2024
This research focused on the experiences of high school students participating in a digital literacy training programme delivered through webinars. The 10-week online training programme was organised by the University of the Philippines Open University in partnership with a Filipino-owned telecommunications company. From data collected through a self-administered online questionnaire, the study examined students’ perceived advantages and disadvantages, challenges or issues encountered, and suggestions on how webinars as a teaching and learning tool can be more exciting and engaging for students. The study found that the most respondents believed that webinars could be an alternative tool for teaching-learning when face-to-face classes are not feasible. But to make webinars an effective alternative, students pointed out the following: (a) the online platform used should be easily accessible to all students since not everyone has access to a high-speed Internet connection and high-end ICT gadgets, (b) lectures or training sessions should not last more than 60 minutes), (c) lecture sessions should be more dynamic (increase use of multimedia presentations and avoid ‘talking heads’), and (d) discussions between teacher-student should be longer to promote learner engagement. The students emphasised that although webinars can facilitate the teaching of courses, they believed that face-to-face classroom teaching is still the most appropriate for teaching specific topics or courses. The results of this study will help guide teachers to facilitate engaging classes via webinars, especially considering that amidst the continuously occurring environmental, public health, economic and political events taking place globally, keeping students engaged in their learning is a challenge. of continuously assessing online learning platforms and developing and implementing guidelines is important to provide quality education even during uncertain times.
As Massive Open Online Courses (MOOCs) are being recognized as a link between higher education and the increasing demand for employability, it is imperative to employ continuous evaluation for quality assurance. This research aimed to evaluate the University of the Philippines Open University (UPOU) MOOC “Principles of Graphic Design” in accordance with the MOOC Quality Guidelines developed by the Commonwealth of Learning. With Biggs’ 3P Model incorporated in the MOOC Quality Guidelines, this evaluation research focused on the product variables of the model: completion/retention and certification rates, and enjoyment and self-satisfaction. The completion and certification rates were computed using LMS analytics, while the enjoyment and self-satisfaction rates were evaluated using a survey instrument based on the learner ratings for the product variable in the Guidelines for Quality Assurance and Accreditation of MOOCs using a five-point Likert scale on outcomes perception, continuing education, employment opportunities, and socializing. With a total of 22,942 enrolled students, 7,620 managed to complete the course and receive certificates. Of these, a total of 7,239 agreed to be survey respondents. Results of the study showed high satisfaction rates, with 77.95% of the respondents giving “very satisfied” rates to the said MOOC. The mean scores for three out of the four learner ratings were above four (4.32 to 4.88), with the socializing component given a neutral rating (3.14 to 3.59). Overall, results showed high completion and certification rates, as well as enjoyment and self-satisfaction ratings for the MOOC.
2023
Purpose
The purpose of this study is to describe an educational virtual reality (VR) photo-based tour used in an online course and investigate the influence of immersive capability on the dimensions of spatial presence and their relationship with learning-related variables.
Design/methodology/approach
The study employs a descriptive and an experimental methodological approach. The research objectives were achieved using a two-group (n1 = 29 and n2 = 30) experiment, employing descriptive statistics, t-test and correlation analysis.
Findings
The t-test revealed that the immersive capability had a significant effect on the sense of physical space (SP) , Engagement (EN) and negative effects (NE) dimensions. Correlations between the dimensions of spatial presence were found to confirm reports from the literature. Furthermore, some of the dimensions were found to be correlated with motivational and learning variables.
Research limitations/implications
The study reported the results of a one-off experiment among 59 participants. While the results were promising, a longitudinal qualitative study could confirm the results in an actual distance learning context.
Practical implications
The study confirmed that adding VR photo-based tours as learning activities may enhance the learning experience of distance learners.
Social implications
The study shared a case of a learning activity that can be employed for flexible education. Virtual tours can support the need for context-based learning that the geographical or political constraints may limit.
Originality/value
While the paper confirms previous reports on the benefits of using VR photo-based tours as learning activities, this paper has empirically shown the relationship between the dimensions of spatial presence and immersive capability in this specialized context.
