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
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.
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
Towards an Age-friendly University: An Intergenerational Study among FICS-UPOU Graduates
In this study, the educational experience of graduates under the Faculty of Information and Communication Studies (FICS) for A.Y. 2017-2018 was assessed through an intergenerational lens. Respondents’ age range was categorized into three generations: Baby Boomers (1945-1965), Generation X (1966-1985), and the Millennials (1986-2005). A survey questionnaire was used to gather data on the respondents’ socio-demographic profile (age, gender, and employment status) and educational experience. Educational experience was assessed through five variables: relevance of curriculum, usefulness of the program, quality of instruction, effectiveness of online delivery, and current employability. Generational disaggregation of data was done before data analysis. Afterward, the collected data were analyzed using both descriptive and inferential statistics. Aside from measures of central tendency, the means test, Kruskal-Wallis test, and Spearman correlation were also used to determine the relationship between the respondents’ socio-demographic characteristics and educational experience. On average, the respondents found their UPOU learning experience to be quite positive – indicating an age-friendly curriculum flexible to the needs of different generation cohorts. Results showed that there was no association between gender and learning experience; and age group and learning experience. On the other hand, employment status was found to have a weak inverse correlation with two indicators: effectiveness of online delivery; and current employability. The results of the study presented implications for instructional design and improvement of online delivery to achieve an age-friendly university consistent with its lifelong learning philosophy.
Copyright (c) 2023 International Journal on Open and Distance e-Learning https://creativecommons.org/licenses/by/4.0
Perceptions of Higher Education Faculty Regarding the Use of Chat Generative Pre-Trained Transformer (ChatGPT) in Education
This research delves into the perspectives of faculty members in higher education regarding the utilization of Chat Generative Pre-Trained Transformer (ChatGPT) in the realm of education. Additionally, it examines the probable impacts of this technology on social transformation and academic settings in the Philippines. A research study was conducted wherein 20 faculty members from a state university in the Philippines were questioned to acquire their perspectives and firsthand encounters regarding the utilization of ChatGPT in their academic instruction. The research's findings showed that ChatGPT had both beneficial and detrimental effects on higher education. On the positive side, ChatGPT can be a helpful learning tool for students, especially for those who are introverted, and can simplify the repetitive tasks that educators perform while encouraging the growth of students' self-directed critical thinking skills. The utilization of ChatGPT may have adverse effects on students' critical thinking skills and promote excessive dependence on technology. Moreover, the research revealed that although the faculty members were cognizant of ChatGPT's existence, they did not entirely depend on technology to execute highquality education. The efficacy of artificial intelligence and its incorporation in the realm of education, as per the respondents, was contingent upon the conscientiousness of the faculty and administrators in facilitating the enhancement of students' analytical and evaluative proficiencies.
A Conjoint Study and Segmentation on the Preferred Online Learning Attributes of Senior High School Learners
The educational systems have been disrupted due to the COVID-19 pandemic that has resulted in the sudden shift in the instructional implementation from face-to-face to fully online distance learning. This quantitative study examined the learners’ socio-demographic characteristics and access to technological resources, preferred online learning attributes, and their segmentation. The study employed a descriptive and exploratory research design. Using Cochran's formula and disproportionate stratified random sampling technique, 300 senior high school learners were identified as respondents of the study. Five online learning attributes consisting of delivery type, lecture, learning tasks, learning materials, and assessment methods were analyzed through the orthogonal plan component of SPSS 22.0. Respondents voluntarily answered 16 profiles with 2 holdouts generated by the orthogonal design using an online 5-point Likert scale. The conjoint analysis revealed that learners' most preferred online learning attributes were assessment methods using multiple-choice and multiple types of exams; synchronous online lectures with slides as the delivery type; individual tasks; and learning materials utilizing visual aids. Further analysis revealed that learners, considering their preferences and profiles, could be classified into two segments based on grade level. Grade 12 learners comprised segment one, and Grade 11 dominated segment two. The results provide insights for academic institutions that learners in different grade levels differ in their learning preferences in an online setup and to reconsider the appropriate pedagogical activities to be utilized in an online learning setup to ensure educational advantage. Therefore, it would be ideal to redesign the curricula and innovate pedagogical approaches based on learners’ preferences and segmentation (grade level) to leverage learning in online education.
