1st ICLIM - 2016
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/14900
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Item Introduction of Assignment Assessment System for Higher Education in Sri Lanka(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Suraweera, S.A.D.H.N.; Weersooriya, W.A.; Weerasinghe, M.K.The Sri Lanka Qualifications Framework (SLQF) has been introduced into the Higher Education sector for improving many vital aspects of learning and assessing the learning process. In response to this framework, assessment procedures must be included when the syllabus is designed. However, in the syllabus it only explains methods of evaluation and allocation of marks as an assessment procedure (See Table 1). Methods of Evaluation Allocation of marks Examination 75% Assignments/Performances 20% Attendance 05% Total 100% Table 1 – Example for Assessment Procedure It does not clarifies assessment criteria and therefore students do not know what exactly his or her lecturer expects from them to gain 20% of marks from total for his or her assignment. On the other hand absence of proper assessment criteria may also impact on lecturer when he or she mark the assignment. This study fills these gaps by introducing rubrics. Rubrics have become popular with academics especially in developed countries like New Zealand as a means of communicating expectations for an assignment, providing focused feedback on works in progress, and grading final products. Heidi Andrade defined rubric as “a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor”. Rubrics can be used to grade student work but they can serve another, more important, role as well. For example, Rubrics can teach as well as evaluate. When used as part of a formative, student-centred approach to assessment, rubrics have the potential to help students develop understanding and skill, as well as make dependable judgments about the quality of their own work. Students should be able to use rubrics in many of the same ways that teachers use them—to clarify the standards for a quality performance, and to guide ongoing feedback about progress toward those standards. Introduction of said assignment assessment system have implications for academics in higher education and practice in the forms of development of policies.Item Highly cited Papers from Sri Lanka during 1989-2016(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Shanmugam, A. P.; Surulinathi, M.This Study identified prominent Authors, Institution, Journals used and papers published by Sri Lankan researchers during 1989–202015 and cited at least 100 times by end of 2015 are analysed. There were 136 papers with at least one author from Sri Lanka that have gone on to be cited at least 100 times. Sri Lankan scientists have place their papers in high impact factor journals such LANCET, Science and received huge amount citations. University of Peradeniya (11574 Citations for 36 Papers), International Water Management Institute (5084 Citations for 22 Papers), University of Colombo (3160 Citations for 21 Papers) are the prominent Sri Lankan Institutions. 136 papers are collaborated more than 130 countries and 1954 Institutions with National and International level. Dharmaratne, SD from University of Peradniya with 2279 Citations and collaboration with 118 Authors top list and second paper with 1671 Citations and collaboration with 196 authors followed by Markin, IW from IWMI with 1044 citation. Dharmaratne is predominant authors from Sri Lanka in terms of Citations. Six Authors are published 9 papers each and received 7042 Citations each. 172 authors are received more than 5000 Citations. 136 papers are received 30808 Citations and index in 90 journals. Collaborations papers are dominating the citations. The average citation paper per article is 223 and its shows strength of the research.Item Status of Institutional Repositories in SAARC Countries: An Analytical Study(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Maheswaran, R.This paper examines the usage of institutional repositories in SAARC countries. The data for the study has been collected from the website of respective institutions in each SAARC country. The study analyzed the Communities and Sub Communities, Contribution of authors of the institutional repositories in SAARC Countries. This study adopted an analytical method where the data are readily available in the website. At first, the institutions that are using Dspace software for building Institutional repository in each of the eight SAARC countries were identified and sorted out separately. Then data regarding the collections, communities etc were separately collected from the website the respective institutions. The study also further analysed the number of institutions using Dspace ,their collections, number of Communities and Sub Communities available, number of authors etc.,. All these data were subsequently tabulated for making observations. This paper analyzes the usage of institutional repositories in SAARC countries. In India, Jadavpur University and Osmania University has the maximum number of collections. In Sri Lanka, University of Colombo and University of Peradeniya has the maximum number of collections. In Bangladesh, BRAC University Institutional Repository and Daffodil International University Institutional Digital Repository has the maximum number ofcollections. In Afghanistan, ACKU Library Catalogue has the highest number of collections. In Nepal, Madan PuraskarPustakalayahyas the maximum number of collections.Item Factors Affecting the Reading Habits in the Digital Environment: A Study of Undergraduates of Faculty of Islamic Studies and Arabic Language at South Eastern University of Sri Lanka(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Jazeel, M.I.M.; Dehigama, K.The impact on the digital environment for reading habits has been widely addressed on global level. While there is no adequate number of studies in Sri Lanka, this research attempts to explore the factors that enable or inhibit the reading habits of undergraduate students of South Eastern University of Sri Lankain the lights of widespread availability of digital formats. This study employed a single case study approach. A survey was used as the method in collecting thedata. The population of the study was randomly selected from the undergraduate students of Faculty of Islamic Studies and Arabic Language at the South Eastern University of Sri Lanka. Drawing 20% of the total number of students 218 wereselected for the study. 