Our society has been rapidly evolving as innovators continue to introduce various forms of emerging technologies. We also recognize that open distance e-learning (ODeL) has been enabled, benefited, and driven by rapid advancements in technology. A recent example is the multifaceted impact of artificial intelligence (AI) applications like ChatGPT and Quillbot on teacher and learner interactions in both in-person and online learning environments. Similarly, immersive technologies like virtual reality (VR) and augmented reality (AR) have been reshaping educational landscapes leading to increasing interest in what is called the metaverse. These technologies allow teachers to tap into the power of extended reality (XR) while being guided by time-tested instructional design principles resulting in immersive learning.
https://ijodel.upou.edu.ph/index.php/ijodel/article/view/231
Open universities have provided quality higher education through open and distance education to serve learners who could not attend traditional in-person universities. While open universities vary in terms of providing their services to learners at a distance, many have shifted to e-learning using cost-effective platforms. A common platform that is essential for online teaching and learning is the learning management system (LMS). While there are common processes observed among open universities in the way they use their LMS, there are also subtle differences caused by each institution’s unique and special context. Their contextual challenges often drive them to develop technologies or techniques that may easily be adopted by others. Thus, benchmarking activities are often recommended for mutual improvement. In this regard, a comparative study of open universities in Indonesia, the Philippines, and Pakistan was conducted for decision-makers to understand how they could improve in providing quality education to their learners through Moodle, which is their primary LMS. The Delone and Mclean Model was used to systematically compare system, information, and service quality in e-learning delivered through their LMS. The authors hope that the results and recommendations from this study may help other educational institutions overcome similar challenges in their learning platforms.
2022
The State of Emergency declaration in Japan due to the COVID-19 pandemic affected many aspects of society in the country, much like the rest of the world. One sector that felt its disruptive impact was education. As educational institutions raced to implement emergency remote teaching (ERT) to continue providing the learning needs of students, some have opened to innovative interventions. This paper describes a case of ERT where Filipino vocabulary was taught to a class of Japanese students taking Philippine Studies in a Japanese university using a cognitive innovation based on virtual reality, an immersive technology often researched for immersion and presence. Students were divided into three groups to experience six lessons designed around virtual reality photo-based tours at different immersion levels. While the effect of immersion on satisfaction was not found to be statistically significant, presence and satisfaction were found to be correlated. Despite challenges that were encountered, benefits like enjoyment, increased engagement, and perceived learning were reported by the students. Our findings exemplify how emerging multisensory technologies can be used to enhance affective and cognitive dimensions of human experience while responding to gaps created by the spatial limitations of remote learning.
The COVID-19 pandemic, typhoons, and earthquakes are some recent examples of how calamities in the Philippines have disrupted different modes of learning (blended, hybrid, hyflex, etc.) and the education system in general. Abstract This paper proposes a holistic framework for proactively responding to disruptions using geographic information systems (GIS) as a platform for quick decision-making and real-time monitoring.
Technology-mediated teaching-learning process has been in the limelight when academic institutions worldwide shifted to remote teaching and learning modality due to the COVID-19 pandemic. Such a process has been viewed as the best option to allow for teaching and learning continuity. Though the modality has existed long before the COVID-19 pandemic, it continues to be tapped universally in the K-12 and tertiary level settings. Hence, it is important to examine the technology-mediated teaching-learning process during the pre-pandemic and pandemic periods in order to understand how it works under normal and new normal conditions in this ever-changing educational landscape.
2021
Geographical distance between the learners and the institution characterizes distance education (DE) mode of learning. Transactional time increases with distance. The rapid advances in Internet technology help reduce transactional time by allowing the development of online systems. Online systems such as the online request for document system, or ORDS helps facilitate students’ requests for and receipts of their academic records. However, there is a paucity of information on how such systems facilitate students’ requests and how students respond to the availability of such online systems. This information is vital in developing student support for DE learners because they are faced with multi-tasks, and time is an important element for their success. Using the landscape connectivity theory, this study was conceptualized to (a) evaluate whether ORDS reduces the transactional time of students in requesting and receiving documents, and (b) analyze students’ satisfaction level of using the system in terms of three usability criteria, namely, usefulness, ease of use, and efficiency. Data were collected through an online survey and retrieval of artifacts such as logbooks, emails, and reports. Results indicate that transactional time has been reduced from 12 days with a manual request system to 3.35 days with the online system. All criteria of usability received a satisfactory to very satisfactory evaluation from respondents with usefulness receiving the highest score among the three criteria. Results implied that online systems could enhance student connectivity with DE-providing institutions. Enhanced connectivity allows greater access to the institutions’ resources and services that could support students’ learning and persistence.
