International Journal on Open and Distance e-Learning

Technology-Mediated Teaching-Learning Process: From Developing of Learning Materials to Classroom Management and Practices to Students’ Welfare

Ricardo T. Bagarinao, Juliet Aleta R. Villanueva — Thu, 30 Jun 2022 00:00:00 +0800

Design Research Approach in Developing Technology-Mediated Learning Modules in Practical Mathematics for Technical Vocational Education

Benedicto Norberto V. Aves, Monalisa M. Te-Sasing — Thu, 30 Jun 2022 00:00:00 +0800

Technical vocational education has become one of the four major tracks in the K to 12 curriculum in the Philippines (Ocampo, 2014). However, online learning technologies are not yet fully integrated into the core technicalvocational courses of this curriculum. Using the design research model of Mckenney and Reeves (2013) with two iterations, this study developed a set of technology-mediated learning modules in practical mathematics for the technical-vocational track of the K to 12 curriculum. From three researcher-made instruments, data were gathered from randomly selected samples from a private sectarian college. Results indicate that the design research modules were characterized by the following design principles: a) small-group collaborative learning through synchronous and asynchronous discussions based on simplified authentic problem-based tasks; b) online teaching roles as a facilitator, feedback giver, learning community mentor, course designer, and manager; c) use of Facebook and its online group chat; d) use of multimedia approach, behavioral objectives, simple language, and exercises in the presentation of the modules; and e) student context based on job skills specialization, motivation and interest in practical mathematics, familiarity with information and communication technology, and socio-economic status. Using the Mann-Whitney test at 0.05 significance level, the overall mean score of the second iteration group is significantly higher than the overall mean score of the first iteration group. This indicates that the technology-mediated learning modules facilitated the learning of practical mathematics concepts. This study recommends the design research approach because its iteration process has validated and put together effective design principles for online teaching and learning of practical mathematics. Further, it has involved both students and the teacher in developing these modules that yielded better student learning outcomes.

Addressing the Needs of Distance Education Learners Based on their Perception of a Successful Student

Mabini DG. Dizon — Thu, 30 Jun 2022 00:00:00 +0800

The study aimed at determining possible teaching and assessment practices in a general education course to better address a range of distance education learners’ needs based on a thematic analysis of their graded learning activity reports on students’ perception of success submitted by 147 learners of a general education course offered in an open education institution in the Philippines.

Analysis of data revealed that a huge majority (70%) of the students perceive success as the ability to “combine academic and non-academic life well,” while manifesting the following traits, “disciplined, great at time management, can apply what was learned in the classroom to real-life situations, an all-rounder, good character, and good social life.” Almost half of the students (49%) assessed themselves as not successful. Based on the students’ impression, majority (68%) of their parents define success as “excelling academically in a prestigious university and getting a high-paying job;” while most (68%) of their friends perceive success as the “ability to combine academic and non-academic initiatives well.” Almost all (95%) of the students said they were challenged by the views of their parents on student success.

Based on the results, the following teaching and assessment practices are recommended: (1) FICs should provide more engagement avenues to encourage socialization or interaction, e.g., conducting F2F synchronous interaction even on a limited basis, and should respond to emails or portal chats as soon as possible to help students strike a good balance between academic and non-academic achievements, their most popular definition of students’ success; (2) Learning assessments can be made more practical as these should prepare the learner to use classroom knowledge at work or can be applied in their daily lives; (3) Learning assessments can be made more doable and within a realistic time frame to help students fulfill course requirements; and (4) Module topics can be reexamined to assess if they can be streamlined for a more efficient and/or effective conduct of the course’s learning outcomes.

Change in Students’ Welfare during the COVID-19 Pandemic and the Shift to Remote Learning: The Case of BA in Business Economics Students at a State University Unit in Pampanga

Patrick C. De Leon — Thu, 30 Jun 2022 00:00:00 +0800

The COVID-19 pandemic has forced schools in the Philippines and abroad to shift to remote learning even without ample preparation. This unwanted scenario begged two questions. Firstly, has the welfare of students changed for the worse due to the COVID-19 pandemic and the shift to remote learning? And secondly, is the shift to remote or flexible learning as ordered by the state university and the CHED sound? To address these questions, the study determined whether the consumer surplus as a welfare indicator of 25 Business Economics students at a state university unit in Pampanga has significantly changed during the COVID-19 pandemic and the shift to remote learning. The students were chosen through purposive sampling. They belong to a block that has experienced a semester each of face-to-face and remote classes under the same professor in academic years 2019-2020 and 2020-2021. The quantitative and qualitative data needed for the study were obtained through an online survey. The result of the paired samples t-test showed that the mean difference of Php 8,380.00 between the students’ consumer surplus during the pre-COVID-19 pandemic face-to-face modality and their consumer surplus during the COVID-19 pandemic and the shift to remote learning was not significant, with a standard deviation of 20,964.39442, confidence interval of 95%, t (24) = 1.999, and p = 0.057. This result suggests that: (1) the welfare of the 25 BA in Business Economics students, as indicated by their consumer surplus, has not significantly changed when the learning modality has shifted from face-to-face to remote during the COVID-19 pandemic; and (2) the shift to remote or flexible learning as ordered by the state university’s Memorandum No. OVPAA 2020-31 dated 09 March 2020 and the CHED Memorandum Order No. 4 Series of 2020 was sound.

Developing Positive Climate and Behavior Management in a Flipped Classroom

Thu, 30 Jun 2022 00:00:00 +0800

This study aimed to examine the positive climate and behavior management aspects of the flipped classroom environment in a Grade 7 science class. Further, it determined the factors that contribute to the establishment of a positive learning classroom environment and management of student behavior in a flipped classroom. The students’ asynchronous pre-class activities included a science courseware developed by the Department of Science and Technology. Meanwhile, the synchronous face-to-face activities involved performing individual and group activities and answering concept questions through peer instruction. The classroom environment was described using the Classroom Assessment Scoring System. The scores obtained during the classroom observation were triangulated using the students’ and teacher’s daily journal entries, and student focus group discussions held at the end of the implementation. Findings showed that the flipped classroom experienced difficulty in establishing a positive climate and facilitating behavior management on the first few days of implementation. However, the scores in positive climate and behavior management gradually increased as the implementation of the flipped classroom progressed. It is worth noting that the flipped classroom exhibited high range scores in the following areas of positive climate – positive affect, relationship, and positive communication; and middle range score for respect. Towards the end of the implementation of the flipped classroom, middle range scores were obtained in the following areas of behavior management – clear behavior expectation, proactive, redirection of misbehavior, and student behavior. Based on the findings, this study discussed the ways of overcoming the challenges in developing a positive climate and behavior management.