The P and I in e-Learning
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This document discusses the philosophical underpinnings and current state of e-learning in higher education institutions in the Philippines. It finds that teaching and learning with technology components are highly prioritized but moderately implemented. There is a significant correlation between prioritization and implementation. Implementation differs significantly based on factors like the institution's age, IT expenditures, and staff skills. The document recommends that higher education institutions revisit strategies to address challenges in using emerging technologies for quality teaching and learning.
The P and I in e-Learning
- 1. THE ‘P’ AND ‘I’ OF E-LEARNING IN THE HIGHER EDUCATION INSTITUTIONS IN THE PHILIPPINES Dave E. Marcial, Ph.D. College of Computer Studies, Silliman University Dumaguete City, Negros Oriental demarcial@su.edu.ph
- 2. Philosophical Underpinnings • The technological stage in the history of being has so transformed how things are understood that people have been more or less compelled to take part in the industrial order and to adopt the modernist worldview related to it (Zimmerman 1990). • Heidegger’s philosophy went beyond the simplistic view of technology as a neutral benefactor of humanity (Thornton, 2007).
- 6. IT in education was estimated as US $ 8.9 billion, with a compound annual growth rate of 5.5 percent from 2007 – 2010. In the global market size MIS Asia 2007 IT in EDUCATION
- 7. Asian universities placed 21st in the top 100 IT users in Asia in 2007 MIS Asia 2008 IT in EDUCATION
- 9. Philippines is ranked last among Asian countries in terms of IT usage. –Singapore = 23% –Malaysia = 19% –Hong Kong = 15% –Indonesia = 14% –Thailand = 12% –Philippines = 10% MIS Asia 2007
- 10. What about IT in the Higher Education Institutions in the Philippines?
- 11. IT & its Purpose in Education • IT in education means implementing information technology equipment and tools in the teaching-learning process as media and methodology. • The primary importance of IT in education is that various teaching and learning resources can be accessed quickly and instantly, by students as well as teachers
- 12. • refers to the level of importance or urgency of IT components in the higher education institutions 5 – Essential (Component needs to be done in the current year) 4 – High priority (Component needs to be done in the next 3 years ) 3 – Medium priority (Component needs to be done in the next 6 years) 2 – Low priority (Component needs to be done in the next 9 years) 1 – Not a priority (Component is never been considered) PRIORITIZATION
- 13. • refers to the degree of realization or execution of IT components in the higher education institutions 5 – Very Highly Implemented (Component is performed and done with careful review and evaluation) 4 – Highly Implemented (Component is performed but continuing and on-going) 3 – Moderately Implemented (Component is in the strategic plan but no action yet) 2 – Fairly Implemented (Component is discussed and considered for inclusion in the next strategic plan) 1 – Not Implemented (Component is never been considered) IMPLEMENTATION
- 14. • What is the level of prioritization of the teaching and learning with technology in the higher education institutions in the Philippines?
- 15. • What is the degree of implementation of the teaching and learning with technology in the higher education institutions in the Philippines?
- 16. • What is the relationship between the level of prioritization and degree of implementation of the teaching and learning with technology in the higher education institutions in the Philippines.
- 17. • Is there a significant difference between the level of prioritization and degree of implementation of the teaching and learning with technology in the higher education institutions in the Philippines in terms of the: • total number of years of existence of the HEIs; • annual IT expenditures of the HEIs; • total Internet bandwidth of the HEIs; • level of proficiency of the respondent’s technical skills; • rating of the respondents’ human skills; • rating of the respondent’s conceptual skills; and • extent of participation in decision-making of the respondents.
