DSpace Collection:
http://repository.kln.ac.lk/handle/123456789/20316
2024-03-29T09:41:48ZIntegrating Technology into Undergraduate Classroom; Studentled Video Production as an Effective Instructional Strategy
http://repository.kln.ac.lk/handle/123456789/20437
Title: Integrating Technology into Undergraduate Classroom; Studentled Video Production as an Effective Instructional Strategy
Authors: Rupasinghe, T.P.; Wijesinghe, S.C.
Abstract: In the current world context, successful integration of digital technology and education theory has led to new advents of teaching and learning. Current students, termed as “Digital natives” have grown up in a multi-media simulated world and are highly competent in adopting to new technologies and therefore, it is importance to utilize technology enabled pedagogical approaches to invoke students’ interest and engagement. Further in the current socio-economic context, it is of enormous importance to enhance students’ generic skills such as self-directed learning, critical thinking, problem-solving, collaboration and cooperation in addition to the domain-specific knowledge and skills. Utilizing digital technologies in the tertiary education can be named as a valuable approach to address above challenges. In the past decade, using digital videos in the teaching and learning have become an emerging instructional strategy, mainly being used in the content delivery. However, there is only a limited number of studies that have been conducted focusing on learning through student-produced digital videos. Current study focuses on investigating student-led video production as an effective active learning instructional strategy. Study was conducted as a part of an Engineering Technology degree program and students (N=72) were asked to create videos (10-15 minutes) to educate their peers on given topics in the course content. Then they were given the opportunity to teach their peers using produced videos. Students’ perception on the activity was evaluated using surveys and its’ impact on the learning process was evaluated through an in-class quiz and was compared with previous quizzes. Majority of the students (> 90 %) had agreed that the activity helped them to understand subject matter better and improved their confidence, communication skills, team work skills and technical skills. Further, according to statistical testing it was proved that the average mark (57 %) for the quiz after the activity was higher than previous quiz (39 %) proving that the activity has a direct impact on students learning. In conclusion, it can be stated that student-led video production has a vast impact as an instructional strategy which enhances students’ competence, generic skills as well as the subject knowledge and thereby enhance the quality of tertiary education.2019-01-01T00:00:00ZStudy on Virtual Learning Environment System in the Field of Construction Technology - A Sri Lankan Universities Perspective
http://repository.kln.ac.lk/handle/123456789/20436
Title: Study on Virtual Learning Environment System in the Field of Construction Technology - A Sri Lankan Universities Perspective
Authors: Charanya, R.; Kesavan, M.
Abstract: In order to maintain a good relationship in teaching and learning activities among students and university academic staff, a system called Virtual Learning Environment (VLE) can be used. A VLE system was designed among the students and university academic staff members in the field of Construction Technology in Sri Lankan universities to encourage a positive approach in knowledge achievement and to support active learning within the university. This study was carried out to analyze the factors influencing the VLE system and to explore the relationship between the students and university academic staff members on the VLE system. The factors influencing VLE were identified through the literature review and the interviews which were conducted among the university academic staff and the industry experts. A paper-based questionnaire survey was carried out among the students and university academic staff members who used the above created VLE system in the field of Construction Technology in order to measure the severity of the factors influencing the VLE system. There were 40 nos. of responses from the students and 14 nos. of responses from the university academic staff members received. The respondents were requested to indicate their level of contribution on various factors in the survey questionnaire with a 5-point Likert scale. The Relative Importance Index (RII) was calculated for each factor. The severity of each factor was identified based on its RII value. The factors were ranked based on their severity and Spearman’s rank correlation coefficient was calculated. It was found that there was 48.4% of positive degree of agreement between the students and university academic staff on the factors influencing VLE in the field of Construction Technology. The students stated that time saving, infrastructure, collaborative learning, frequent feedback, sustainability and flexible learning are the most significant factors influencing the VLE system, where the university academic staff members identified that collaborative learning, time saving, frequent feedback and infrastructure are the most significant factors influencing the VLE system in the field of Construction Technology from Sri Lankan universities.2019-01-01T00:00:00ZHigh Fidelity Simulation in Undergraduate Medical Curricula: Experience of Fourth Year Medical Students at a Sri Lankan Medical Faculty
http://repository.kln.ac.lk/handle/123456789/20413
Title: High Fidelity Simulation in Undergraduate Medical Curricula: Experience of Fourth Year Medical Students at a Sri Lankan Medical Faculty
Authors: Kodikara, K.G.; Karunaratne, W.C.D.; Chandratilake, M.N.
