The digital and professional teacher competency standards for blended TVET describe specifically the new and emerging skill development needs related to blended delivery. The standards are contextualised to take into account the technology and capability challenges common in TVET institutes in developing countries, the range of teaching methods…

This synthesis report summarises the impact of technology-enabled learning (TEL) initiatives by the Commonwealth of Learning (COL) across Member Countries, emphasising the role of TEL in enhancing educational outcomes. The report provides an overview of blended learning (BL) interventions, highlighting successful strategies, technological…

This report -- commissioned by the Commonwealth of Learning (COL) -- provides an overview of research into good practice in blended learning in technical and vocational education and training (TVET) and the competencies teachers need to teach in digital learning environments. It provides background for the development of digital competency…

This analysis and guidelines aim to establish the key issues and considerations in describing the new or modified digital and professional skills TVET teachers require for blended delivery. The accompanying "Digital and Professional Teacher Competency Standards for Blended TVET" presents the draft competency standards. [For the…

This report evaluates blended learning implementation at the Model Institute of Education and Research (MIER), J&K, India. The study assessed the effectiveness of blended learning (BL) for students' learning performance and their perceptions about BL. In addition, it examined the relationship between online activities and final scores.…

This second-order meta-analysis (i.e., systematic quantitative synthesis of individual meta-analyses) summarises how the use of technology affects learning (achievement outcomes) in three different educational settings: in-class, online learning and blended learning. Comprehensive literature searches identified 915 potentially relevant…

This guide and tool has been designed to support higher education institutions to review, or audit, their readiness to offer blended learning courses. Users of the guide and tool will benchmark their institution's status with blended learning across a range of categories that includes policy, infrastructure, partnerships, learner support,…

This report prepared at the request of the Seychelles Ministry of Education presents a new model of schooling in Seychelles and makes a case for strengthening the Seychelles Institute of Distance and Open Learning. The new model proposes to leverage the best features of open schooling, e-learning, hybrid learning, and community tutoring to improve…

This is the report of a survey conducted at Jaramogi Oginga Odinga University of Science and Technology (JOOUST) to evaluate the implementation of technology-enabled learning. The research was conducted among students and lecturers on courses that were offered in a blended mode. The courses were developed and facilitated by 20 lecturers who had…

This report presents the findings of a baseline survey conducted at the Mahatma Gandhi Institute, Mauritius to strengthen implementation of technology-enabled learning (TEL). The majority teachers and students have access to smartphone. The campus has Wi-Fi, but there is need of higher bandwidth to support blended learning. There is limited…