International Journal on Open and Distance e-Learning
The International Journal on Open and Distance e-Learning (IJODeL) is a bi-annual, open-access and refereed online journal committed to the promotion of Open and Distance e-Learning (ODeL) worldwide. IJODeL is designed to disseminate original research, book reviews, theories, and best practices pertaining to ODeL. IJODeL is a venue to facilitate sharing and development of knowledge aimed at improving the quality of ODeL research worldwide. Contributors from all around the world are welcome to submit their papers. Manuscripts can be submitted through the online journal submission system.
University of the Philippines Open University
Innovations in Learning Design for Open and Distance e-Learning (ODeL)
Copyright (c) 2026 International Journal on Open and Distance e-Learning https://creativecommons.org/licenses/by/4.0
Challenges and Opportunities in an Immersive and Gamified ODeL Course for Undergraduate Students
This study examined how a quest-based and immersive learning design shaped students’ experiences in an open and distance e-learning course. The intervention transformed one unit of an undergraduate instructional design course into a three-level Quest Mode that combined narrative framing, structured mechanics, and a Metaversal Quest built in FrameVR. Using a qualitative design that analyzed student reflection papers and a focus group discussion, the study explored how learners interpreted the opportunities and constraints of the quest-based environment. Participants reported that Quest Mode support engagement by organising learning into smaller scaffolded segments and by offering playful opportunities for exploration and paced progression. Several participants described reduced cognitive overload and sustained interest. Some learners also reported moments of social presence and peer collaboration within the immersive spaces. At the same time, technical instability, motion sickness, and interface complexity constrained participation for some students, and several indicated that reproducing regular course materials inside the metaverse limited the environment’s pedagogical affordances. These findings suggest conditions under which quest-based and metaversal elements can support persistence in ODeL, while highlighting the need to align mechanics, aesthetics, and content to the medium rather than rely on novelty alone.
Developing Micro-credentials in AI for Assessment in Asia and Europe
The extreme transformation in education worldwide was driven by rapid technological advancements and an increasing demand for specialized skills. Microcredentials have emerged as smooth, skills-focused learning pathways, offering a flexible response to the evolving needs of the workforce and higher education. At the same time, Artificial Intelligence (AI) is revolutionizing educational practices, particularly in evaluation and assessment, by enabling personalized learning, enhancing efficiency, and providing data-driven insights. However, the widespread and ethical integration of AI in assessment faces significant challenges, including issues of bias, data privacy, and the need for strong quality assurance. ASEF (Asia-Europe Foundation) for Higher Education and Innovative Laboratory is continuously conducting online training on AI for educators in Asia and Europe, focusing on two tracks: 1) Academic Paper track and 2) Developing a Micro-credential track. This paper is a documentation of the author’s involvement in that training program with the intent to learn and capacitate for personal and institutional development in the future. This paper will outline the path in development micro-credential course. It will examine the factors to consider before creating a micro-credential course that will focus on the use of AI for evaluation and assessment within the Asia-Europe context. It will present the rationale for such a course, explore the characteristics and benefits of micro-credentials, detail the applications and advantages of AI in assessment, and propose a curriculum designed to address the professional development needs of educators and administrators. A critical emphasis on navigating the complex ethical considerations and policy implications unique to Asia, advocating for transparency, accountability, and human oversight, will also be included.
Drop-Everything-And-Read-wRite-Research: Designing for Learning Presence in a Metaverse
This paper is a design case narrative seeking to capture, theorize and reflect on the process of redesigning a research course in which participants took part in a virtual research writing group or the Drop-Everything-And-Read-wRite-Research (D.E.A.R.) sessions within a metaverse and with learning presence in mind. Learning presence has been investigated through indications of self-regulation and co-regulation in the areas of forethought, planning and monitoring (Hayes et al., 2015). From the point of view of the co-faculty-in-charge-and-learning-designer, the design case narrative revealed a cyclical design thinking process for the course redesign process. It unfolded the D.E.A.R.’s ideation as a spin-off from the shared experiences of faculty members undertaking their dissertation writing during the pandemic, while its prototype was based on a synchronous writing group. Within a metaverse there are examples of learning presence worth sustaining to improve student research writing experiences. The paper recommends a case study to be undertaken in the future, to further investigate learning presence and its manifestations in research writing groups, capitalizing on the potential possibilities of the shared D.E.A.R. metaverse to harness learning alliance and community building among researchers in higher education. Further enhancements of the prototype are suggested to inform institutional support mechanisms for research student success. Methodologically, the design thinking cycle revealed a story pattern through which a design case narrative can be told as a form of scholarship of teaching and learning in the context of online education. The study likewise paves the way for further studies in support of a scholarship of online teaching and learning or SO2TL as research looking closely into instructional design models given that much of ‘online teaching’ happens through intentional design of learning content and the learning environment.
