MPhil.Theseshttp://repository.kln.ac.lk/handle/123456789/178232024-03-28T18:06:41Z2024-03-28T18:06:41Z“Connectivism” as a theoretical framework underpinning social media usage for higher education in the digital age – A scoping reviewSenadheera, V.V.Ediriweera, D.S.Rupasinghe, T.P.http://repository.kln.ac.lk/handle/123456789/267732023-10-23T08:56:21Z2023-01-01T00:00:00Z“Connectivism” as a theoretical framework underpinning social media usage for higher education in the digital age – A scoping review
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
2023-01-01T00:00:00ZImpact of microlearning on academic performance of students in higher education in theoretical examinations – A systematic and Meta-AnalysisSenadheera, V.V.Ediriweera, D.S.Rupasinghe, T.P.http://repository.kln.ac.lk/handle/123456789/267722023-10-23T08:55:15Z2023-01-01T00:00:00ZImpact of microlearning on academic performance of students in higher education in theoretical examinations – A systematic and Meta-Analysis
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.
2023-01-01T00:00:00ZA conceptual model to adapt microlearning to design digital teaching and learning process in higher educationSenadheera, VindyaEdiriweera, DileepaRupasinghe, Thilinihttp://repository.kln.ac.lk/handle/123456789/267712023-10-23T08:53:51Z2023-01-01T00:00:00ZA conceptual model to adapt microlearning to design digital teaching and learning process in higher education
Senadheera, Vindya; Ediriweera, Dileepa; Rupasinghe, Thilini
Microlearning is an innovative pedagogy that is practiced in current higher education. It is the method of learning through small-sized, well-organized learning units and short-term learning activities (Hug, 2005; Allela, 2021). Each microlearning unit is designed to achieve a single learning objective (Wagner, 2002). A systematic review and meta-analysis conducted on the effects of microlearning in academic performance of students has showed a higher academic performance when microlearning is used compared to the traditional learning (p = 0.03). The overall mean difference in academic performance in relation to post-test scores in theoretical examinations between microlearning and traditional learning groups has been 12.6 (95% CI: 1.2 - 23.9) (Senadheera et al, 2022c). This can be attributed to reducing cognitive load, providing flexible learning environment, promoting self-directed learning and by providing timely feedback (Senadheera et al, 2022c). Currently, university teachers are working towards re-designing the traditional teaching and learning activities (TLA) to digital courses using digital pedagogies, to address the learning needs of current students. Undoubtedly, this digital-transformation of formal higher education should be accompanied by a sound conceptual model to provide a meaningful education. The aim of this paper is to present a conceptual model to adapt microlearning to design digital teaching and learning process in higher education. A comprehensive analysis of literature was carried out in order to identify the components that should be integrated to adapt microlearning, to achieve the best outcomes in relation to performance and students’ satisfaction. Accordingly, the ‘CAA model’ was designed which is presented in Figure 1.
2023-01-01T00:00:00ZA Study on the effectiveness of bilingual instruction in teaching ESL at The University of Jaffna.Patrick, B.A.http://repository.kln.ac.lk/handle/123456789/179382017-11-07T10:22:17Z2016-01-01T00:00:00ZA Study on the effectiveness of bilingual instruction in teaching ESL at The University of Jaffna.
Patrick, B.A.
This study examines the effectiveness of Bilingual Instruction in Teaching English as
a Second Language grammar. This research is undertaken on the first year students
otFaculty of Management and Commerce and Ramanathan Academy of Fine Arts
(Faculty of Arts). The research problem is that whether bilingual instruction promotes
the learning of specific aspects of English as a second language grammar.In order to
find answer to the research problem, mixed method research methodology is
designed. In the quantitative study, an experimental method in the fonn of classroom
study (both experimental !,'fOUpS and control groups) was adopted in which the test is
the main instrument and probability sampling was used to select the subjects. As for
the qualitative study, ethnographic study of participant observation, teaching method
and semi structured interview were employed. Quantitative study (experimental
method) is explained by three qualitative instruments like ethnographic study of
participant observation, teaching methods and semi structured interview. The same
experimental groups from Management and Commerce and Ramanathan Academy of
Fine Arts were selected for the ethnographic study and teaching method. As for semi
structured interview, non-probabilistic sampling was adopted. The finding shows that
Experimental groups in both faculties ofManagement & Commerce and Ramanathan
Academy of Fine Arts outperfonned the control group except in voice. It was also
established thatthe effect of bilingual instruction is relatively less in learning
preposition than other grammar components like verb fonns, question formation.
However, bilingual instruction has no impact on the teaching of active passive. The
qualitative results from participant observation revealed that in teaching speaking
skill, mother tongue should be avoided. Qualitative research instruments such as
participation observation, teaching methods and semi structured interview brings out
multiple realities as to when to usc Ll, and when not, when to useLl and L2 and how
to use Ll and also the quantity of LI.Therefore, this research finding establishes that
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the principled or the reasonable usc of mother tongue is essential in teaching English
as second language grammar.
2016-01-01T00:00:00Z