Flexible learning options and blended learning programs continue to serve marginalized student populations under the Alternative Delivery Mode of the Philippine K-12 system. However, blended learning interactions in these programs remain hidden. This exploratory case study sought to capture the interactions and experiences in three blended learning classes through the elements of the Community of Inquiry (CoI) framework espoused by Garrison, Anderson, and Archer (2000). Qualitative data were gathered through interviews, focus group discussions, class observations, stored data, and field notes to investigate teacher and student blended learning interactions. An adapted version of the survey instrument based on the framework was also utilized to validate qualitative findings. Using content analysis and descriptive statistics, the study indicated strong teaching presence demonstrated through the roles and actions of K-12 teachers and students which lead to learning community building. Students manifested teaching presence through directing and regulating their learning. Areas for improvement which relate to teaching presence were also revealed, particularly in the communication and the timeliness of feedback, and online facilitation of discourse. This study justifies the CoI as a practical framework to understand and guide teaching and learning in K-12 blended learning programs. To highlight the role of teachers in learning community building, a CoI framework for the K-12 and a self-reflection tool for teachers are being proposed. Changes to the categories and indicators of the presences are recommended to further affirm the framework’s applicability in the K-12 setting.
https://ijodel.upou.edu.ph/index.php/ijodel/article/view/33Flexible learning options and blended learning programs continue to serve marginalized student populations under the Alternative Delivery Mode of the Philippine K-12 system. However, blended learning interactions in these programs remain hidden. This exploratory case study sought to capture the interactions and experiences in three blended learning classes through the elements of the Community of Inquiry (CoI) framework espoused by Garrison, Anderson, and Archer (2000). Qualitative data were gathered through interviews, focus group discussions, class observations, stored data, and field notes to investigate teacher and student blended learning interactions. An adapted version of the survey instrument based on the framework was also utilized to validate qualitative findings. Using content analysis and descriptive statistics, the study indicated strong teaching presence demonstrated through the roles and actions of K-12 teachers and students which lead to learning community building. Students manifested teaching presence through directing and regulating their learning. Areas for improvement which relate to teaching presence were also revealed, particularly in the communication and the timeliness of feedback, and online facilitation of discourse. This study justifies the CoI as a practical framework to understand and guide teaching and learning in K-12 blended learning programs. To highlight the role of teachers in learning community building, a CoI framework for the K-12 and a self-reflection tool for teachers are being proposed. Changes to the categories and indicators of the presences are recommended to further affirm the framework’s applicability in the K-12 setting.Flexible learning options and blended learning programs continue to serve marginalized student populations under the Alternative Delivery Mode of the Philippine K-12 system. However, blended learning interactions in these programs remain hidden. This exploratory case study sought to capture the interactions and experiences in three blended learning classes through the elements of the Community of Inquiry (CoI) framework espoused by Garrison, Anderson, and Archer (2000). Qualitative data were gathered through interviews, focus group discussions, class observations, stored data, and field notes to investigate teacher and student blended learning interactions. An adapted version of the survey instrument based on the framework was also utilized to validate qualitative findings. Using content analysis and descriptive statistics, the study indicated strong teaching presence demonstrated through the roles and actions of K-12 teachers and students which lead to learning community building. Students manifested teaching presence through directing and regulating their learning. Areas for improvement which relate to teaching presence were also revealed, particularly in the communication and the timeliness of feedback, and online facilitation of discourse. This study justifies the CoI as a practical framework to understand and guide teaching and learning in K-12 blended learning programs. To highlight the role of teachers in learning community building, a CoI framework for the K-12 and a self-reflection tool for teachers are being proposed. Changes to the categories and indicators of the presences are recommended to further affirm the framework’s applicability in the K-12 setting.
2020
Faculty development (FD) is an important activity that helps faculty members of an academic institution to provide quality education to students while fulfilling the institution’s missions and improving faculty members’ capacity to teach. With sustainability and scalability in mind, several institutions often use web media to distribute training materials for FD. This paper describes the design and development of a web-based FD program at the International Christian University (ICU), Japan during the fall of 2017. It also presents a thematic analysis of the initial feedback from the first batch of users and external reviewers. Furthermore, it reports a rough measure of the usability and usefulness of the website as an Open Educational Resource (OER).