Validity Testing of the Community of Inquiry (CoI) Survey as a Tool for Student Evaluation of Teaching and Learning in a Fully Online Philippine University
A Student Evaluation of Teaching (SET) is essential in any system of education. Not only does it provide vital information and feedback to enhance student learning outcomes, and thus, functioning as quality control and tool for teaching improvement (Holi Ali & Al Ajmi, 2013; Wright & Jenkins-Guarnieri, 2012), but it also serves as a platform for sharing of students’ experiences in their courses (Golding & Adam, 2016) while providing empirical evidence for faculty tenure and promotion. This study examined the validity of the Community of Inquiry (COI) Survey as a SET in a fully online university in the Philippines. A questionnaire incorporating the COI Survey was pilot tested among all students in the university who were enrolled in the first term of AY 2018-2019. The pilot testing and validation methods resulted in a four-factor, 31-item COI Survey that has mediocre to acceptable goodness of fit.
Bridging the Gap: The Institutionalization of Reflective Practices in ODL Teacher Education in Tanzania
This study examines how reflective practices (RPs) are integrated within open and distance learning (ODL) pre-service teacher education in Tanzania, focusing on the Institute of Adult Education (IAE) and the Open University of Tanzania (OUT). Despite strong policy endorsement of learner-centered pedagogy, little empirical evidence exists on how reflection is enacted in ODL environments characterized by asynchronous interaction, limited supervision, and uneven digital access. Using a concurrent mixed-methods design, data were collected from second-year student teachers (n = 120) and institutional tutors (n = 8) through surveys, interviews, virtual observations, and curriculum analysis. Findings reveal that while RPs such as e-portfolios, peer feedback, journaling, and action research are formally present, their implementation is structurally fragmented and weakly institutionalized. Tutor commitment and student teachers’ engagement are evident; however, limited digital pedagogical training, inconsistent assessment frameworks, and inadequate institutional guidance constrain reflective depth, often reducing reflection to task completion rather than professional inquiry. The study argues that the challenge in Tanzanian ODL teacher education is not the absence of reflective practices but their under-institutionalization within curriculum, supervision, and assessment systems. These findings provide context-sensitive evidence for strengthening policy operationalization, tutor capacity, and structured reflective mechanisms in distance-based teacher preparation programs.
Students' Usage of Google Classroom as LMS during Covid-19
Both developed and developing nations have adopted online education in response to the difficulties posed by the Covid-19 pandemic. Learning Management Systems (LMS) have gained rapid popularity as a widely utilized method for teaching and learning in the blended learning environment of universities. In the context of Open and Distance Learning (ODL), Google Classroom has often been used as a substitute for LMS, either due to the constraints of traditional LMSs or the absence of any existing LMSs. This study investigates the students' reactions to the utilization of Google Classroom as a LMS during the Covid-19 pandemic, when traditional in- person instruction was suspended in universities in Bangladesh. The study employed various techniques to gather responses from the students. A mixed-methods approach was employed, incorporating both survey questionnaires and in-depth interviews to gather quantitative and qualitative data. A total of 152 pupils completed the survey, and five learners participated in interviews. The findings of the study revealed that majority of the students responded positively on the usage of Google Classroom as LMS. However, several problems were observed such as the need for formalization and concerns over privacy and safety. The study recommends that the respective university authority should provide constant monitoring, timely feedback, and regular updates. Moreover, having clear policy guidelines, online surveillance measures, and active facilitation role of teachers are essential for the effective use of Google Classroom in ODL settings.
Copyright (c) 2025 International Journal on Open and Distance e-Learning https://creativecommons.org/licenses/by/4.0
Instructional Supervision Needs of Private Higher Education Institutions: Towards a Distinct Distance Learning Management Framework
This study examined the instructional supervision needs of private higher education institutions engaged in online distance learning to develop a unique framework for managing online distance learning effectively. Employing a sequential explanatory mixed-methods design, quantitative data were collected from 301 teachers via surveys, followed by qualitative insights from five purposively selected school leaders through focus group discussion. Thematic analysis of qualitative data involved coding, theme development, and cross-referencing with existing literature to identify key supervisory practices. Results indicated that teachers demonstrated strong competencies in management, institutional, social, and communication skills, while pedagogical, design, and content skills were adequate. Technological skills, however, were the weakest and required focused improvement. In response, school leaders implemented tailored instructional supervision strategies addressing these needs. Based on these findings, the study proposes a distinct distance learning management framework comprising initiatives across six categories: pedagogical, technological, management and institutional, social and communication, design, and content. This framework provides a valuable tool for school leaders to effectively support and manage online teaching, particularly during crises or unexpected disruptions.
