On e-learning/distance learning

One of the benefits of modernization and globalization is the advancement in information and communications technology. The 21st century has been described as the knowledge society, and as result many nations are reassessing their public policies related to the higher education, science, technology and innovations.

As predicted by the UN, the twenty-first century must strive to bridge the growing divide between rich and poor society. It must provide more access to higher education through several pathways of delivery other than the conventional face to face mode.

Several countries have rationalized distance education and offer

1. E-learning/distance learning where the mode of learning involves web-based materials, study guides, assignments, interactions between academic staff and students and are delivered via print-based and multi-media course ware;

2. On campus/e-learning where the students are required to attend classes at a university on a regular basis (semester basis). A course is offered via face-to-face delivery with e-learning to enhance teaching and learning;

3. Mixed mode where the students choose a learning mode that is a combination of both mode.

The first Asia e-university was established in Malaysia who initiated it and became the prime mover for e-education with the support of 30 ACD member countries. Its faculty has members from participating Asian countries as its dual mode university offering open and distance learning as well as conventional education. The Ae university offers flexible pathways to education from secondary school certificate to post graduate programs.

E-Learning/Distance Education in the Philippines

For the purpose of rationalizing Distance Education in the country, CHED issued CHED Memorandum Order (CMO) No. 27, s 2005 on August 3, 2005. Distance Education as defined in the CMO “ is a mode of educational delivery whereby teacher and learner are separated in time and space, and instruction is delivered through specially designed materials and methods using appropriate technologies, and supported by organizational and administrative structures and arrangements.”

The same CMO identifies the guiding principles that must be adhered to in offering subjects/courses via distance education. These are:

1. Learner Centeredness—The focus must be on the use of the learners and the goal of facilitating independent learning.

2. Rigorous and Sound Instructional Design—Distance Education shall be equivalent in challenge and depth to conventional programs. Academically qualified individuals must make instructional design, decisions in the analysis design, development, implementation and evaluation of distance education.

3. Transparency and Peer Review to Guide Informed Choices—Implementers shall make information about the programs on the curriculum and delivery system, instructional materials development delivery, strategies, student support services and other relevant information available to accrediting bodies, academic peers, regulators and students.

4. Public responsibility and Accountability—Take heed of the public impact of Distance Education programs and always exercise due diligence in avoiding harm to stake holders, especially students.

5. Quality and Continuous Improvement—Implementers shall embed in their program framework the proactive identification of students and stakeholders needs and the monitoring of student and stake holders’ satisfaction in order to continuously improve all aspects of development and delivery.

Further, this CMO covers degree program if at least 25 percent of total courses in the program are offered via the distance mode. Degree programs at the post baccalaureate level including Diploma, Masters and Doctoral programs may be offered in fully distance mode.

After almost five years, CHED received three applications to offer distance education in the undergraduate and graduate levels. It is believed that a number of universities are offering programs via distance education, the technology used is still a blended one, that is, there is still face to face lecture, discussions, exercises, presentation and consultations with self-managed module blended with CD courseware on line and e-learning. There was a Technical Committee Constituted last year on Distance Education but due to the very short period of time to convene, discuss and develop, the year ended without a complete framework for Distance Education in the Philippines.

E-learning of distance learning is still to be developed in the Philippines. In 2008, a memorandum of understanding has been concluded between the Fisheries and Marine Institute of Memorial University (MI) in Canada, the Commission on Higher Education and John B. Lacson Foundation Maritime Education for the effective delivery of the Distance Education for Seafarers Project. Hopefully in year 2011, the training and experiences from this project can bolster the Commission on Higher Education to integrate in its faculty development project, faculty training for e-learning/distance learning. –FELIZARDO Y. FRANCISCO, Manila Times

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