Going the Distance: Towards a new professionalism for full-time distance education faculty at the University of the Philippines

Arinto, Patricia

doi:10.19173/irrodl.v8i3.409

Cited by 3 publications

(4 citation statements)

References 20 publications

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“…3 The faculty complement consists of 26 full-time faculty members and about 200 faculty affiliates who teach part-time at UPOU. The small complement of full-time faculty is part of a strategy adopted by UPOU's founders to forestall doubts about the quality of DE, which is perceived by some to be inferior to face-to-face teaching, by having the faculty of the more established units develop and deliver most of UPOU's courses (Arinto, 2007).…”

Section: Introductionmentioning

confidence: 99%

Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines

Arinto

2016

IRRODL

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Rapid advances in information and communications technology in the digital age have brought about significant changes in the practice of distance education (DE) worldwide. DE practitioners in the Philippines’ open university have coined the term ‘open and distance e-learning’ (ODeL) to refer to the new forms of DE, which are characterised by the convergence of an open learning philosophy, DE pedagogies, and e-learning technologies. This paper discusses the issues and challenges that ODeL poses for the Philippines’ open university from the point of view of the institution’s leading ODeL practitioners. The paper concludes with a discussion of the policy development and administrative changes required to support innovative teaching practice across the institution. The findings and conclusions are relevant for other institutions in the same stage of ODeL development.

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Section: Introductionmentioning

confidence: 99%

Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines

Arinto

2016

IRRODL

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“…Open schools, admitting the marginalized, thus remain at the margins of the educational system. This could be because doubts persist about the effectiveness of ODL institutions though they are educating millions (Arinto, 2007;Daniel, Kanwar & Uvali!-Trumbi, 2008). But ODL being one of the modes of imparting education, open schools are an integral part of the school system.…”

Section: Discussionmentioning

confidence: 99%

“…The delivery of instructions is mainly through SLM. A number of quality assurance mechanisms are adopted by open distance learning (ODL) institutions to satisfy expectations of excellence (Arinto, 2007). Besides, the curriculum of NIOS being based on the NCF, the SLM includes the themes suggested by it and the content is enriched with cases and activities that the learners are supposed to carry out.…”

Section: Self Learning Materials (Slm)mentioning

confidence: 99%

Curriculum Transaction in NIOS: Overcoming the Limitations of Packaged Instructions

Bose

2015

JL4D

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Low learning outcomes of Indian schools and the promotion of rote learning by their instructional systems have been documented time and again. Schools are therefore required to adopt India’s National Curriculum Framework (NCF) (2005) that includes guidelines for curriculum transaction. However, the learning outcomes and the kind of learning likely to be promoted by the instructional system of open schools of India, including the National Institute of Open Schooling (NIOS) remain excluded from these deliberations. So these two aspects of NIOS have been examined and it has been inferred that the learning outcomes are unsatisfactory; the instructional system is not designed for meaningful learning; and the self learning material used for delivering instructions is a barrier to the adoption of the NCF guidelines. Thereafter it has been proposed that the personal contact programme (PCP) is the only component of the instructional system of NIOS that will lend itself to the adoption of the NCF guidelines, provided it is designed suitably. Subsequently a PCP design based on the NCF directives for organising instructional processes has been suggested.

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“…Education has changed due to innovation development and. These include the educational practices from print to online delivery (Arinto, 2007). Article XIV of the 1987 Philippine Constitution declared that the State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make education accessible to all.…”

Section: Introductionmentioning

confidence: 99%

Untitled

2022

IMRJ

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In this era of globalization and Information Technology, education paved its way steps toward expansion and innovation. Thus, open learning has become an option for the students who want to gain access to education. This study assessed the Open Learning Practices used in the College of Teacher Education of Batangas State University ARASOF-Nasugbu and compare the assessments gathered from faculty and students in terms of instructional materials, facilities, delivery of instruction and evaluation of learning. Moreover, the problems encountered by the faculty and students on these Open Learning practices were also identified. The descriptive method of research was used in this study which made use of a researcherconstructed questionnaire, unstructured interview and observation as data gathering instruments. Standard deviation, weighted mean, average mean, ranking, two-sample standard deviation test and t-test were the statistical tools used to answer the specific problems. Results revealed that there were significant differences in the assessments of faculty and students in instructional materials, facilities, delivery of instruction and evaluation of learning. There were also problems encountered in the use of these practices. As a result, a curriculum enhancement was proposed to ensure the quality of learning.

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Going the Distance: Towards a new professionalism for full-time distance education faculty at the University of the Philippines

Cited by 3 publications

References 20 publications

Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines

Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines

Curriculum Transaction in NIOS: Overcoming the Limitations of Packaged Instructions

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