7th INTERDISCIPLINARY CONFERENCE OF MANAGEMENT RESEARCHERS (ICMR 2022) "Ethical Academic Leadership in Economic Turbulent Times" http://repo.lib.sab.ac.lk:8080/xmlui/handle/susl/2822 2026-04-19T15:52:20Z 2026-04-19T15:52:20Z Peiris, T U I Gamage, T C Amarasinghe, A A M D Sandaruwani, J A R C Aaker, David A Hanke, Steve H Zailani, Suhaiza Dharmarathna, D.G Senevirathne, Lalith http://repo.lib.sab.ac.lk:8080/xmlui/handle/susl/3425 2023-02-16T03:51:20Z 2022-11-16T00:00:00Z

7th Interdisciplinary Conference of Management Researchers (ICMR 2022) Peiris, T U I; Gamage, T C; Amarasinghe, A A M D; Sandaruwani, J A R C; Aaker, David A; Hanke, Steve H; Zailani, Suhaiza; Dharmarathna, D.G; Senevirathne, Lalith

2022-11-16T00:00:00Z Jayasinghe, K.A. Herath, S.P. http://repo.lib.sab.ac.lk:8080/xmlui/handle/susl/3420 2023-02-13T06:11:33Z 2022-10-16T00:00:00Z

STUDENTS' SATISFACTION WITH ONLINE LEARNING TEACHING TOOLS IN THE NON-STATE HIGHER EDUCATION: A CASE STUDY OF SAEGIS CAMPUS, SRI LANKA Jayasinghe, K.A.; Herath, S.P. Online education is now the latest trend in the global education sector after the COVID-19 outbreak. In Sri Lanka, 27 Non-State Education Institutes (NSHEIs) have been established by now as degree awarding Institutes due to the rapidly growing demand. With the development of technology, the NSHEIs had to adopt online learning and teaching due to COVID-19 restrictions for physical gatherings. Recognizing the components that impact students’ satisfaction will permit NSHEIs to lay out methodologies to guarantee the nature of the improved change. This study proposed a model that affect student satisfaction by taking into account three aspects of online teaching and learning tools: quality of delivery, quality of technical assistance and service quality. Then, the effect of each aspect on students’ satisfaction was assessed utilizing SERVQUAL Model. When studying the responses of 400 students at the Faculty of Management and Faculty of Computing of Saegis Campus, one of the NSHEIs in Sri Lanka, it was found that the nature of specialization help ought to be improved, explicitly preparing, and empowering lecturers to utilize techniques that permit students participation and engagement.

2022-10-16T00:00:00Z Naotunna, N.P.G.S.I. Thiranagama, A.W Ariyarathna, K.C. Ekanayake, I.A Dharmarathna, K.L.B.G http://repo.lib.sab.ac.lk:8080/xmlui/handle/susl/3419 2023-02-13T06:06:12Z 2022-11-16T00:00:00Z

REASONS FOR UNDERGRADUATES’ ATTITUDES TOWARD ONLINE LEARNING Naotunna, N.P.G.S.I.; Thiranagama, A.W; Ariyarathna, K.C.; Ekanayake, I.A; Dharmarathna, K.L.B.G While online learning was implemented voluntarily in some countries, it is the pandemic that forced many countries to embrace online learning as the only strategy for continuing the education of university students. Even though Sri Lanka was returning to normalcy and reverted to a full onsite learning mode or hybrid mode, the current economic catastrophe Sri Lanka is facing has changed online learning yet again. Although the previous studies focused on many aspects of online learning, students’ attitudes towards online learning and the reasons behind those attitudes received rare attention. In this background, this paper aimed to explore the reasons for university students’ attitudes toward online learning based on nearly two and half years of experience. Under the qualitative methodology, 20 semi-structured, in-depth interviews were held with students from various disciplinary backgrounds representing both private and state universities. The data were analysed by coding the transcribed interviews sentence-by sentence and identifying inductive codes. These codes were then collated into categories. The data analyses revealed that while there are no students who have extremely positive or extremely negative attitudes, many of them believe in online learning during crises. Also, in general, participants’ attitudes toward online learning were mixed in nature since they felt positively as well as negatively about online learning depending on psychological, teaching methods, online learning environment, administration, colleagues, and crisis-driven reasons. This study is unique as it explored why students think and feel positively or negatively toward online learning during multiple and prolonged crises, based on subjective viewpoints. Finally, the study provides implications to higher education institutions of the present context and beyond to improve future online learning effectiveness

2022-11-16T00:00:00Z Appiah, D. Ismael, H Panditharathna, R. http://repo.lib.sab.ac.lk:8080/xmlui/handle/susl/3417 2023-02-13T04:50:04Z 2022-11-16T00:00:00Z

IMPACT OF INFORMAL LEARNING ENVIRONMENTS ON ACTIVE LEARNING IN HIGHER EDUCATION Appiah, D.; Ismael, H; Panditharathna, R. Learning can be broadly characterised in two major forms, thus formal and informal learning. Formal learning defines education offered in conventional classroom setting which is delivered by a trained teacher. On the other hand, informal learning relates to learning that occurs outside of the classroom setting. These informal learning environments can include libraries, clubs, sports facilities, students’ accommodations, online communities and other external engagements in other organizations. Formal learning is curriculum-driven to meet predetermined learning objectives, in contrast, the main aims in relatively informal learning environments (if any are set) are identified by the individual learner and others in a space where learning takes place through some form of social influence. From the social influence theory perspective, this study develops a framework that suggests the students learn from their social interactions constructively based on their experiences outside of a structured classroom setting. Informal learning provides additional opportunities for learners to explore topics of interest using an array of resources (both digital and non digital). Drawing on the above, this paper presents pedagogical implications of learning that takes place in informal settings on active learning strategies in formal educational settings in higher education.

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