Flexible Learning for Dance Instruction in Higher Education Institutions at the National Capital Region, Philippines
This study addressed the lack of research on the use of flexible learning in dance in the Philippines. It investigated the experiences of dance teachers in Higher Education Institutions (HEIs) in the National Capital Region (NCR) during the shift to flexible learning amid the pandemic, specifically from academic years 2020 to 2022. The study examined the different flexible learning approaches, methods and techniques used, and assessed their effectiveness in ensuring sustained effective delivery of dance instruction. It also examined the challenges encountered in using flexible learning. Questionnaires and in-depth interviews were used to collect data which were analyzed using descriptive analysis. Findings revealed that flexible learning, consisting of synchronous and asynchronous delivery modes, was the only suitable method during the Covid-19 pandemic. However, its adoption caused a lot of pressures and challenges among teachers, particularly in preparing lessons and teaching materials, including the lack of familiarity with using the appropriate technologies. Recommended steps to improve the use of flexible learning were gathered to provide readiness to dance teachers and students during times of restricted activities like the pandemic.
Evaluating the Implementation of Oral Examination (OREX) as an Alternative Assessment Method in Higher Learning Institutions
The COVID-19 pandemic necessitated rapid shifts in higher education assessment practice, leading institutions like The Open University of Tanzania (OUT) to adopt Online Remote Oral Examinations (OREX) as an alternative evaluation method (Iglesias-Pradas et al., 2021). This study examines the implementation of OREX during the 2019/2020 academic year, where examiners and students engaged in real-time, interactive oral assessments via digital platforms. This modality showed potential for upholding academic integrity while adapting to remote learning constraints (Smith & Lee, 2020). Focusing on OUT’s experience, the paper evaluates OREX’s effectiveness in maintaining academic standards, credibility, and reliability, particularly in mitigating risks of academic dishonesty a key concern in online assessments (Nguyen et al., 2022). The study details the preparatory measures undertaken, including examiner and student training, technical setup, and procedural adjustments to ensure seamless execution. Findings indicate that despite initial challenges such as internet instability and digital literacy gaps (UNESCO, 2020), OREX provided a viable, flexible, and competency-based assessment approach, aligning with global trends in diversified evaluation methods (MoEST, 2021). The research suggests that OREX, initially a pandemic contingency, holds potential for long-term integration into higher education assessment frameworks. By combining interactive rigor with logistical adaptability, OREX could expand the toolkit for evaluating student learning outcomes beyond traditional written exams. This study contributes to the growing discourse on sustainable remote assessment models in African distance learning contexts, offering empirical insights for policymakers and educators.
A Pragmatic Discursive Culture Model for Global Teams
Cultural aspects affect the success of organizations as well as teams enormously. There are many well known barriers and challenges, but also mitigation strategies. This paper presents a pragmatic culture model for analyzing cultural aspects to identify differences and similarities, as well as a usage process for global teams. The model combines aspects of national and regional culture as well as contextual culture and pragmatic attributes. The model improves the weaknesses of current national culture models by extending context and pragmatic factors. These factors are essential for its practical application, in particular to facilitate global teams. The model has been used and validated in different Higher Education courses between German and Indonesian students in the field of Business Information Systems. It has shown that potential barriers can be identified in advance, leading to successfully working teams in a global work environment.