Abstract: Application of theoretical knowledge to management of critically ill patients is a challenging task faced by medical undergraduates where opportunities to learn clinical skills with regard to management of emergencies are few. High fidelity simulation (HFS) is widely used globally as an adjunct to clinical practice enabling students to learn clinical skills in a safe environment. However, research in the use of HFS in Sri Lanka is minimal. The purpose of this study was to explore the response of medical undergraduates to a high-fidelity simulator (HFS) in the context of management of emergencies. A pilot group of 30 fourth year medical students underwent a high-fidelity simulator session. They completed a self-administered evaluation, which included both open and close ended questions and participated in a focus group discussion post-simulation. Descriptive statistics were employed to analyze the responses to close-ended questions and the responses of the focus group discussion and open-ended questions were analyzed for recurring themes. All participating students responded to the evaluation. Students rated the simulation-based learning experience with high positivity. The self-competency of 29 (96.6%) students had increased following the sessions. The session provided a safe learning environment to all students. 19 (63.3%) students felt it helped put theory into practice while 21 (70.7%) students identified it as good practice for internship. 25 (83.3%) students wished to participate in more sessions. 17 (56.6%) students commented on the realistic nature of the experience. This study confirmed findings of previous studies conducted using HFS among medical undergraduates, confirming that the students highly valued high-fidelity simulation and find the opportunity to apply theoretical knowledge to practice in a safe environment. A high-fidelity simulator is a valuable learning tool in undergraduate medical education.2019-01-01T00:00:00ZEstablishing Embodied Carbon Coefficients for Building Materials in Sri Lanka
http://repository.kln.ac.lk/handle/123456789/20412
Title: Establishing Embodied Carbon Coefficients for Building Materials in Sri Lanka
Authors: Kumanayake, R.P.
Abstract: Buildings are identified as a major energy user and carbon emitter throughout their lifecycle. Carbon emission associated with energy consumption and chemical processes of material production is termed as ‘embodied carbon’. Material production stage or cradle-to-gate building lifecycle includes processes of raw material extraction, transportation and material production which are responsible for about 2040% of building lifecycle carbon emission. As embodied carbon of building materials highly vary with raw material quality, energy sources and production technologies, development of embodied carbon coefficients in the specific context of a country is necessary. Currently, Sri Lanka lacks such data inventories. This study was aimed at establishing embodied carbon coefficients of commonly used building materials in Sri Lanka. The process is made up of 3 stages; scoping, data collection and calculation. The data were collected through on-site surveys of material production facilities. In determining embodied carbon coefficient of a building material, aggregation decomposition hierarchy method was used. The embodied carbon coefficients obtained in the study were compared with values given in Inventory of Carbon and Energy (ICE) database. As the linkage between material production, energy use and carbon emission is dependent on many country specific factors, differences in values can be observed. A country-specific database ensures reliability and accuracy of building carbon emission studies. The process of establishing material embodied carbon coefficients should be standardized and data should be collected throughout the country so that computed values will represent national averages. This study will lead to future development of an embodied carbon coefficient database in the context of Sri Lanka, which will be useful in assessing embodied carbon of building materials and identifying appropriate strategies for mitigating embodied carbon of Sri Lankan buildings.2019-01-01T00:00:00Z