MPhil.Theses
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/17823
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Item “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 learningItem 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.Item A conceptual model to adapt microlearning to design digital teaching and learning process in higher education(Dublin City University (DCU), Dublin, Ireland, 2023) Senadheera, Vindya; Ediriweera, Dileepa; Rupasinghe, ThiliniMicrolearning 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.