Boundless Classrooms and Touchless Bodies: Teaching Physical Education Online
This qualitative study explored the PE teachers’ experiences in teaching online during the outbreak of the COVID-19 pandemic in the Philippines. Using the phenomenological approach, it investigated the pedagogical practices, the educational theories that guided the participants, and their reflections and insights on teaching PE online. In order to describe the PE teachers’ pedagogical practices and perspectives regarding online teaching, the following research questions guided the study: (1) What are the daily instructional practices of the participating online PE teachers?; (2) What educational theories guided these participants in teaching online?; and (3) What are the perspectives and reflections of the participants in teaching PE online? Data collection methods for this case study included 1) interviews with online PE teachers, 2) virtual classroom observations and field notes, and 3) text messaging and e-mail communications between the researcher and the participants. Content and thematic analyses were used to interpret the results of the study. Results showed that teachers provided demonstration classes and allowed students to be creative in submitting their outputs. They practiced differentiated instruction, challenged the creativity of students and developed innovative ways of teaching PE online. They implicitly ascribed to Gardner’s multiple intelligence theory and Bandura’s Social Learning Theory. The results of this study supported the premise that online college PE can be taught online and is workable this time of pandemic.
Online Laboratory Instruction as Alternative and Supplementary Mode: Students’ Assessment of the BS Agricultural Biotechnology Program
When the COVID-19 pandemic hit the education sector, the University of the Philippines Los Baños (UPLB) faculty started to tailor-fit their lectures and laboratory activities in the form of course packs to continue the delivery of various academic programs. The BS Agricultural Biotechnology (BS ABT) program is one of the courses in hard science that relies heavily on laboratory exercises. To assess the remote learning of the courses with laboratory exercises, BS ABT students were randomly surveyed to evaluate the effectiveness of their laboratory classes in the remote learning set-up. Based on the results, 94.5% of the BS ABT student-respondents were generally satisfied with the teaching style of the faculty, and implementation of the laboratory activities remotely. Experiments in all exercises were conducted synchronously and asynchronously through Google Classroom, and commonly accomplished with simplified experiments, simulations online, and supplemented by online videos via their personal laptops and smartphones. Regular synchronous meetings (96.4%) were religiously done every week with classes meeting once (49.1%), or twice (85.5%) a week. Ranking the three major courses of the ABT program that require laboratory exercises, ABT 104 (51%) obtained the highest satisfaction rating, followed by ABT 103 (47.3%), and ABT 106 (40%), respectively. Aside from ABT subjects with laboratory, Agriculture core subjects such as AGR21 (27.27%), AGR22 (27.27%), AGR31 (27.27%), AGR32 (27.27%), AGR41 (32.74%), AGR42 (23.64%), and AGR51 (20%) were the most enrolled courses. The findings of the present study serve as inputs in enhancing implementation of laboratory classes remotely in hard science particularly in the BS ABT program.
Extending Realities in Open Distance e-Learning
Assessing the English Grammar Proficiency of Online Filipino English Teachers
Recent literatures suggested that the English proficiency of Filipinos has been declining in the past decade. Despite this, several English language schools from countries like China, Japan, and Korea still hire Filipino teachers. Many of their stakeholders still believe that Filipinos are the most cost-effective option for their English language learning compared to their international counterparts. However, due to the expansion of the English language learning industry, competitors have started to challenge the affordability of Filipino teachers with native or native-like English teachers at a reasonable price. This study assessed the English grammar proficiency of 401 Filipino English teachers who are currently teaching online. Results showed that 90% of the respondents did not score more than 75% and that they struggled with basic grammar particularly in the use of verbs and adverbs. If Filipino English teachers want to remain competitive and rebrand themselves, they must undertake a self-analysis of their English skills to find their weak points and undergo a training and development program by themselves or with their current employers.