This paper presents the first experiences of the use of an online open-source repository with programming exercises. The repository is independent of any specific teaching approach. Students can search for and select an exercise that trains the programming concepts that they want to train and that only uses the programming concepts they already…

Compared with fully face-to-face or online learning environments, implementation of hybrid learning spaces is costly given the spaces making all learning options available for learners. Therefore, decisions on investments in hybrid learning are critical for institutions. Satisfaction and experience of learners is one of the important indicators…

This document reports on the findings of a baseline survey conducted at the four public higher education institutions (HEIs) in Mauritius (University of Mauritius, Open University of Mauritius, University of Technology, Mauritius, and Université des Mascareignes). It outlines the findings of a self-review of the institutional facilities related to…

Massive Open Online Courses and e-learning represent the future of the teaching-learning processes through the development of Information and Communication Technologies. They are the response to the new education needs of society. However, this future also presents many challenges such as the processing of online forums when a huge number of…

The Massive Open Online Course (MOOC) is a rapidly evolving phenomenon which has stimulated discussion in universities around the world. A central theme of these discussions, and much of the published literature on the phenomenon, is the potential of the MOOC to disrupt the way universities do business. The aim of this narrative literature review…

This article reviews key findings from six surveys of technology-enhanced learning (TEL) across the UK higher education (HE) sector, conducted by Universities and Colleges Information Systems Association in association with Jisc. Updating the findings presented by Jenkins, Browne, Walker, and Hewitt [2010. The development of technology enhanced…

The concept of language learner autonomy has influenced Computer-Assisted Language Learning (CALL) to the extent that Schwienhorst (2012) informs us of a paradigm change in CALL design in the light of learner autonomy. CALL is not considered a tool anymore, but a learner environment available to language learners anywhere in the world. Based on a…

In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and concept-driven approaches, this…

Within the constructivist framework of online distance education the feedback process is considered a key element in teachers' roles because it can promote the regulation of learning. Therefore, faced with the need to guide and train teachers in the kind of feedback to provide and how to provide it, we establish three aims for this research:…

Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher…

This research focused on the undergraduate learners' perceptions of blended learning at the Arab Open University--Bahrain Branch (AOU-BH). It also focused on factors that influence learners' perceptions and examined the relationships between learners' perceptions and their particular demographic characteristics (age, gender, educational level,…