Level of Social Presence, Social Interaction, Collaborative Learning, and Satisfaction in a BAMS Course Discord Server
The integration of Discord as a communication and collaboration platform in online learning has gained attention due to its interactive features that support real-time engagement. This study examines students’ perceptions of social presence, social interaction, collaborative learning, and overall satisfaction in a Bachelor of Arts in Multimedia Studies (BAMS) course Discord server. Using survey data, activity logs, open-ended responses, and the Student Evaluation of Teaching (SET) data for the BAMS course, the study evaluates how Discord fosters a sense of community, facilitates peer interaction, and enhances the learning experience.Findings indicate a high level of social presence, with 84% of students agreeing that Discord helped them feel connected with peers and faculty-in-charge (FIC). Real-time chat, voice discussions, and multimedia sharing contributed to a stronger sense of community compared to traditional Learning Management Systems (LMSs). In terms of social interaction, 71% of students reported frequent engagement with classmates, with text chat (95%), voice discussions (60%), and direct messaging (50%) being the most utilized features. Additionally, collaborative learning was supported, with 65% of students acknowledging that Discord facilitated knowledge sharing, teamwork, and problem-solving. Students appreciated its structured organization, which helped them locate discussions and announcements efficiently. Overall, 64% of students expressed satisfaction with Discord as a learning platform, citing benefits, such as enhanced faculty communication (86%), improved peer interaction (69%), and a relaxed yet productive learning environment (62%). However, challenges included unfamiliarity with the platform, underutilization of certain channels, and reliance on peer engagement for meaningful discussions.The study concludes that Discord serves as an effective supplementary learning tool, enhancing online learning experiences through real-time interaction and collaboration. Recommendations include onboarding tutorials, structured engagement activities, and periodic check-ins to improve student participation further and maximize the platform’s potential.
Instructors’ Coping Strategies for Effective Online Teaching at the Open University of Tanzania (OUT)
Online teaching, now widely regarded as an appealing method of instruction in higher learning institutions, is constrained by various factors, including technological, pedagogical, and financial challenges that hinder instructors' efficiency in teaching. This study explored the coping strategies employed by instructors to facilitate effective online teaching at the Open University of Tanzania. Employing a qualitative approach and a phenomenological design, the study involved ten (10) participants, comprising two instructors selected from each of the five faculties at OUT. These faculties include the Faculty of Arts and Social Sciences, the Faculty of Education, the Faculty of Business Management, the Faculty of Law, and the Faculty of Science, Technology, and Environmental Studies. Data were collected through semi-structured interviews and document reviews, and were analyzed using thematic analysis. The findings revealed that instructors adopted various coping strategies to enhance the effectiveness of online teaching. These strategies included teaching in university premises, using alternative tools other than Zoom and Moodle, delivery pre-recording online lectures, distributing digital and printed copies of learning resources and using personal devices and internet bundles to support course delivery. The study recommends that instructors be trained in diverse coping strategies for effective online teaching. Additionally, they should be provided with essential tools such as personal laptops and provided with institutional bandwidth support. Furthermore, the university should establish mechanisms to motivate instructors engaged in online teaching.
Student Perception of Learning, Engagement, and Confidence in Research Skills Using Mobile Devices as an Active Learning Strategy in a Science Course
This study aimed to determine how tertiary students use their mobile devices for academic in-class activities and learning tasks. Specifically, it examined the students’ perceptions of their learning, engagement, and confidence in research skills in relation to their use of mobile devices. This study used an online survey which consisted of a four-point Likert scale and verbal interpretation. Data analysis was performed using frequency distribution, mean, and standard deviation to assess respondents’ views on the influence of mobile devices in their learning and confidence in conducting research. The findings showed that students agreed with the positive impact of mobile devices in their education. In addition, students reported greater confidence in their research skills when using mobile devices. Overall, the students felt that mobile technology improved their knowledge and engagement. Moreover, the study showed that gadgets and applications should only be used as learning tools because the outcomes should still depend on the pedagogical strategy and learning objectives. As the research used convenience sampling, the results may only partially represent undergraduate students' perceptions of engagement, learning, and confidence in their research skills using their mobile devices. However, the research’s findings still provide insights on the potential benefits of integrating mobile devices in the classroom. These results can guide the development and formulation of more effective instructional methods and materials to enhance the students' learning experience.
An Investigation into Learners' Satisfaction in an Online Learning Environment
The study aimed to ascertain if learners are satisfied with the school online program at the Obafemi Awolowo University, Nigeria. The university is a dual-mode institution, combining distance education with the conventional face-to-face delivery model. The Centre for Distance Learning (CDL) is a unit in the university with a mandate to provide open and flexible education available “anywhere anytime beyond borders”. This study examined the level of satisfaction of 200 and 300 levels of online nursing students, on the indices of online presence, factors considered critical to success, learning materials, and learning activities. A survey-based data collection procedure was employed, using an adapted questionnaire to gather relevant information. The indicators for level of satisfaction are categorized as highly satisfied, moderately satisfied, and not satisfied. The data obtained were coded and analyzed with the SPSS software with frequency distribution, percentage distribution and mean statistics applied for analysis. In this study, the lowest mean value indicated the most preferred and highly satisfying e-learning program. The frequency and percentage distribution of each of the e-learning programs were also examined across different student levels. A proportional data analysis using frequency and percentage distribution technique was employed to compare the level of satisfaction of each component of e-learning programs across different program levels among learners. The results showed learners were satisfied with the open and distance learning program (x̅ = 2.046). The breakdown of all the variables investigated online presence and online community (x̅ = 2.174); factors for online success (x̅ = 1.89); learning materials (x̅ = 1.798); frequency of learning activities (x̅ = 1.963) shows the degree of satisfaction across the variables. However, the aspect of prompt feedback shows disapproval ratings among the respondents. In conclusion, the study shows the aspects of the program where the learners are highly satisfied, moderately satisfied and not satisfied at all. This provides information for further programme development especially in the aspect of prompt feedback where learners were dissatisfied.
