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"The impact of the implementation of online education to the college curriculum of

ACLC."

CHAPTER 1
The Problems and it's Background

I. Introduction

II. Statement of the Problem

III. Conceptual Framework

IV. Hypothesis
● The New Digital Divide
In education, the digital divide is most commonly defined as the gap between
those students who have, do not have, and know how to use the internet and the
information technologies that are currently transforming education. One solution
to this challenge is for the instructor to implement a learning environment that
encourages collaboration. Providing learners with the opportunity to collaborate,
share, and create will increase the learner’s use of various technologies, enhance
their e-learning experience, and support self-directed and ongoing learning.
● Course Design
Insufficient time spent on course development and design can be a huge
contributing factor to poorly developed online learning experiences and a major
challenge for e-learning instructors. One way to overcome the challenge of time
developing an online course is for instructors to collaborate often within their
e-learning professional communities. Collaborating with other instructors should
be spent sharing, developing, and creating

V. Scope and Delimitation of Study


This study is to determine the impact of Online Education to the academic
performance of the College Students of ACLC.​ ​This study will hopefully also
determine if the implementation of online education to the college curriculum is
as effective as the face-to-face class.
VI. Significance of the Study
Since online classes have made their appearance in education, the validity of
such courses has come in to question. This study will help determine how the
implementation of the online education impact students especially college
students and their academic performance. As the popularity of online classes
grows, this study will be able to provide some answers to questions about
efficiency, how students view the strength and weaknesses of online classes and
the impact and drawbacks of implementing online learning on college curriculum
on ACLC.
VII. Definition of Terms
Online Education - It's a type of educational instructions and activities that is
delivered via the internet to students using their home computers.

Face-to-face Learning - The traditional classroom or face-to-face instruction is


when the instructor and the students of a nonprofit educational institution are in a
place devoted to instruction and the teaching and learning take place at the same
time.

