http://repository.ou.ac.lk/handle/123456789/4159 Mon, 31 Aug 2026 01:35:07 GMT 2026-08-31T01:35:07Z http://repository.ou.ac.lk/handle/123456789/4164 EDITORIAL : Beyond Digital Transformation: Human-Centred Innovative Practices in Education Shironica P. Karunanayaka Thu, 01 Jan 2026 00:00:00 GMT http://repository.ou.ac.lk/handle/123456789/4164 2026-01-01T00:00:00Z http://repository.ou.ac.lk/handle/123456789/4163 Mind Over Marks: Emotional Well-Being and Academic Success Among First- Generation University Students in Higher Education Nath, Rinku; Rajak, Krishna Kumar; Yadav, Sharmila This study explores the impact of emotional well-being on the academic success of first-generation university students, with a particular focus on their lived experiences and coping strategies in higher education. Using a qualitative phenomenological design, semi-structured interviews were conducted with twelve purposively selected participants to capture the depth of their experiences. Findings reveal that first-generation students frequently encounter impostor syndrome, anxiety, self-doubt, financial strain, family expectations, social isolation, and a lack of belonging within academic settings. These challenges often hinder their emotional well-being, thereby affecting their academic success and overall university experience. However, the study also highlights resilience factors that contribute to student success, including social and institutional support, effective coping mechanisms, academic engagement, and mentorship opportunities. Such resources play a pivotal role in enhancing confidence, fostering a sense of belongingness, and improving academic outcomes. Furthermore, the research identifies institutional barriers that continue to limit access to adequate support for first- generation and financially disadvantaged students. By emphasising the interplay between emotional well-being and academic success, this study highlights the importance of comprehensive institutional interventions such as structured mentorship programmes, tailored counselling services, academic advising, and accessible research opportunities. The findings contribute to higher education policy and practice by offering insights into how universities can create inclusive environments that address the unique challenges of first-generation students while empowering them to thrive academically and emotionally. Thu, 01 Jan 2026 00:00:00 GMT http://repository.ou.ac.lk/handle/123456789/4163 2026-01-01T00:00:00Z http://repository.ou.ac.lk/handle/123456789/4162 Mindful Reading: A Moodle-Based Approach to Metacognitive Strategy Use in English for Specific Purposes Karunarathne, Ashmini Kalika This study examined how Moodle-based continuous assessment tasks associate with undergraduates’ metacognitive engagement in English for Specific Purposes (ESP) reading in a first-year engineering course at a Sri Lankan public university. It used a single-case study design, treating a public university’s ESP reading module as the bounded case. Quantitative (CA1: N = 997; CA2: N = 973) and qualitative (n = 51) evidence were drawn from records of two compulsory continuous assessments and volunteer subset post-task reflections, respectively. The research questions focused on performance patterns across comprehension, summary writing, multiple-choice, and inference tasks; relationships among task components; comparative difficulty and ceiling effects across CA1 and CA2; reported strategy use and online assessment experience; and implications for task design. The objectives were to: (1) analyse student performance patterns across task types in CA1 and CA2; (2) examine relationships among assessment components; (3) evaluate difficulty, discrimination, and ceiling effects; (4) explore learner reflections on strategy use, confidence, and online assessment experience; and (5) propose assessment design implications for capturing metacognitive engagement. Quantitative analysis, using descriptive statistics, Pearson correlations, score distributions, and Moodle quiz statistics, examined difficulty and discrimination. Qualitative analysis, using thematic analysis, identified reported strategies, challenges,and suggestions. Results showed consistently high achievement (x̄> 97/100) and strong ceiling effects,limiting discrimination among learners. Summary writing functions as a distinct component, showing minimal association with recognition-based items and eliciting evidence of planning, monitoring, and evaluation in reflections. Learners valued summarising and note-taking, reported weaker planning and monitoring, and noted tensions between high scores and low confidence, alongside technical issues during Moodle delivery. Findings suggest rebalancing ESP reading assessment towards more demanding tasks, strengthening productive components, and incorporating brief reflection prompts to capture metacognitive engagement in large-cohort digital contexts. Thu, 01 Jan 2026 00:00:00 GMT http://repository.ou.ac.lk/handle/123456789/4162 2026-01-01T00:00:00Z http://repository.ou.ac.lk/handle/123456789/4161 Recent Trends in Utilising MOODLE LMS for Digital Learning in Higher Education Senadheera, Vindya V.; Ediriweera, Dileepa S.; Rupasinghe, Thilini P. Modular Object-Oriented Dynamic Learning Environment (MOODLE) is an open-source learning management system (LMS) which is highly adopted in higher education institutions worldwide. The objective of this scoping review was to explore the adoption of Moodle LMS in digital learning in higher education and identify the features of LMS that will fulfil the evolving teaching and learning needs in this digital age. Nine databases including SCOPUS were searched for eligible publications. Sixty-seven quantitative, qualitative, and mixed-method research conducted on Moodle in higher education that were reported in English language were included in this review. Results showed that courses delivered via Moodle have achieved the intended learning objectives and student satisfaction. Drawbacks identified in using Moodle are not being effectively used to encourage interactions within the online learning environment; lack of opportunities provided for peer-learning; and lack of providing learning analytics for students. In order to address the evolving teaching and learning needs, the ideal LMS for higher education in this digital age should be user-friendly, interactive, engaging, inclusive, and provide learning analytics for teachers as well as students. Digital literacy skills of students and teachers, self-regulation skills in learning of students, and prior training on LMS to teachers facilitate effective implementation of digital learning via LMS. Thu, 01 Jan 2026 00:00:00 GMT http://repository.ou.ac.lk/handle/123456789/4161 2026-01-01T00:00:00Z