Student Evaluation of Blended Learning Implementation and Faculty Performance with Online Components: A Comparative Analysis Across Senior High School Grade Levels and Academic Strands
Blended learning, which combines face-to-face instruction with online learning components, has become increasingly prevalent in Philippine senior high schools. This study examines student evaluations of blended learning implementation, with a specific focus on the effectiveness of its online components. Additionally, it explores faculty performance in delivering these online aspects across various grade levels and academic strands in a Philippine senior high school. Using a mixed-methods approach, this study surveyed 1,450 students from various academic strands (STEM, ABM, HUMSS, and GAS) in Grades 11 and 12. Quantitative data were analyzed using t-tests, Mann-Whitney U tests, and Kruskal-Wallis tests, while qualitative data underwent constant comparative analysis. Results showed no significant differences between grade levels but revealed variations across academic strands. STEM students reported more positive evaluations of online learning implementation, while GAS students viewed faculty performance most favorably. Common challenges identified by the students included excessive workload, unstable internet connections, and mental health concerns. Opportunities focused on better time management, diverse learning tools, and independent learning. These findings underscore the need for strand-specific customization in blended learning implementation and targeted faculty development. The study contributes to research on blended learning in secondary education and offers insights for enhancing technology-enhanced learning in diverse academic contexts.
Prospects of Open and Distance Learning at the Open University of Tanzania Post-COVID-19 Pandemic
The rise of the COVID-19 pandemic created a paradox in the continuity of education among students all over the world. Open and Distance Learning (ODL) has become a vital solution to overcome barriers to education access associated with the pandemic. This paper analyzed the prospects of ODL at the Open University of Tanzania (OUT) after the emergence of the COVID-19 pandemic to avail potential opportunities for learning irrespective of emerging challenges. The study employs a qualitative research approach and an exploratory case study design. A sample of fifteen participants was purposively selected, and five ODL technical staff were conveniently sampled for the study. Findings showed that, following the COVID-19 pandemic, future plans and prospects of the ODL at OUT focus on increasing community awareness towards ODL, increasing flexibility for learning, and expanding enrollment rates. Furthermore, the OUT strives to increase accessibility for ODL by strengthening internet bandwidth to sustain distance learning and engaging financial institutions in supporting students' learning at the OUT. Based on the findings, the study recommends government organizations including the Tanzania Commission for Universities (TCU) to establish ODL policies that will serve as guidelines for ODL operations and place equal promotion for learners' opportunities to education utilizing flexible ODL platforms at the OUT.
Copyright (c) 2024 International Journal on Open and Distance e-Learning https://creativecommons.org/licenses/by/4.0
Identifying Learner Support Services Gaps In Distance Education: Case Study of A Federal Owned University In Nigeria
A distance education institution must have strategies for success in place, one of which should be the provision of effective learner support services. Compared to that of the traditional/face-to-face mode of teaching and learning, the learner support services needed for distance learning are more critical. The aim of the study was to identify the availability of the components of learner support services and gaps existing in any available system. The study also investigated the level of availability of different support services at the institution for distance learners. It further examined the challenges faced by the institution in the provision of support services. The case institution for this study is the Centre for Distance Learning, University of Benin, Benin City, Nigeria. The study applied qualitative and investigative methods to obtain knowledge by means of observation, interviews and study of official documents. A total of 43 stakeholders participated in the study. The population comprised of management staff, program coordinator, course adviser, E-tutors, technical and administrative staff and learners. The study identified the need for increased funding to upgrade the facilities and sustain the day-to-day operations of the institution. More training and engagements with the learners on how Open and Distance Learning (ODL) works and how to carry out the important tasks required of them on the learning application were also recommended. In order to reduce isolation created by the physical separation between learners and the Centre, there is a need for periodic face to face interaction between learners and the Centre.
