This study investigated the effectiveness of virtual learning environment features for online Teaching, Learning and Assessment in all colleges of the Royal University of Bhutan. A mixed methods, parallel convergent design was adopted for this study. A total of 155 academics and 650 students participated in online survey questionnaires and 22 academic and 43 students responded to the online semi-structured interview questions. The auto-generated reports of VLE usage of 93 modules across the colleges were analysed to validate the findings on the usage of VLE features by academics from qualitative and quantitative data. The results showed that the academics' overall experience of using VLE for online teaching was positive whereas the majority of the students found it a challenging learning experience. While the academics were found to be competent in using only basic VLE features for online teaching, the students' perceptions of their tutors' competencies in online teaching were diverse ranging from very experienced to a beginner. Both the academics and students found learning through VLE not very effective as assessment and giving feedback online requires previous experience, sound IT knowledge and adequate resources. The results also showed that both academics and students were generally satisfied with the ICT facilities and resources in the colleges. However, students have experienced major constraints such as internet connectivity, financial support, IT facilities, power fluctuation and household chores while learning online from homes. Generally, they have found online learning through VLE as a new enriching opportunity to learn ICT tools, communication skills and social skills for collaborative online learning.

The study explored the use of electronic resources in teaching and learning Physics by teachers and students of Higher Secondary Schools under Pemagatshel Dzongkhag. The study employed mixed methods approach. Survey questionnaires, semi-structured interview and observation check list were employed to collect data from the field. The respondents were selected using non-probability convenience sampling and purposive sampling techniques. Quantitative data was statistically analysed and interpreted using Statistical Package for the Social Sciences (SPSS) version 22 and qualitative data was analysed thematically. The key findings suggest that majority of teachers and students were aware of, and utilized e-resources to support teaching and learning Physics. The Khan Academy site was explored the most by both teachers and students. Majority of the students made use of journal articles to complete their Physics project work. The findings of this study concluded that teachers and students have a positive attitude towards the use of e-resources. They perceived the use of e-resources makes Physics lessons interactive and lively.

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The current study was carried out among the female students of The Royal University of Bhutan to evaluate the relationship between academic performance and self-esteem, and the factors affecting self-esteem. The study adopted concurrent triangulation design of mixed methodology to collect and analyse the data. A total of 491 female students participated in the survey and of which 34 of them participated in focus-group interview. The result of the quantitative analysis showed that there is a positive relationship between academic performance and self-esteem (rho=.170, p<.05), which attests to the similar earlier findings. Qualitative analysis explored Ackerman's nine factors influencing self-esteem. Of the nine factors influencing self-esteem, parental influence was shown to have the most effect on the participants' self-esteem. Based on the findings, the current study made a number of recommendations.

This research explored the use of Pedagogical Content Knowledge (PCK) by Physics teachers in teaching grade 10. The study employed a qualitative research design. The tools used were semi-structured interviews, class observation and document (lesson plan) analysis with teachers. The qualitative data were analyzed based on predetermined themes. The main findings of this study revealed that the teacher displayed adequate use of PCK, in the form of content knowledge and knowledge of teaching strategies to teach two topics of force and motion (gravitational force and gravitational field). However, they displayed limited knowledge of learners’ misconceptions on the topic and the use of alternative teaching strategies for learners with difficulty. Further, it was found that the teachers used social networks, lesson observations, and lesson review to enhance their PCK in Physics.