Active Learning in a Virtual Learning Environment by Dingcong & Baybay
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This document discusses Miriam College's experience teaching an online facilitation course. It provides statistics on the 146 teachers who enrolled across 6 batches, such as demographics, participation levels, and time spent. Key points discussed include the theoretical frameworks that guided the course including heutagogy, social constructivism, and connectivism. Objectives of the course were to describe online learning principles and identify the components of facilitating online courses. Discussion forums were the primary activity and generated over 700 posts on average per batch. The document concludes that online courses can effectively upgrade teacher competencies and that virtual learning environments can achieve learning outcomes while ensuring academic rigor.
Active Learning in a Virtual Learning Environment by Dingcong & Baybay
- 1. Active Learning in a Virtual Learning Environment MIRIAM COLLEGE’S EXPERIENCE IN TEACHING ONLINE FACILITATION SHEILA LO DINGCONG MARIA LOURDES QUISUMBING-BAYBAY, PH.D.
- 2. What is Active Learning? self-directed and determine their own learning style equal sources of knowledge
- 4. Who is the 21st century learner?
- 5. 21st Century Student Literacies Kennedy (2009)
- 6. 21st Century Facilitator Literacies
- 7. Theoretical Approaches & Frameworks Teaching Online Facilitation adopts theoretical approaches and frameworks to guide its teaching-learning process
- 8. Heutagogy McAuliffe, Hargreaves, Winter & Chadwick (2008)
- 10. Connectivism http://mms.uni-hamburg.de/epedagogy/mmswiki/index.php5/Connectivism/
- 11. Local Knowledge
- 13. Teaching Online Facilitation for Local Knowledge
- 14. Objectives of TOF Describe online learning and understand the different underlying principles of this approach; Identify the different components and processes in facilitating online learning and explain the different phases of an online course delivery including the tasks and roles within each phase;
- 15. Objectives of TOF Demonstrate enabling attitudes to online learning and learn strategies for the delivery of an online course; Develop facilitation skills & techniques & create an online delivery plan as course project.
- 16. Learner Demographics A total of 146 teachers and academic professionals enrolled in 6 batches of the TOF course with 101 from Miriam College and 45 from AUDRN partner schools Average passing rate of the 6 batches is 67% with the sixth batch having the lowest passing rate of 47% and the 4th batch with the highest at 88% Passing rate increases from the 1st batch with 60%, 72% for the 2nd batch and 77% for the 3rd batch; the AUDRN class had a 67% passing rate in the 1st batch
- 17. Learner Demographics Successful graduates from Miriam College were composed of 35 college faculty, 24 basic education teachers, and 14 professional employees Average age is 44 years old with 64 as the oldest and with 44 years of teaching experience and 22 the youngest with no teaching experience (professional) 75% are female and 25% are male from Miriam College while an even 50/50 ratio for females and males make up the two batches from AUDRN partner schools.
- 18. Course Participation Discussion forum is the primary activity used in the course. Average of 716 posts in discussion forums per batch was registered with the 3rd batch having the highest at 1,130 posts and the 6th batch with the lowest at 433 posts. Most popular forums are the topics on social constructivism, web2.0, the basics of online facilitation, and icebreakers
- 19. Course Participation Other activities are the wiki, glossary, and knowledge checks, and icebreakers given once every week. Learner contributed materials – almost 50 videos, 38 pdf files, over 60 websites, and roughly 20 photos or images In addition, the 98 graduates each generated original audio and video materials as their assignments
- 20. Discussion Forum Posts Highest number of post registered by a single student is 127 from the 3rd batch Lowest is 27 which is the minimum required number of posts to complete the course For the 98 graduates, the median range of posts is from 40 to 50 per student.
- 21. Time Spent Highest number of hours spent by a student ran up to 200 hours for six weeks, spending 4 hours a day on the average, to the course including offline readings and preparation of assignments Online time spent is 7 hours a week or at least one hour per day
- 22. Reflective Thinking A lot of questioning……. Nothing personal….what happens to the affective nature of education? How can we facilitate and strengthen the development of values in an online setting? Hey teacher, are you still relevant?
- 23. Reflective Thinking deconstructions and reconstructions “Equalizing power in education is one way that I see the internet radicalizing our times. And when power relations are transformed, there will also be new way of learning - one that generates diversities, contestations, and new forms of inter-subjective humanity. We begin from standpoints- viewpoints and end, hopefully, with more wisdom in the convergences and divergences of our multiple ideas and our sciences. Who knows, we might even end up with a new civilization?” (Francisco, TOF 1 final exams, 2012)
- 24. Reflective Thinking “Recently, I learned about the difference between appreciative inquiry and critical thinking. As a teacher and online learner, appreciative inquiry is (also) an attitude/philosophy I’d like to cultivate in myself because I believe it leaves more room for creative thinking. Rather than being competitive with others, it nurtures a more collaborative and cooperative atmosphere since it’s respectful of divergent ideas...and with this, we get to appreciate each other’s gifts no matter how diverse or different we are from each other.” (Carandang, TOF1, DF4, 2012).
- 25. Miriam College E-Learning System - Moodle
- 26. Some Conclusions Applicability of online courses to upgrade teaching competencies of teachers Constructivism, connectivism and active learning facilitate learner engagement leading to knowledge construction and ownership Teaching strategies in online courses can be applied to face-to-face sessions for younger learners
- 27. Some Conclusions Virtual learning environments are effective and viable in achieving learning outcomes ensuring academic vigor Paucity of local digital materials for online courses which poses the challenge of developing these materials using local knowledge to reflect local situations
- 28. Daghang Salamat! Madamu gid nga salamat! Maraming salamat! Thank you very much!