Learning Under the New Normal: Remote Learning Readiness among Students of a Philippine State University
With the outbreak of COVID-19, education shifted to a new norm with remote learning becoming the primary mode of instruction. This transition highlighted the need to understand students’ readiness for this new educational set-up. This study was conducted to assess students’ readiness for remote learning at a Philippine State University. It aimed to determine the expectations of the students on remote learning set-up, the challenges faced, and the assistance needed to propose recommendations and interventions to address the challenges and ensure an effective delivery of education through remote learning. The study was conducted through an online survey administered to 238 undergraduate and graduate students. The remote learning readiness survey was adapted from the Online Readiness Assessment by Vicki Williams (2014), which covers areas such as expectations, self-direction, learning preferences, study habits, learning strategies, language skills, technology skills, technology-mediated communication skills, and hardware/software requirements. Results showed that most of the respondents strongly agreed that remote courses are not easier than face-to-face courses. Moreover, a majority reported being self-directed to finish what they started and dedicated specific time to do their coursework. The majority also expressed confidence in navigating the internet and communicating via email and other synchronous platforms. Challenges encountered are poor or unstable internet connections, financial cost of study, heavy academic workload, time management difficulties, unavailability of gadgets and internet data, difficulty in managing distractions, and mental health issues concerns such as anxiety, In response to these challenges, the study proposes several interventions, including academic support, financial assistance, and mental health services.
The Design and Evaluation of a Conference Exhibit in the Metaverse
Restrictions brought about by the pandemic have compelled numerous institutions to hold the usual face-to-face conferences online. Such is the case with the biennial National Conference for Open and Distance eLearning (NCODeL) of the University of the Philippines Open University (UPOU), held last November 23-25, 2022. The university developed its user portal and utilized Zoom as the video conferencing software. Online conferences, like any mode of interaction, come with their own set of advantages and drawbacks. One significant advantage is the potential for utilizing virtual environments, in our case, using FrameVR as the metaverse exhibit platform. This web-based immersive collaborative space greatly contributed to the virtual experience of participants. However, it is important to note a major drawback, which is the non-provision of in-person interactions. This paper delves into the experiences of the participants that visited the exhibit, considering factors such as enjoyment, interest, ease of use, and the sense of presence, gathered through a comprehensive online survey.
Disruption and the Quality of Instruction during the COVID-19 Pandemic: The Case of a Catholic School in Hermosa, Bataan, Philippines
This study determined whether there was a significant difference in the academic performance of students in a case Catholic school in Hermosa, Bataan, Philippines in the year immediately before the COVID-19 pandemic (SY 2019-2020) and during the first two years of the pandemic (SY 2020- 2021 and SY 2021-2022). It also identified the strategies or measures implemented by the school which influenced the students’ performance. Data were gathered through an online survey and interviews of the school’s teachers, officials, and staff. The results of the paired samples t-test of weighted average grades revealed no significant difference in the academic performance of students between the first year of the pandemic and the year immediately before the pandemic. However, their academic performances in the year prior to the pandemic and during the second year of the pandemic were found to be significantly different. The school implemented several strategies or measures to mitigate the effects of the pandemic, including shifting to blended learning delivery mode, providing printed modules to students with poor or without internet connection, and close monitoring and following-up of students’ learning. These strategies or measures were primarily guided by government memoranda during the said period. The instructions from the Catholic Educational Association of the Philippines and the Diocese of Balanga served only as secondary guides. The findings of the study highlight that in the case of a Catholic school under a pandemic context, the formal educational management model takes precedence over the cultural model of educational management.
cultural model of educational management
Engendering Agency, Mindfulness, and Critical Thinking in Online Education
Challenges remain in the conduct of graduate education even when Philippine society has already begun its so-called post pandemic recovery. Such challenges include but are not limited to shifting work arrangements, perturbations in personal and family priorities, and everyday socio-economic realities such as the traffic problem and the rising cost of living. Given this backdrop of hard realities and increasing pressure on the individual’s mental space, in which learners attempt to negotiate the pursuit of graduate studies, I draw on my lived experience in teaching graduate students at the Asian Center, University of the Philippines Diliman and problematize the issues in engendering agency, mindfulness, and critical thinking as desired states of being in an empowered, student-centered learning setting. Utilizing phenomenography, the study probes the approaches that were effective in teaching and learning as well as their challenges and the attendant contexts. I hope to contribute to the academic discourse on rethinking graduate education pedagogy.
