Papers by Dilani Sampath Pahala Gedera
Otago Polytechnic (OP) is currently redesigning and redeveloping its programmes and courses under... more Otago Polytechnic (OP) is currently redesigning and redeveloping its programmes and courses under an institution-wide initiative called Designing for Learner Success (D4LS). This initiative has several phases—design, development, delivery, and evaluation. This article focuses on the processes and considerations in the development phase of D4LS, which adopted a collaborative and agile approach to developing high-quality course content, learning activities, assessments, and resources. A thematic analysis was conducted from a record of challenges and limitations encountered by e-learning designers in the development process. Four themes emerged as the key challenges: workload and timelines, products and process, communication, and capabilities and attitudes. Recommendations are offered for improving the support for e-learning designers and course developers who are undertaking similar institutional initiatives.
In book: Activity Theory in Education: Research and Practice, Publisher: Sense, Editors: Dilani S... more In book: Activity Theory in Education: Research and Practice, Publisher: Sense, Editors: Dilani S. P. Gedera and P. John Williams, pp.53-70
http://tinyurl.com/zud6aqu
The emergence of educational technologies offers flexible learning opportunities to the twenty-fi... more The emergence of educational technologies offers flexible learning opportunities to the twenty-first-century learners. Research affirms that online courses provide learners with some flexibility in terms of time, place and pace. However, the anonymous nature of the online learning environment can lead to demotivation and disengagement and subsequent minimal participation or even withdrawal. Although in face-to-face classrooms, students’ levels of motivation could be observed to a certain extent, with little or no physical cues, online courses present challenges and concerns in relation to students’ motivation and active participation. The challenge of engaging online learners seems common across subject matter, levels and institutions. Therefore, in order for the learners to have a positive learning experience, it is vital to identify the factors that affect students’ motivation and engagement in online courses.
This chapter is based on a case study carried out in a university in New Zealand. With activity theory as its research framework, the research methods of this study include individual interviews, observation of online learning activities and analysis of other relevant documents. The learning technologies that facilitated synchronous and asynchronous learning activities of this course comprised Adobe Connect virtual classroom and the university learning management system, Moodle. The aim of this study is to examine the factors that affect students’ motivation and engagement in an online learning environment.
Through this case study, the chapter aims to connect the readers with pedagogical and practical ideas and strategies practitioners may like to consider when designing online courses that may enhance students’ motivation and engagement in online learning environments.
Online learning environments can offer learners opportunities for flexibility, interaction and co... more Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better understanding of students' experiences of learning with the specific online learning technology of Adobe Connect virtual classroom. The study was conducted in a university in New Zealand using a case study method. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and analysis of other relevant documents. This article includes some of the findings of the research and a discussion on how the synchronous technology-Adobe Connect virtual classroom, used in an online learning environment affected students' active participation in e-learning activities. The article also offers some suggestions that can be of use to instructors who teach online courses.
Integration of educational technologies in teaching and learning has changed the nature of face-t... more Integration of educational technologies in teaching and learning has changed the nature of face-to-face learning. Educational technologies that include LMSs generally offer powerful tools that can be used in enhancing teaching and learning experiences. However, it is not clear to what extent LMSs affect learner engagement in universities. With this focus, this article aims to explore the factors that affected students' engagement with e-learning activities facilitated by Moodle in a blended learning course in a university in New Zealand. With Activity Theory as its research framework, the research methods of this study include individual interviews, online and face-to-face observation of activities and analysis of other relevant documents. This article includes some of the findings of the research and a discussion on how the university learning management system-Moodle and other tools affected students' active participation in learning activities in this course. The article also offers some pedagogical strategies that can be of use to teachers and instructional designers when designing online courses.
Systems. Contradictions, as a basic principle of Activity Theory, assist in identifying the tensi... more Systems. Contradictions, as a basic principle of Activity Theory, assist in identifying the tensions and conflicts that emerge in systems of online learning environments. Using Activity Theory as its research framework, this study focuses on the contradictions that emerged in the form of tensions, frustrations, misunderstandings and miscommunication in a fully online university course in New Zealand. The data collection methods of this case study included individual interviews, online activity observation and documents analysis. Outlining some of the findings of the study, this paper will discuss how students' participation in learning activities facilitated by Moodle was affected by these contradictions.
