Flexible Learning

Ang panahon ng Covid-19 pandemic ang nagpabago ng kalagayan sa buong mundo lalong lalo na sa sistema ng edukasyon. Ang tradisyunal na harapan o face-to-face na pagtuturo ay hindi pinapayagan kung kaya kinakailangang gumawa ng paraan, mag-isip ng mga inobatibong modality ng pagkatuto para maipagpatuloy ang pag-aaral ng mga mag-aaral sa tersyarya na naiiba ang sitwasyon. Ang paghahatid ng edukasyon sa flexible learning sa kolehiyo ay isang pagsubok na hinarap ng mga guro at mag-aaral, kung kaya, hinangad ng pag-aaral na ito na mabatid ang pananaw ng mga mag-aaral sa modality mode ng pagkatuto sa flexible learning sa pagtuturo ng asignaturang Fildis batay sa synchronous online, asynchronous online at E-learning offline. Nilayon din na matukoy ang antas ng pag-unawa sa pagbasa ng mga mag-aaral batay sa Pangunawang Literal, Pang-unawang Inferensyal, at Pang-unawang Kritikal. Gayundin, inalam kung may makabuluhang kaugnayan ba ang mga modality mode ng pagkatuto sa flexible learning sa pagtuturo ng asignaturang Fildis sa antas ng pag-unawa sa pagbasa ng mga mag-aaral. Ang mananaliksik ay gumamit ng disenyong deskriptibo o palarawang pamamaraan at ang mga naging tagasagot ay may kabuuang bilang na 118 mula sa unang antas ng Kriminolohiya ng College of Criminal Justice Education ng Laguna State Polytechnic University, San Pablo City Campus na ginamitan ng purposive sampling. Kinuha ng mananaliksik ang average mean at standard deviation, frequency at percentage, at Pearson r product moment correlation coefficient para sa pananaliksik na ito. Lumabas sa pag-aaral na ang mga tagasagot ay sumasang-ayon sa tatlong modality mode ng pagkatuto sa flexible learning. Nakita rin na marami ang mga mag-aaral ang nakakuha ng pinakamahusay na antas ng pag-unawa sa pagbasa batay sa pang-unawang literal, pang-unawang inferensyal at pang-unawang kritikal. Gayundin, lumabas na may makabuluhang kaugnayan ang synchronous modality sa Kritikal na pag-unawa sa pagbasa at ang e-learning offline modality sa literal at kritikal na antas ng pag-unawa sa pagbasa. Batay sa kinalabasan ng pag-aaral, lumalabas na may makabuluhang kaugnayan ang modality mode ng pagkatuto sa flexible learning sa pagtuturo ng asignaturang Filidis sa antas ng pagunawa sa pagbasa ng mga mag-aaral.

Blended learning, which has emerged as a mainstream approach for bridging onsite and online learning, promises flexibility to stakeholders in the educational process. This paper argues that blended learning can be understood as a process that combines onsite and online learning by blending the strengths of one modality and neutralizing the weaknesses of the other to provide flexibility to learners, instructors, and educational institutions. This flexibility can be afforded to time, space, path, and pace through sequential or parallel designs. In blending modalities and pedagogies, it is important that technologies are properly utilized in achieving the required systematic approach to get a right mix. This paper draws attention to the issues of confusion in terminology, the need to apply a theoretical and conceptual approach to blended learning, the empowerment of educational technology with a suitable pedagogy, the development of liquid curricula to increase flexibility, the extension of the boundaries of blended learning, and the application of blended learning to social contexts as well as to pedagogical contexts.

In an environment of economic uncertainty and increasing competition, universities are challenged to find alternate methods of maintaining quality educational outcomes given the rising costs for teaching space. Furthermore, in countries such as Aotearoa New Zealand, geographical isolation from the international research community remains a key issue. The development of virtual learning environments (VLEs) is promoted as a viable solution, particularly methods of narrated lecture slides and video-casting which have the potential to be re-used and offer more flexibility through online delivery. As part of an on-going teaching and learning research fellowship project at Auckland University of Technology, this paper discusses the specific case of an undergraduate course which was developed using Microsoft™ PowerPoint™ and Screencast-O-Matic. Each approach is analysed in the context of developing and delivering course content via Blackboard Academic Suite ™ in combination with low-cost technologies including Skype and YouTube ™. While the freedom to tinker with new technologies, particularly in fields of creative practice such as fashion design, provide an opportunity for “visionary innovation” (Finn and Fraser, 2012), the authors identify opportunities and limitations that warrant consideration for academics who are considering a higher level of engagement with technology to enhance teaching practice.

Keywords: Fashion, Virtual Learning Environments, Higher Education, Distance Education, Flexible Learning, Sustainable Design

The COVID-19 pandemic has caused the whole educational system to collapse during the lockdown period. Hence, higher education institutions (HEI) led the change of learning delivery mode phases for effective and efficient academic services. This study describes the extent of manifestation on critical success factors (CSF) observed in one state university and determines the degree of organizational innovation practices in terms of technology-enhanced instructions. It also investigates the dimensions of CSFs that singly or in combination predict organizational innovations. The study purposively chose 251 faculty members from Laguna State Polytechnic University-San Pablo City, Philippines as respondents. Multiple regression analysis was used to determine significant predictors of Organizational Innovations. The findings reveal that five (5) constructs of CSFs were highly manifested (IUQDDI, ILT, IFCE, ISC & ITQ) among respondents and organizational innovations concerning technology-enhanced instructions viewed as highly practiced. Likewise, moderate to a strong association was seen between CSFs and organizational innovations. Furthermore, ISC, ILT, IUQDDI, and IFCE as the CSF construct were deemed significant predictors of organizational innovations. The results served as basis for organizations' future planning on the effective implementation of the learning delivery mode.

This paper explores elements of open education within the context of higher education. After an introduction to the origins of open education and its theoretical foundations, the topics of open and distance learning, international education issues in open education, open educational practices and scholarship, open educational resources, MOOCs, prior learning accreditation and recognition, and learner characteristics are considered, following the framework of macro, meso, and micro levels of
research in open and distance learning. Implications for future research at the macro, meso, and micro levels are then provided.

Arzadon, M & Mendoza, NS (2019). Study on Out of School Children (OOSC) & Alternative Delivery Modes (ADM). Research Forum on Inclusive Education. December 3, Quezon City. Save the Children- Philippines and Philippine Institute for Development Studies (PIDS)

Research Objectives
Describe the factors related to out of school children
(OOSC) aged 6 12 years old in Save the Children areas
cities of Caloocan, Malabon and Navotas, to include
factors which affect their non participation and/or drop
out in the formal regular school system;

Make an inventory of existing alternative delivery mode
(ADM) models for 6 12 years old