Improving Tertiary Students’ Academic Performance and Appreciation of the Life and Works of Jose Rizal Course through Digital-based Biographical Museum Simulation
The life and works of the Philippines’ national hero Dr. Jose P. Rizal is one of the mandatory social science courses that college students must be enrolled in adhering to the Republic Act 1425. However, some students take the mandated course for granted due to the traditional method of learning delivery and less appreciation of the history-related subjects. As such, the integration of digital learning into pedagogy is suggested. In this regard, the study aimed to examine the effectiveness of the digital-based biographical museum simulation on the student’s academic performance using the quasi-experimental research design. A qualitative research design was also employed to determine the effects of proposed innovative learning tool to the students’ appreciation of the Rizal course. The participants were fifty (50) college students who underwent a match-pairing process. Eight simulated stories revealing the life journey of Rizal from his childhood up to the printing of his novel “Noli Me Tangere” were created. Content presentation was guided by GAT RISAL appreciative-based instructional planning framework. Results indicated that there was a significant difference between the formative test mean scores of the experimental and comparison groups. There were also significant differences between the pre-test and post-test mean scores of both groups. Moreover, the results revealed that there was an improvement in the students’ appreciation of the Rizal course because of the following reasons: presents multisensory learning, enhances independent acquisition of knowledge, anchors authentic assessment, increases learning engagement, and discusses the Rizal’s life in a clear, enjoyable, and interactive manner.
Digital Literacy and Technical Competence: Assessing the Competence and Performance of Senior High School Physical Education Teachers in Online Distance Learning
The transition to online distance learning during the COVID-19 pandemic highlighted the importance of teachers' digital literacy and technical competence for effective virtual instruction. This quantitative study investigated the teaching competence and performance of 61 senior high school Physical Education (PE) teachers from Davao City, Philippines in implementing online learning delivery modalities. Data was collected through a structured questionnaire assessing digital literacy, technical competence, and teaching performance based on the Department of Education's standards for content delivery, pedagogy, and assessment. Results showed that respondents generally agreed on possessing digital literacy skills like utilizing ICT for learning and collaborating online (mean=4.06). However, they exhibited moderate technical competence in video editing and navigating learning management systems (mean=3.97). Regarding teaching performance, respondents were highly proficient in content delivery by establishing aligned goals and acknowledging learners' backgrounds (mean=3.28). They were also highly skilled in pedagogy through clear communication and designing advanced learning experiences (mean=3.31) and in assessment by implementing reliable evaluation methods and providing timely feedback (mean=3.29). The study found significant positive correlations between digital literacy and technical competence with teaching performance in pedagogy and assessment, but not content delivery. These findings suggest that while teachers demonstrate strong content knowledge, enhancing their technological skills could improve virtual pedagogy and assessment strategies. Targeted professional development focusing on emerging technologies and integrating them into instruction is recommended.
Quality of Study Life During the COVID-19 Pandemic of UPLB Students
The University of the Philippines Los Baños (UPLB) met an unprecedented health crisis as it faced the global COVID-19 pandemic. Academic institutions including UPLB were forced to adjust to a sudden change in the mode of learning through a remote distance learning (RDL) setup. This study, guided by the Four Pillars of Supporting Student Success framework (Roddy et al., 2017), aimed to investigate the remote learning experiences of UPLB students to recommend gender-sensitive policies. A total of 350 randomly selected UPLB students were surveyed on the challenges, coping mechanisms, and views on RDL. Similarities and differences were observed in several areas. It is worth noting that, regardless of sex, most of the respondents felt uncertain about the future and that they needed information and services that could help them cope with these feelings of uncertainty. Both male and female respondents thought that counseling could help but only female respondents were willing to attend counseling sessions. Respondents reported academics as their main source of stress with workload and lack of consideration by the professors as the main issues. Most respondents indicated the need for orientations about academic and library services. There was a strong association between sex and feeling comfortable with remote learning as female respondents were more comfortable with the RDL setup compared to the male respondents.
The present study used descriptive research design to assess student engagement in an online class of a city college in Southern Philippines. It underscored the critical role of student engagement in shaping the various educational outcomes in an online learning environment. A sample of 239 college students were randomly selected to respond to a researcher-made questionnaire, which was pilot-tested and passed the test of validity and reliability. With at least two years’ experience of attending online classes that started during the COVID-19 era, the students’ Internet profile was characterized as having used cellphones and phone Internet to attend online classes and having spent more than 2 to 4 hours daily on the Internet for non-academic purposes. The findings of this study have further shown that the students are engaged in the cognitive, affective, and behavioral domains of online learning. Using the Kruskal-Wallis test for Likert-scale data, no significant difference was found in student engagement in an online class when grouped according to access to Internet, time use of Internet for non-academic purpose, and types of gadgets used. Based on these findings, the study has recommended the following: a) the use and mastery of teaching strategies that promote active listening, asking direct questions to the teachers, greater talking time of the students, and more interaction between teacher and students; and b) the use of breakout rooms in an online classroom for small group discussions and greater collaborative learning among students.