E-learning is becoming increasingly popular in many countries for its flexibility in terms of tim... more E-learning is becoming increasingly popular in many countries for its flexibility in terms of time, place and pace. Research affirms that learning technologies support interaction and collaboration among learners and improve learning outcomes. However, current practices of e-learning are not without constraints and there is a need for empirical research to assist practitioners in determining the best uses of learning technologies. This paper seeks to develop an understanding of students' experiences and their perspectives of learning with the educational technologies of 'Adobe virtual classroom' and 'Moodle' that facilitated activities in a university course. The study was conducted using a case study method over a period of one semester. With Activity Theory as its research framework, the research methods of this study include individual interviews, online observation and document analysis. This paper includes some of the initial findings of the research and a brief discussion on how the educational technologies facilitated students' engagement in this course. This may inform practitioners of the pragmatic constraints and affordances of existing technologies, learning activities and strategies used in online learning environments.
E-learning platforms such as Learning Management Systems (LMS) provide teachers with tools that c... more E-learning platforms such as Learning Management Systems (LMS) provide teachers with tools that can be used to broaden teaching and learning experiences. These LMSs are used to create online learning environments for campus-based students and also to offer mixed mode and fully online courses in organizations like universities. This paper seeks to develop an understanding of students' experiences of learning with the LMS-Moodle as a tool that facilitated asynchronous activities in a fully online university course. The case study was carried out for a period of one semester in a university in New Zealand. With Activity Theory as its research framework, the data collection methods of this study included interviews, online observation of activities and document analysis. This paper outlines some of the findings and a discussion on students' experiences of asynchronous learning through Moodle as the LMS, and its effects on their active participation in this course.
Over the past 25 years, Technology Education has been present in global curricula. It aims to pre... more Over the past 25 years, Technology Education has been present in global curricula. It aims to prepare students to cope with the 21st Century where industrial and technological products dominate international economies. Technology Education has been taught either as a separate subject or integrated with other subjects, particularly with Science, and has been perceived as an area of learning combining knowledge and innovation. This paper identifies aspects of Technology Education which have been embedded in Science subjects in the Saudi curriculum and promotes the concept that it is now time for it to be developed as an independent subject, contributing to the reform of education for C21st learning in Saudi Arabia. This paper seeks to understand the perceptions of students from different institutes (see Table 1), and Science and Technology teachers in primary schools in the Almahd region about the nature of Technology Education. The goal is to explore the notion of teaching Technology Education either as a separate subject or integrated within Science in Saudi primary schools. A quantitative approach has been conducted for this purpose, with two types of questionnaires for data collection involving students and science teachers. Participants have acknowledged the importance of teaching Technology in primary schools and have offered different perceptions of how this might be achieved.
Writing is viewed hugely important, yet it is a daunting task for both English as a second langua... more Writing is viewed hugely important, yet it is a daunting task for both English as a second language (ESL) teachers and learners. With the development of different approaches to teaching in general, numerous approaches to the teaching of writing have been evolved such as product, process and post-process approaches. Although these approaches have changed the role and status of writing over the years, writing still appears as one of the difficult areas to tackle as students lack academic writing skills and they are de-motivated to write in English. In view of this, researchers show an interest in looking into the possibilities of using Information and Communication Technology (ICT) tools for language teaching and learning. This paper discusses the application of the latest ICT tool, which is known as weblog as an effective tool in ESL classrooms. The aim of this study is to explore the pedagogical potentials of weblog in developing the writing skills of ESL learners. In particular, this paper wishes to identify and discuss the characteristics of weblogs as an appropriate and effective tool in assisting the learners in various ways to improve their writing skills. This study will further highlight the benefits of web logging activities and the impacts of these activities on students’ motivation to write in English as autonomous learners.