- 18. • Descriptive (survey method) • All HEIs in the Philippines as listed from CHED’s website as of December 2010. • Heads in the management of IT • stratified sampling • 95 out of 97 returned questionnaires from February 4-pril 30, 2011
- 19. Regional Distribution Region Public Private Total HEI- respondents 1 (locos Region) 1 3 4 2 (Cagayan Valley) 0 5 5 3 (Central Luzon) 1 4 5 4 (Calabarzon) 1 3 4 5 (Bicol Region) 3 3 6 6 (Western Visayas) 1 11 12 7 (Central Visayas) 1 17 18 8 (Eastern Visayas) 2 4 6 9 (Zamboanga Peninsula) 0 5 5 10 (Northern Mindanao) 1 1 2 11 (Davao Region) 2 6 8 12 (Soccsksargen) 0 4 4 13 (National Capital Region) 0 9 9 14 (Cordillera Administrative Region) 0 2 2 15 (Autonomous Region of Muslim Mindanao) 0 1 1 16 (Caraga) 0 2 2 17 (MIMAROPA) 2 0 2 TOTAL 15 80 95
- 20. THE “P” OF E-LEARNING IN THE HEIs IN THE PHILIPPINES Teaching ad Learning with Technology Component Weighted Mean Description 1. The institution should organize or participate in communities of practice to address strategic technology initiatives that include teaching and learning 4.09 High Priority 2. School Presidents should give advise to the academic community about decision processes for assessing proposed instructional technologies 4.11 High Priority 3. A mechanism about the effectiveness and possible reformulation of institutional technology should be provided 3.93 High Priority 4. There should be in place an IT teaching-learning program for faculty development 4.17 High Priority 5. A system should be in placed to examine and reevaluate institutional structures for campus technology on a regular basis 3.91 High Priority 6. The MIS should communicate with the campus using regular and timely information that helps stakeholder groups acknowledge and improve 4.05 High Priority
- 21. THE “P” OF E-LEARNING IN THE HEIs IN THE PHILIPPINES Teaching ad Learning with Technology Component (continuation…) Weighted Mean Description 7. MIS Heads should be in dialogue with legal counsel, management and leadership counsels, and records managers about the issues inherent in the instructional use of emerging, user-focused applications 3.86 High Priority 8. MIS staff should appreciate that faculty members’ adaption of emerging technologies may require rapid accommodations in the configuration of the institution’s hardware and software infrastructure 4.12 High Priority 9. The institution should monitor the progress of e-learning technologies and strategically implement those that require institutional oversight 3.97 High Priority 10. A strategy for choosing among proprietary systems, open source, or cloud-based components should be developed 3.97 High Priority 11. The institution should encourage other faculty who are resistant to new technologies to attend training and to consider innovative methods to enhance student engagement and promote learning outcomes 4.16 High Priority Aggregate Mean 4.03 High Priority
- 22. THE “I” E-LEARNING IN THE HEIs IN THE PHILIPPINES Teaching and Learning with Technology Weighted Mean Description 1) The institution should organize or participate in communities of practice to address strategic technology initiatives that include teaching and learning 3.30 Moderately Implemented 2) School Presidents should give advise to the academic community about decision processes for assessing proposed instructional technologies 3.40 Highly Implemented 3) A mechanism about the effectiveness and possible reformulation of institutional technology should be provided 3.08 Moderately Implemented 4) There should be in place an IT teaching-learning program for faculty development 3.40 Highly Implemented 5) A system should be in placed to examine and reevaluate institutional structures for campus technology on a regular basis 3.13 Moderately Implemented 6) The MIS should communicate with the campus using regular and timely information that helps stakeholder groups acknowledge and improve 3.22 Moderately Implemented
- 23. THE “I” E-LEARNING IN THE HEIs IN THE PHILIPPINES Teaching and Learning with Technology (continuation…) Weighted Mean Description 7) MIS Heads should be in dialogue with legal counsel, management and leadership counsels, and records managers about the issues inherent in the instructional use of emerging, user-focused applications 2.91 Moderately Implemented 8) MIS staff should appreciate that faculty members’ adaption of emerging technologies may require rapid accommodations in the configuration of the institution’s hardware and software infrastructure 3.31 Moderately Implemented 9) The institution should monitor the progress of e-learning technologies and strategically implement those that require institutional oversight 3.07 Moderately Implemented 10) A strategy for choosing among proprietary systems, open source, or cloud-based components should be developed 3.14 Moderately Implemented 11) The institution should encourage other faculty who are resistant to new technologies to attend training and to consider innovative methods to enhance student engagement and promote learning outcomes 3.41 Highly Implemented Aggregate Mean 3.21 Moderately Implemented
- 24. Teaching and Learning with Technology P I 1) The institution should organize or participate in communities of practice to address strategic technology initiatives that include teaching and learning High Priority Moderately Implemented 2) School Presidents should give advise to the academic community about decision processes for assessing proposed instructional technologies High Priority Highly Implemented 3) A mechanism about the effectiveness and possible reformulation of institutional technology should be provided High Priority Moderately Implemented 4) There should be in place an IT teaching-learning program for faculty development High Priority Highly Implemented 5) A system should be in placed to examine and reevaluate institutional structures for campus technology on a regular basis High Priority Moderately Implemented 6) The MIS should communicate with the campus using regular and timely information that helps stakeholder groups acknowledge and improve High Priority Moderately Implemented P vs. I
- 25. Teaching and Learning with Technology P I 7) MIS Heads should be in dialogue with legal counsel, management and leadership counsels, and records managers about the issues inherent in the instructional use of emerging, user-focused applications High Priority Moderately Implemented 8) MIS staff should appreciate that faculty members’ adaption of emerging technologies may require rapid accommodations in the configuration of the institution’s hardware and software infrastructure High Priority Moderately Implemented 9) The institution should monitor the progress of e-learning technologies and strategically implement those that require institutional oversight High Priority Moderately Implemented 10) A strategy for choosing among proprietary systems, open source, or cloud-based components should be developed High Priority Moderately Implemented 11) The institution should encourage other faculty who are resistant to new technologies to attend training and to consider innovative methods to enhance student engagement and promote learning outcomes High Priority Highly Implemented P vs. I Continuation…
- 26. Teaching and Learning with Technology High Priority Moderately Implemented P vs. I Continuation…
- 27. RELATIONSHIP BETWEEN THE “P” AND “I”E-LEARNING IN THE HEIs IN THE PHILIPPINES Teaching and Learning with Technology ρ-value ρ-value (two-tailed test) Remarks Level of Prioritization and Degree of Implementation 0.922 ** 0.000 Significant Legend: ** Correlation is significant at the 0.01 level (2-tailed).