ChatGPT — A Threat or an Aid in Teaching and Learning
The use of artificial intelligence (AI) in education can have a beneficial effect on learners' attitudes and self-assurance toward learning. However, it may also present a danger of substituting teachers and interpersonal interactions that are essential for learners' holistic development. This research investigated the use of AI, specifically the Chat Generative Pre-trained Transformer (ChatGPT), in education and whether it is an ally or a threat to teaching and learning. It discussed and elaborated how AI has changed the traditional practice, principles, culture, and theory in education. Moreover, it identified the advantages and disadvantages of using ChatGPT in education, potential paradigm shifts that may arise from its use, and its impact on science and mathematics education. Furthermore, this study presented an analysis of ChatGPT's responses to standardized marking schemes in science and mathematics and provided valuable insights into how AI can be integrated into the teaching and learning of science and mathematics. This study concluded that a review of the assessment approaches, as well as an openminded perspective in adapting the curriculum and pedagogies with the incorporation of AI, are needed to maximize the learning outcomes of 21st century learners.
Evaluation of the UPOU MOOC "Principles of Graphic Design" using Product Variable of Biggs' 3P Model
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.
Learning Transitions in Studying Development: Design, Methodologies/Approaches, Tools in the Digital and Hybrid Platforms
Post-pandemic realities paved the way for certain innovative learning approaches to address the risks associated with traditional educational settings, inefficiencies in mobility, limited access to facilities and resources, and vulnerability to disease of student and teaching population, among others. Learning interactions in digital space remain to be further explored, requiring adjustments in the design of courses, pedagogical approaches, methodologies, and tools employed. The adjustments were seen as imperative at all levels of education and across mainstream fields of studies but even more pronounced, in multidisciplinary and interdisciplinary research study areas, such as Development Studies. Development research underwent learning transitions to retain its relevance as an important academic field. The combined online and in-site learning settings still have effective and efficient modalities of studying development, as argued in prevailing literature. This paper aims to find rationality in course design and structure, given the learners’ background and academic program tracks, as well as the teaching tools and instruments necessary in a combined learning modality. The challenge is how learners can be more engaged in discussions and provide participatory feedback. Another objective of this work is to provide documented experience of the issues and challenges in hybrid platforms as seen from the lens of development studies. Pedagogical approaches conform to the changes through case presentations that otherwise solicit lesser attention span and absorption. Teaching methods should complement the approaches by ensuring that the lessons from thematic discussions are reinforced through a learning synthesis. Synthesizing the discussions on development issues consolidates salient points that usually emerge from cross-cutting concerns that are characteristics of multidisciplinary and interdisciplinary studies. Recent studies explored how innovation may translate into the creative use of tools and their application in digital space learning, from which institutions of higher education and government may draw lessons from.
Students’ Perceived Learning Acquisition of the Enhanced Course for Digital Communication
The inevitable rapid transformation of technology has instantly defined the way of life people have today, particularly in the education sector, where academic experts are compelling to realign the curriculum and instructions with the existing technological trends. The study of the enhanced course for Digital Communication is presented in this undertaking to address the digital technology learning needs of Liberal Arts students in the new normal phenomena. Specifically, it examines the influence of students' perceived prior digital technology knowledge on their perceived cognitive learning and explores the differences in students' perceived learning acquisition. Data were generated from one hundred fifty-two (152) first-year Liberal Arts students of Rajamangala University of Technology Rattanakosin. Cronbach's Alpha coefficient confirmed the high internal consistency of the personalized and partly adopted questionnaire. The finding reveals that students' perceived prior digital technology knowledge has significantly influenced their perceived cognitive learning acquisition. The diminished data variability strengthens the evidence that students' performance has dramatically improved in hybrid and blended learning. Correspondingly, the three groups of respondents highly favored affective learning acquisition over cognitive and psychomotor. It conveys that learners profoundly engage with others using digital technologies as they grasp the meaning of the subject matter. This paper, therefore, substantiates that the enhanced course for Digital Communication was designed ergonomically for effective learning.
Students' Perceived learning Acquisition
Enhanced Course for Digital Communication