Over the past decade aspects pertinent to the area of feedback have been extensively explored by ... more Over the past decade aspects pertinent to the area of feedback have been extensively explored by researchers. While some of the studies show positive effects of peer review, others discuss its problematic areas. In spite of the controversies the new ways of integrating peer feedback in ESL classrooms are being explored. Researchers show an interest in looking into the possibilities of integrating Information and Communication Technologies (ICTs) in providing feedback to students. This paper discusses students' experience of receiving and providing peer feedback using blogs that was integrated into a Life Sciences classroom in a private university in Malaysia in the year 2010. While carrying out the research, qualitative research methods were employed. Data were mainly gathered through interviews, peer feedback questionnaire and students' writings posted to their blogs. Students used their blogs as an online portfolio, where they shared their experiences and posted writing assignments based on lessons and discussions.
Learner development greatly depends on language
awareness which not only focuses on language its... more Learner development greatly depends on language
awareness which not only focuses on language itself, but
also a cognitive reflection upon language functions.
Language awareness can be fostered by giving learners
various choices in learning activities. The variety of
choice stimulates learner interest and has a potential for
learner development. This paper discusses the
application of the latest innovation of Information and
Communication Technology (ICT), which is known as
weblog for learner language development. The aim of
this study is to explore the pedagogical potentials of
using weblog as a tool in developing the language skills
of pre-university ESL students in a university in
Malaysia. In addition, this study further discusses the
impacts weblogging activities can have on students’
motivation to write in English. Drawing on students’
blogs as well as the responses given by students in
interviews and questionnaires the paper ends by
highlighting the benefits that can be acquired as a result
of the integration weblogs in language learning
classrooms.
pixel-online.org
Writing is viewed hugely important, yet it is a daunting task for both English as a second langua... more Writing is viewed hugely important, yet it is a daunting task for both English as a second language (ESL) teachers and learners. With the development of different approaches to teaching in general, numerous approaches to the teaching of writing have been evolved such as product, process and post-process approaches. Although these approaches have changed the role and status of writing over the years, writing still appears as one of the difficult areas to tackle as students lack academic writing skills and they are de-motivated to write in English. In view of this, researchers show an interest in looking into the possibilities of using Information and Communication Technology (ICT) tools for language teaching and learning. This paper discusses the application of the latest ICT tool, which is known as weblog as an effective tool in ESL classrooms. The aim of this study is to explore the pedagogical potentials of weblog in developing the writing skills of ESL learners. In particular, this paper wishes to identify and discuss the characteristics of weblogs as an appropriate and effective tool in assisting the learners in various ways to improve their writing skills. This study will further highlight the benefits of web logging activities and the impacts of these activities on students’ motivation to write in English as autonomous learners.
The term Business English is used to cover the English taught to a wide range of professional peo... more The term Business English is used to cover the English taught to a wide range of professional people, and students in full-time education preparing for a business career. This paper reviews the practices in the teaching of Business English to the undergraduates who have little or no experience of the business world. Generally, these pre-experienced learners gain their knowledge of business largely from books; as a result, such knowledge is incomplete and theoretical rather than practical. They are also less aware of their language needs in terms of communicating in real life business situations. This paper presents the effective strategies and practical approaches that can be incorporated in business English classrooms. The approaches are organized around a tripartite structure to create authentic business contexts. The three parts are (a) combining authentic, framework and tailor-made materials, (b) integrating business skills with simulations, and (c) implementing Information and Communication Technology (ICT) as teaching and learning tools. Sample activities will be provided in order to show the practicality of the approaches. Teaching Business English is far more than teaching Business or Language; it is about teaching communication in the authentic business contexts.
Business discourse views language as contextually situated social action constructed by its socia... more Business discourse views language as contextually situated social action constructed by its social actors and aims to understand how people communicate strategically in an organizational context. This paper presents insights and experiences of teaching Business English Communication to undergraduates in a well-known University College in Malaysia. It aims to share scholarly views, effective strategies and practical methods that can be incorporated in any Business English Communication classroom. In this paper, the methodology of teaching ESP for business is reviewed with special emphasis on the usage of authentic materials, Information and Communication Technology (ICT) tools for teaching and learning, and continuous assessment. The learners need to get involved in learning activities in the classroom in order to enhance their abilities to communicate effectively in the business world.