203 completed questionnaires were received. The study revealed that integration of technology into the lives of students has widely affected their mode of reading. Availability of smart phones and laptops among 78% of the undergraduates tend them to spend more time online. Majority of the undergraduates indicated that they were not able cope with the screen-based reading. 65% of the students indicated that they are in favor of reading printed academic materials in print form. Students use new technological devices for light reading, while printed materials are used for serious in-depth reading. The study demonstrated that the wide availability of new technological devices prevents students spending more time in reading printed materials. Similarly, the study implicitly found that undergraduates do not read online journals/articles, due to the factors such as lengthiness, problems associated with the access, and they are of the opinion that those materials are too serious. Outcomes of the study implies that urgent measures should be taken by both teaching staff and librarians to promote health reading habits among undergraduates those who read less but spend more time online.Item Studying the relationship between Emotional Intelligence and Organizational Commitment among the Library Information Assistants(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Hindagolla, B.M.M.C.B.The study discusses about the relationship between Emotional Intelligence (EI) and Organizational Commitment (OC) among the Library Information Assistants (LIA) working at the University of Peradeniya Library Network. All Library Information Assistants were participated to the study. Based on Goleman (1998) four dimension of EI scale and Allen and Meyer’s survey of organizational commitment (1990) scale, the questionnaire was developed and administered to collect data. Data obtained from this study were analyzed using Pearson correlation and multiple regressions in order to identify the relationship between the variables. Pearson correlation analysis indicated that a significant and positive correlation between organizational commitment and four independent variables of emotional intelligence at .01 alpha level among Library Information Assistants. Only three constructs of EI that have influential effect on organizational commitment. Results indicated that linear combination of three predictor variables significantly affect the OC level of Library Information Assistants. Out of four predictors, three was identified the most influential, namely teamwork collaboration (β=0.249, P<0.05), adaptability (β=0.210, P<0.05), self assessment (β=0.181, P<0.05). The values show that teamwork & collaboration was the most influential factor on organizational commitment of Library Information Assistants. This implies that the positive level of teamwork and collaboration would be enhancing of organizational commitment of library employees. According to study results, it can be concluded that emotional intelligence is a significant determinant of organizational commitment of Library Information Assistants. Therefore, it is necessary to enhance emotional intelligence skills of Library Information Assistants to achieve organizational goals through training and professional programs.Item Understanding Faculty Contribution for the Institutional Repository: A Case Study at University of Peradeniya, Sri Lanka(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Gunasekera, C.An institutional repository (IR) is a digital collection capturing and preserving the intellectual productivity of a university. The faculty contribution is considered one of the success factors for an IR; in fact there is a need to explore their knowledge and willingness to contribute to the IR. The main objective of this study is to investigate the awareness of academic authors towards the IR and the factors that motivate the use of these repositories.Questionnaire based survey method was employed and the self administered questionnaires were distributed among all permanent academic staff members in the University of Peradeniya on May, 2015 and out of 751, 279 duly completed questionnaires were received making a 37.1% response rate. The results revealed that most of the respondents learnt about the IR as a result of a web search engine (26%), information provided at faculty or any other meeting held in the university (24%) and by working in a field with established subject based archives (23%). Only 44% of the respondents were aware of the university IR and 49% mentioned that they are not aware of it. With regard to the frequency of IR use, only 14% use IR very frequently while 25% somewhat frequently, and surprisingly 17% rarely used and majority of the respondents (31%) has not used IR at all. The interesting finding is that 56% of the respondents reported their willingness to contribute to the university IR while 18% of them were not willing to contribute in future. Those who willing to contribute to IR mentioned they contributed because they support the principle of open access (39%) and it enhances visibility and recognition of the author’s work within the institution (35%) and beyond that. With regard to the depositing materials to the IR, 49% of the scholars prefer to publish conference papers rather than research reports and post print articles. The major barrier to contribute to IR is fear of plagiarism (32%). In light of these results, there is a need to create more awareness and to educate the faculty on the importance of the IR as it enhances visibility and recognition of the author’s work. At the same time the university should conduct an open access advocacy campaign and training sessions for researchers to demonstrate access and publish in open access repositories.