- 28. DIFFERENCE BETWEEN THE “P” AND “I”E-LEARNING IN THE HEIs IN THE PHILIPPINES Teaching and Learning with Technology F-value ρ-value t-value ρ-value Remarks No. of years of existence , Prioritization, Implementation 210.5174 7.97E-56 6.039902 8.63E-09 Significant No. of curricular offerings, Prioritization, Implementation 39.5657 2.01E-15 6.14589 7.02E-09 Significant Annual IT Expenditures, Prioritization, Implementation 12.50012 7.23434E- 06 5.65644 7.89E-08 Significant Total Internet Bandwidth, Prioritization, Implementation 12.53656 8.42068E- 06 4.289118 3.82E-05 Significant Level of Proficiency of Technical Skills, Prioritization, Implementation 28.37961 6.67721E- 12 5.960801 1.32E-08 Significant Rating of Human Skills, Prioritization, Implementation 56.79697 2.80281E- 21 5.902125 1.77E-08 Significant Rating of Conceptual Skills, Prioritization, Implementation 49.12509 6.37979E- 19 6.039902 8.63E-09 Significant Extent of Participation in Decision- making, Prioritization, Implementation 49.12509 6.37979E- 19 6.039902 8.63E-09 Significant
- 29. • … high priority • … that all of its items are highly prioritized and need to be done in the next 3 years. PRIORITIZATION
- 30. IMPLEMENTATION • …. moderately implemented • … that this component is already in the strategic plan of the HEI; however, action is still to be done.
- 31. CORRELATION BETWEEN PRIORITIZATION AND IMPLEMENTATION • … significantly correlated
- 32. SIGNIFICANT DIFFERENCES • …a significant difference between the “P” and “I” in terms of: – the total number of years of existence of the HEIs, – annual IT expenditures of the HEIs, – total Internet bandwidth of the HEIs, – level of proficiency of the respondent’s technical skills, – rating of the respondents’ human skills, – rating of the respondent’s conceptual skills, – and extent of participation in decision-making of the respondents.
- 33. • Information Technology impacted the teaching and learning process in the HEIs in the Philippines. • The philosophical view of Heidegger confirms how IT changes the teaching and learning process in any higher education institution with each other and the rest of stakeholders in the institution. • IT redefined the role not only of the teachers and the learners, but as well as of the school administrators. • HEIs in the Philippines are challenged in coping up to keep abreast with the latest technology that enhances teaching-learning process in order to provide quality education. • IT, however, is not a central factor in the teaching and learning process that provides opportunities for knowledge creation, acquisition and distribution among the other components and resources within the institution.
- 34. • MIS heads, administrators, students and all members in the institution’s community should take the challenge to overcome the constraining effect of technology on the learning process in the institution. • The way to overcome this constraining effect is through the strength component of general education component of the curriculum of the HEIs in the Philippines. • It is further recommended that HEIs should revisit and review their strategic plan and address the issues inherent in the instructional use of emerging, user- focused and e-learning technologies to ensure quality and innovative teaching-learning experiences. • The challenge is to overcome the constraining effect of technology in the learning process.
- 35. ACKNOWLEDGEMENTS • HEIs through their School Heads, MIS Heads and Directors, • Philippine Society of IT Educators, • Computing Society of the Philippines, • Philippine e-Learning Society, • Cebu Educational Foundation for Information Technology, and the • ICT Association in Dumaguete and Negros Oriental, for sharing their database of members; • Silliman University through the Faculty Development Committee
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- 37. Thank You!