Dilani Sampath: dgp3@waikato.ac.nz
The term Business English is used to cover the English taught to a wide range of professional peo... more The term Business English is used to cover the English taught to a wide range of professional people, and students in full-time education preparing for a business career. This paper reviews the practices in the teaching of Business English to the undergraduates who have little or no experience of the business world. Generally, these pre-experienced learners gain their knowledge of business largely from books; as a result, such knowledge is incomplete and theoretical rather than practical. They are also less aware of their language needs in terms of communicating in real life business situations. This paper presents the effective strategies and practical approaches that can be incorporated in business English classrooms. The approaches are organized around a tripartite structure to create authentic business contexts. The three parts are (a) combining authentic, framework and tailor-made materials, (b) integrating business skills with simulations, and (c) implementing Information and Communication Technology (ICT) as teaching and learning tools. Sample activities will be provided in order to show the practicality of the approaches. Teaching Business English is far more than teaching Business or Language; it is about teaching communication in the authentic business contexts.
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Papers by Dilani Sampath Pahala Gedera
This chapter is based on a case study carried out in a university in New Zealand. With activity theory as its research framework, the research methods of this study include individual interviews, observation of online learning activities and analysis of other relevant documents. The learning technologies that facilitated synchronous and asynchronous learning activities of this course comprised Adobe Connect virtual classroom and the university learning management system, Moodle. The aim of this study is to examine the factors that affect students’ motivation and engagement in an online learning environment.
Through this case study, the chapter aims to connect the readers with pedagogical and practical ideas and strategies practitioners may like to consider when designing online courses that may enhance students’ motivation and engagement in online learning environments.
awareness which not only focuses on language itself, but
also a cognitive reflection upon language functions.
Language awareness can be fostered by giving learners
various choices in learning activities. The variety of
choice stimulates learner interest and has a potential for
learner development. This paper discusses the
application of the latest innovation of Information and
Communication Technology (ICT), which is known as
weblog for learner language development. The aim of
this study is to explore the pedagogical potentials of
using weblog as a tool in developing the language skills
of pre-university ESL students in a university in
Malaysia. In addition, this study further discusses the
impacts weblogging activities can have on students’
motivation to write in English. Drawing on students’
blogs as well as the responses given by students in
interviews and questionnaires the paper ends by
highlighting the benefits that can be acquired as a result
of the integration weblogs in language learning
classrooms.
Dilani Sampath: dgp3@waikato.ac.nz
This chapter is based on a case study carried out in a university in New Zealand. With activity theory as its research framework, the research methods of this study include individual interviews, observation of online learning activities and analysis of other relevant documents. The learning technologies that facilitated synchronous and asynchronous learning activities of this course comprised Adobe Connect virtual classroom and the university learning management system, Moodle. The aim of this study is to examine the factors that affect students’ motivation and engagement in an online learning environment.
Through this case study, the chapter aims to connect the readers with pedagogical and practical ideas and strategies practitioners may like to consider when designing online courses that may enhance students’ motivation and engagement in online learning environments.
awareness which not only focuses on language itself, but
also a cognitive reflection upon language functions.
Language awareness can be fostered by giving learners
various choices in learning activities. The variety of
choice stimulates learner interest and has a potential for
learner development. This paper discusses the
application of the latest innovation of Information and
Communication Technology (ICT), which is known as
weblog for learner language development. The aim of
this study is to explore the pedagogical potentials of
using weblog as a tool in developing the language skills
of pre-university ESL students in a university in
Malaysia. In addition, this study further discusses the
impacts weblogging activities can have on students’
motivation to write in English. Drawing on students’
blogs as well as the responses given by students in
interviews and questionnaires the paper ends by
highlighting the benefits that can be acquired as a result
of the integration weblogs in language learning
classrooms.
Dilani Sampath: dgp3@waikato.ac.nz