Browsing by Author "Senadheera, V.V."

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‘Connective alignment’ as the educational approach for higher education in the digital age
(Commonwealth of Learning, 2024) Senadheera, V.V.; Rupasinghe, T.P.; Ediriweera, D.S.
Most students in higher education at present are ‘digital natives.’ They use technology in every facet of their life, including their education. They learn from formally organised courses as well as from informal learning. Hence, informal learning has been identified as crucial for the sustainability of higher education in the current global context. Technology facilitates informal learning and, thus, has made substantial changes in how learning occurs in modern age learners. These changes that occurred in the learning process due to the influence of technology should be addressed by the educational approaches used in higher education to achieve the best outcomes in relation to the academic performance of students and students’ satisfaction. This commentary presents an educational approach: ‘Connective Alignment’ for higher education in the digital age, which can fulfil the learning needs of the learners in this digital age.
“Connectivism” as a theoretical framework underpinning social media usage for higher education in the digital age – A scoping review
(Faculty of Medical Sciences, University of Sri Jayewardenepura, 2023) Senadheera, V.V.; Ediriweera, D.S.; Rupasinghe, T.P.
The objectives of this scoping review were to examine how connectivism has been to incorporate social media into higher education and understand the impact of social media usage, with connectivism as the theoretical framework on the success of student learning
Impact of microlearning on academic performance of students in higher education in theoretical examinations – A systematic and Meta-Analysis
(Faculty of Medical Sciences, University of Sri Jayewardenepura, 2023) Senadheera, V.V.; Ediriweera, D.S.; Rupasinghe, T.P.
The Objective of this study was to conduct a systematic review and meta-analysis to evaluate the impact of microlearning compared to traditional learning on the academic performance of students in higher education in theoretical examinations.
Instructional design models for digital learning in higher education — A scoping review
(Commonwealth of Learning, 2024) Senadheera, V.V.; Ediriweera, D.S.; Rupasinghe, T.P.
Instructional design (ID) is a systematic process that is used to develop education and training programmes in a consistent and reliable way. A key challenge faced by educators is selecting an ID model by deciding which ID model will be more suitable in order to achieve an effective digital teaching and learning process. The objective of this scoping review was to present recommendations to select ID models for digital learning in higher education. Nine databases were searched for eligible publications. The search retrieved 643 records. Forty articles were included in this review. Results show that employing a systematic process in instructional design (an ID model) has produced an effective, consistent and reliable digital teaching and learning process in higher education. Selection of an ID model depends on the requirements of the course, timeline, resources available for the design and development of the course and the expertise in the ID process.