; Policy, Pedagogy and Practice and advanced ICT skills development. Technology-Enabled Learning: Policy, Pedagogy and Practice, based mostly on various TEL projects in the last five years, presents diverse experiences of TEL from a critical research perspective, offering lessons that can be deployed elsewhere. The book’s 17 chapters provide success stories about the planned and systematic Sanjaya Mishra and Santosh Panda integration of technology in teaching and learning, and present models for online training at Editors scale using massive open online courses and other platforms. Within the framework of the policy–technology–capacity approach to TEL implementation at the micro, meso and macro levels, the chapters also provide guidelines for researching and evaluating similar projects and interventions. In the post-COVID-19 world of education, the lessons learnt and recommendations in this book will help policy makers and educational leaders rethink existing models of education and training. PERSPECTIVES ON OPEN AND DISTANCE LEARNING Technology-Enabled Learning: Policy, Pedagogy and Practice Sanjaya Mishra and Santosh Panda, Editors Published by Commonwealth of Learning, Vancouver, 2020 The Commonwealth of Learning (COL) is an intergovernmental organisation created by Commonwealth Heads of Government to promote the development and sharing of open learning and distance education knowledge, resources and technologies. © 2020 by the Commonwealth of Learning. Technology-Enabled Learning: Policy, Pedagogy and Practice is made available under a Creative Commons Attribution- ShareAlike 4.0 Licence (international): http://creativecommons.org/licences/by- sa/4.0. For the avoidance of doubt, by applying this licence the Commonwealth of Learning does not waive any privileges or immunities from claims that it may be entitled to assert, nor does the Commonwealth of Learning submit itself to the jurisdiction, courts, legal processes or laws of any jurisdiction. The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of COL concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of COL and do not commit the organisation. All products and services mentioned are owned by their respective copyright holders, and mere presentation in the publication does not mean endorsement by COL. ISBN 978-1-894975-98-8 Published by: COMMONWEALTH OF LEARNING 4710 Kingsway, Suite 2500 Burnaby, British Columbia Canada V5H 4M2 Telephone: +1 604 775 8200 Fax: +1 604 775 8210 Web: www.col.org Email: [email protected] Contents Foreword ............................................................................................................... v Acknowledgements .............................................................................................vii Contributors ........................................................................................................viii List of Abbreviations and Acronyms ...................................................................xiv List of Tables ....................................................................................................... xv List of Figures......................................................................................................xvi PART I: Prologue Chapter 1 Prologue: Setting the Stage for Technology-Enabled Learning ......................3 Sanjaya Mishra and Santosh Panda PART II: ICT in Education Policy and National Development Chapter 2 Technology Applications in Education: Policy and Prospects ......................19 Sanjaya Mishra Chapter 3 COVID-19 Education Responses and OER–OEP Policy in the Commonwealth .............................................................................................33 Shafika Isaacs PART III: Technology-Enabled Learning Strategy and Implementation: Case Studies Chapter 4 Designing Blended Learning Courses to Improve Student Learning ...........49 Indira Koneru Chapter 5 Faculty Experiences of Delivering Blended Learning Courses .....................71 Jayashree Shinde Chapter 6 Implementing Technology-Enabled Learning in a Technically Challenged Environment: The Case of the National University of Samoa .......................85 Ioana Chan Mow, Agnes Wong Soon, Tara Patu, Mose Mose and Oloa Lipine iii Technology-Enabled Learning: Policy, Pedagogy and Practice Chapter 7 Improving Learner Engagements through Implementing Technology-Enabled Learning ......................................................................97 Silvance O. Abeka and Joseph Bosire Chapter 8 Developing Institutional Capacities for OER-Based eLearning ..................109 Sanjaya Mishra and Manas Ranjan Panigrahi PART IV: Researching and Evaluating Technology-Enabled Learning Chapter 9 Methodological Challenges in Researching the Impact of Technology- Enabled Learning: The Case of Universiti Malaysia Sabah ........................119 Kaushal Kumar Bhagat and Fong Soon Fook Chapter 10 Understanding TELMOOC Design and the Learner Experience ................129 Martha Cleveland-Innes, Nathaniel Ostashewski and Dan Wilton Chapter 11 Evaluating MOOCs’ Long-Term Impact: A Theory of Change Approach ...143 Leigh-Anne Perryman Chapter 12 Becoming Digital Education Leaders: Teacher Stories from Sri Lanka ......165 Shironica P. Karunanayaka Chapter 13 Developing Digital Education Leadership in the Commonwealth ...............181 Cheryl Brown Chapter 14 Changing Access to Learning Resources ...................................................191 Michael Paskevicius Chapter 15 Return on Investment from an Open Online Course on Open Educational Resources ...............................................................................199 Santosh Panda Chapter 16 Benchmarking for Technology-Enabled Learning .......................................213 Michael D. Sankey PART V: Epilogue Chapter 17 Epilogue: Towards Mainstreaming Technology-Enabled Learning .............225 Santosh Panda and Sanjaya Mishra iv Foreword This book comes at an unprecedented moment in history, when the COVID-19 pandemic has disrupted every sphere of activity. The impact on the education sector left millions of students out of school due to institutional closures. Governments, institutions, students and teachers had to make an almost overnight transition to distance and online learning. But crisis generates creativity, and many Commonwealth countries found appropriate solutions to ensure that students continued to learn. A range of technologies was used — printed text, radio, television, interactive radio instruction, community radio, multimedia, and online learning — based on the requirements of different constituencies. However, the emphasis on online learning in contexts where electricity, computers and connectivity were not readily available led to protests from both students and teachers. In addition to the lack of resources, it was clear that effective online learning required adequate planning, quality content and teacher capacity. Most campus institutions were completely unprepared. On the other hand, the distance education system was well equipped to keep the doors of learning open. Many open universities and open schools continued to
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