CHAPTER 2
Review of Related Literature and Studies

I. Foreign Literature
Within the United States and Canada, the phrase “e-learning” is often treated by
users as a synonym for “online learning” – a more recent term, the very
construction of which implies a fundamental relationship between e-learning
practices and Web-based technologies like the Internet (Barbour and Reeves,
2009; Stewart, 2004). However, as many educational scholars have pointed out,
the earliest examples of e-learning practice significantly pre-date the invention of
the Web, beginning with the invention of email in the early 1970s and continuing
with the establishment of innovative “virtual schools” in the early 1990s (Barbour
and Reeves, 2009; Harasim, 2000). Consequently, most educational scholars have
rejected the synonymous use of the terms “e-learning” and “online learning,” and
promoted instead the development of more inclusive e-learning definitions, such
as “the use of new information and communication technologies in education”
(Bates, 2001). This movement to come to some practical consensus about scope
of e-learning suggests a significant step in the collocation, and hence
development, of future e-learning research
In the late 1990s and early 2000s, interest in e-learning, both scholarly and
commercial, increased substantially, particularly in the United States, Canada, and
Australia. Studies of American students in virtual programs at both the elementary
and secondary level led researchers to tout e-learning’s many benefits, including
but not limited to its flexibility in geography and scheduling, its ability to address
various learning styles, and its overall expansion of educational access to people
in remote communities (Kellogg and Politoski, 2002; Cavenaugh et al, 2006).
While some of these studies have since been criticized for not being based on
“robust [enough] research” (Barbour and Reeves, 2009), the general impression
of, and evidence for e-learning as a paradigmatic shift in the field of education
(Harasim 2000) remains basically intact. Indeed, according to a 2009 report on the
state of online-based e-learning in U.S higher education (Allen and Seaman,
2010), over 4.6 million American students took at least one online course during
the fall 2008 academic term – a 17 percent increase over the number of students
reported in fall 2008. With student participation in e-learning increasing in this
way, a number of educational researchers – particularly those interested in
post-secondary education – have attempted to explore variations in e-learning
programs’ curriculum designs, delivery modes, social communities, and
instructional training methods (Bawane and Spector, 2009; Maher, 2009; Stewart,
2004; Bates, 2001). Furthermore, over the past five years, such explorations have
gradually but distinctly shifted the geo-cultural scope of e-learning discussions
beyond the boundaries of the North American and Australian higher education
systems, and into the higher-education options of students in regions such as
South Asia (Bawane and Spector, 2009), Africa (Muhirwa, 2009), the Netherlands
(Van der Meij and Boersma, 2002), East Asia (Hseih, 2010; Rye, 2009), and Latin
America (Hamuy and Galaz, 2010; Scagnoli, 2009; Cambell, 2008; Stewart,
2004; Valente, 2003). As a result of this widening and deepening of twenty-first
century e-learning research, more results have also emerged in critique of the
so-called “benefits” of certain e-learning models and components. For example,
several authors have published recent papers highlighting the hidden costs of
bringing e-learning to new countries’ higher education systems, from the cost of
putting in place a widely accessible national telecommunications infrastructure
(Bates, 2001) to those costs associated with the establishment of national
accreditation agencies for e-learning programs and institutions (Bollag, 2001).
Such discussions of cost are particularly significant to researchers investigating
the potential and/or presence of e-learning programs in the most
economically-challenged developing countries, and will likely play an important
role in bringing together researchers interested in e-learning pedagogy with those
who are more broadly interested in ICTs and global socioeconomics.
One of the key geo-cultural regions that is just starting to draw serious attention
from both e-learning scholars and ICT researchers is that of Latin America – in
particular Latin American countries with large universities such as Brazil and
Chile, as well as those with explicit ties to foreign, for-profit e-learning programs.
Indeed, over the past three to five years, a significant number of for-profit
companies have established e-learning programs in Latin America, moving in
response to the unmet demand for higher education in developing countries in
general (Campbell, 2008). Such companies, which include Bermuda-based
Whitney International University System and Baltimore-based Laureate
Education, are essentially unregulated entities, yet they have still managed to
establish partnerships with many Latin American campuses, such as the
Technological University of Mexico and the Latin University of Costa Rica
(Campbell, 2008). Simultaneously, several major Latin American universities,
like the Universidad de Chile in Santiago, have been begun to invest heavily into
interactive e-learning technologies such as course management systems (CMSs).
While researchers in both e-learning and ICT have been aware these trends for
several years, studies are have only recently begun to appear regarding the
effectiveness of such programs from a pedagogical perspective (Hamuy and
Galaz, 2010; Scagnoli, 2009). What’s more, in several of these studies,
researchers noted a complex mix of enthusiasm for and resistance to e-learning in
Latin American higher education institutions – a paradox explained, according to
some, by a strong cultural interest for the technologies of e-learning, but a
moderate disinterest towards the new pedagogical processes associated with
e-learning in North America and elsewhere (Hamuy and Galaz, 2010; Valente,
2003). Consequently, issues of geo-culture-based pedagogical flexibility, or how
to improve the utilization of current e-learning technologies in Latin American
institutes of higher education, will likely be fruitful grounds for future e-learning
research, if not research into educational ICTs.

II. Local Literature


The Internet might seem like something that has been around forever. How did
people live without it? How did they communicate? How did students do their
homework? Interestingly, in some remote provinces in the Philippines, the
Internet is a new discovery. There are public schools in these areas where teachers
are just starting to learn how to use Google as a search engine and slowly
introducing eLearning into their classrooms.
eLearning is not only about sophisticated platforms where teachers and students
can meet up in a digital space and interact. eLearning has to do with any learning
that uses technology to enhance the learner experience. This is what the President
for the Philippine eLearning Society, Ms. Anthea Mariano (or Thennie to her
friends and colleagues), says. PeLS is a Society that promotes substantive content,
good pedagogy, and proper use of technology for eLearning. The Society was
started in 2003 by pioneers in the academic, industry and government sector.
Today it has more than 400 individual members and 20 institutional members,
and PeLS’ mission is to ensure that its members acquire the knowledge and tools
they need in order to implement the most suitable eLearning system for their
institutions.

As a first step, PeLS believes in starting with the basics by going to remote
provinces and educating public school teachers on the usage of Google and some
simple eLearning implementations. This will bring them closer towards the
objective of enhancing teaching & learning, which in turn aims to help future
generations be more prepared for the future.

PeLS also shares knowledge and experiences through annual conferences held in
different regions of the Philippines. They conduct training workshops and create
case studies through which their members share experiences in technology
adoption, as well as benefits and challenges throughout the process. To date, they
have participated in 13 national conferences and two international congresses
where they invited international presenters and delegates to speak and share.
Currently, there is no other formally-organized eLearning groups in the ASEAN
region.

PeLS also has a course on Moodlerooms called “Introduction to eLearning” for its
members. An open course available to all members, additional courses are already
being planned and will eventually include more advanced topics on eLearning.
As Thennie explains, teaching eLearning through an eLearning platform is a great
way for teachers to learn because they can experience the platform as a learner.
They can see what about the platform engages them, and acquire better course
design knowledge for application in the courses they teach.

It is impossible to remove technology from the equation today, even in the most
remote of places, because technology is making its way through every place in the
world.
Thennie adds that the Philippines is very different from some other developing
countries in how it embraces change and evolution, instead of resisting it for fear
of not understanding the technology. The country has a strong Spanish and
Chinese influence in its history, and its education system is American-influenced
as well. Thennie says she sees how people now recognise the importance of
eLearning especially in the field of education. The President of the Philippines
has even passed the “Open Distance Learning Act” (RA 10650) which seeks to
institutionalise distance learning in higher education, and also recognises it as a
suitable and efficient system that delivers quality education.

Thennie believes in lifelong learning and feels that eLearning is the best way to
go. It is impossible to remove technology from the equation today, even in the
most remote of places, because technology is making its way through every place
in the world. Even though achieving a full adoption of eLearning through all
educational institutions in the Philippines is a huge task and will take many years,
Thennie is glad that it is moving forward.
III. Foreign Study
E-learning in Romanian Education
The development of new technologies in communications leads to new
approaches to the educational
process. E-learning is a new concept that designates a specific way of distance
learning training. E-learning
is a term that designates a learning process that relies on the use of computers as
source of information and
access to knowledge. The term e-learning is synonymous with the E-learning,
online education, online
education, web education, distance learning, etc.
Distance learning physics involves the distant between teacher and pupil / student
communication
between them achieved by exchanging messages or electronic documents.
In distance education, a particularly important role is held by the technological
factors which should
ensure that the pupils / students, and communication between them and their
teachers.
A professor in the education system can address simultaneously a large number of
pupils / students, but
can have a dialogue with each of them individually. Those who study in this way
can benefit from
knowledge and experience of renowned teachers that could not address directly.
We can say that within
distance education, the role of the human factor is the guidance.
This type of training is available to anyone regardless of age, or level of education
and access to
information through modern technology. The following courses in distance
learning systems are able to gain
information as to his skills and abilities according to their own pace of study,
choosing his own place and
time they are willing to study. Meanwhile, students can express their creativity by
making interdisciplinary
connections between the concepts presented, revealing new interpretations of
data. The lack of this fellow or
teacher can stimulate the timid. Multimedia presentation of information stimulates
attention, their
understanding and interpretation of data, leads to active assimilation of
knowledge.
Current information from all over the world can be found at any time using the
Internet. Economic
factors should not be overlooked, pupils / students significantly reducing transport
costs or accommodation.
The educational system can have a negative effect on relationships, the creation of
emotional ties, or in terms
of integration in society, lack of face to face contact between students and peers
or their teachers. The
efficiency of this system of education depends largely by the desire of those who
follow such training
courses.
We appreciate that distance learning is an opportunity for those who wish to
study, but for var
iousreasons, such as those of material nature or lack of time cannot attend the full
time similar​.
Over 20 universities in Romania have implemented this method.
The rapid technological changes and the spread of the Internet pose no threat to
the education, on the
contrary they make a flexible and attractive learning tool, one more adapted to the
requirements of the
modern lifestyle and more suitable for the computer addicted generation.
E-learning facilitates learning and knowledge sharing, develop creativity, prepare
the young for the
future and bring together people from different places, with the most diverse
experiences.
Teaching foreign languages through e-learning is a challenge and also became a
modern part of teaching.
This paper aims to present the benefits of online teaching modern languages both
for teachers and students.
Due to the Internet’s flexibility people are offered many resources but they also
use the Internet for
communication and collaboration. This paper aims to present some methods of
teaching English with the
help of the computer, as a possibility of personal development, and also to offer
the student better chances
for the future.
IV. Local Study
In the Philippines, the term e-learning is used synonymously with online learning
and concerns the online delivery of instructional content as well as associated
support services to students. This article is primarily based on experiences at the
University of the Philippines Open University (UPOU). It showcases the
development of e-learning in the country from just a supplement within
once-a-month face-to-face (FTF) sessions in a university learning center to more
extensive use of a learning management system (LMS) as a venue for academic
discussions as well as learning assessments, sharing learning resources and
content, and students submissions of course requirements. Also discussed is how
the mobile phone is being used to bridge the digital divide and make the digitally
excluded sectors of the Filipino society become part of the online learning
program of the university. The mechanisms being used to ensure quality
education in e-learning as well as the challenges faced by e-learning institutions
are extensively detailed.