Correlational Study on the Contextual Factors Influencing the Effectiveness of Flexible Learning: the Case of One State University in the Philippines

With the onset of the pandemic, no face-to-face instruction is seemingly the most pressing problem faced today in schools. The acquisition of required skills has been challenged by the digital divide and limited access to quality and equitable higher education. This scenario has pushed LSPU for further flexibility in rendering its services anchored on its vision of becoming a center of technological innovation that promotes interdisciplinary learning, sustainable utilization of resources, collaboration, and partnership with the community and stakeholders. Hence, this quantitative, non-experimental research with observational approach utilized predictive design explored the LSPU's delivery and assessment of flexible learning based on the outcomes-based education. The research instrument with an excellent reliability coefficient of .962. was programmed in the google form and the extracted data from 5,314 respondents were analyzed using summary statistics and regression analysis. Multiple linear regression analysis was used to treat the data. It was found out that there is a high extent of implementation of sound assessment practices that support student learning. The respondents agreed that the level of teacher’s assessment practices and support to student learning are promising and attuned to the requirements of flexible learning. The University’s migration plan really worked for the faculty and students. Majority of the respondents are motivated and engaged in flexible learning. The study found that 55.1% variance in the effectiveness of the implementation of flexible learning is positively explained by teacher’s assessment practices and support to students, student’s attainment of cognitive learning outcomes, student’s engagement and motivation, and student’s self-assessed academic performance during the new normal.

Key Factors Needed for Developing a Higher Education Cross-Campus Learning Environment in a Nordic Context

The use of digital technologies and online tools to support both students and educators has become synonymous with transforming learning within Higher Education, particularly within post graduate courses. It can be argued that the recent push for transforming Higher Education aligns itself with the notion that postgraduate students need more flexible learning opportunities while still retaining access to high quality, engaging and collaborative pedagogical approaches. This paper reports on an exploratory case study that focuses on cross campus/university collaboration and flexible learning opportunities for students studying a masters level degree in the area of Music, Communication and Technology (MCT) within a Nordic context. The research question guiding the study is “What factors do educators in a hybrid cross-campus learning environment identify as essential for providing a supportive learning experience for students?” A pedagogy, space and technology (PST) framework underpins the development of this program and forms the basis for its development. The findings from our research identify three themes that need to be considered when attempting to design and implement high quality learning opportunities for students studying a largely synchronous hybrid music, communications and technology program. These themes were flexibility, trust and the human element, and ownership. The findings also highlight the need for a renewed focus on pedagogical approaches that can be adapted and continually revised to meet the changing needs of students in a synchronous hybrid learning space.

DEMYSTIFYING THE IMPLEMENTATION OF FLEXIBLE LEARNING STRATEGIES ON INFORMATION SYSTEMS STUDENTS AMIDST THE GLOBAL PANDEMIC

Many countries worldwide are affected, and there is a fear of losing this whole enduring semester or even more in the coming future. Flexible learning state of being in which learning and teaching are gradually autonomous since the boundaries of the time, place, and study pace are limited. The students enrolled within the Bachelor of Science in Information Systems (BSIS) program in Davao del Norte State College (DNSC) in the first semester of 2020-2021 are the main target of this study in how they follow and adapt the new-normal way of delivering instructional materials. This study used the quantitative approach under the descriptive research design method with the survey questionnaire as the primary data collection tool. Data gathering was done through the use of questionnaires in the form of an online survey. The total population size of prospective respondents qualified in this study 226 students from Davao del Norte State College, Panabo City during the academic year 2020-2021 amid a pandemic enrolled in the program of BSIS. The coherent response to higher education dynamics, such as the need for technological innovation to adapt flexible learning. Relying on its resilient and innovative spirit, DNSC finds ways to continue delivering its essential new way of giving academic quality to the scholars. Flexible learning uses online and offline modalities and allows completion of scholars learning off-campus. Based on the findings, it can be assumed that the respondents, the Davao del Norte State College (DNSC), the current status of BSIS students are equipped with needed technologies and adjusted to flexible learning. KEYWORDS: Flexible Learning, Global Pandemic, Information Systems, Davao del Norte State College, Philippines

Readiness of Students in Flexible Learning Modality

This convergent-parallel mixed-methods study was conducted to examine students' readiness on flexible learning modality established in the local context based on Commission on Higher Education Memorandum Order No. 04 series of 2020 or the "Guidelines on the Implementation "Flexible Learning in the Philippines." A sample of 408 students participated in the study. The self-determination theory model and contextual approach to e-learning delivery (learning flexibility, online learning, study management, technology, modular learning, and online interaction) were used as theoretical underpinnings. Data collected using electronic surveys and information from semi-structured interviews were analyzed. The application of a descriptive survey confirms the low level of readiness among students. When compared across the population, the results provided no significant difference in the level of readiness among students when grouped according to sex and provided significant difference according to year level and Course. Interpreting the results together with qualitative analysis parallels the notion of difficulties among students in all dimensions of flexible learning. This research places the thrust of improving curriculum delivery by addressing flexible learning policies in the local context.

Recalibrating Institutional Choreographies for future-focused learning and teaching.

In the wake of the COVID-19 pandemic, educational institutions worldwide have had to immediately pivot to online distance learning and teaching. While institutions with a grounding in open, distance and flexible learning have done reasonably well in the circumstances, the majority of institutions have struggled with this sudden move away from their conventional campus-based operations. Examples of the few successful adoption and implementation of online learning and teaching are however, boutique and small-scale operations in one program of study, one Department or Faculty. Clearly missing from this scenario are examples of large scale and institution-wide adoption of open, online, distance and flexible learning. This is a consequence of the limitations of existing operational infrastructure as well as mindsets. These are hard to change in the best of times, although they are long-term benefit and resilience against future disturbances of the sorts we are currently experiencing, they must change. This kind of change requires institution-wide reimagination and reengineering of conventional practices.

Rapid Prototyping For Series of Tasks in Atypical Environment: Robotic System With Reliable Program-Based and Flexible Learning-Based Approaches

We propose a novel robotic system that combines both a reliable programming-based approach and a highly generalizable learning-based approach. How to design and implement a series of tasks in an atypical environment is a challenging issue. If all tasks are implemented using a programming-based approach, the development costs will be huge. However, if a learning-based approach is used, reliability is an issue. In this paper, we propose novel design guidelines that focus on the respective advantages of programming-based and learning-based approaches and select them so that they complement each other. We use a program-based approach for actions that are dynamic and require safety and reliability and a learning-based approach for actions that have a limited working area and are difficult to achieve with a program. Our learning approach can easily and rapidly accomplish a series of tasks consisting of various motions because it does not require a computational model of an object to be designed in advance. We demonstrate a series of tasks in which randomly arranged parts are assembled using an actual robot.

Opportunities for using a flexible learning model in the Higher education system: needs, prospects and challenges

Presented is the analyzis of the problem of adaptation of existing educational models to the needs of society under conditions of economic transformation. The aim of the study is to substantiate the possibility of developing and using a flexible learning model in the higher education system, taking into account the needs of society and sectoral differentiation of the economy. As a result the paper analyzes the relationship between the quality of training and the degree of segmentation of the economy, taking into account the level of industry differentiation. It identifies factors that determine the model of Agile education and its final product. The authors have determined the relationship between the degree of industry segmentation and levels within the framework of the Agile-education model, where the quality of the educational product is proposed to be expressed by the category of competence exclusivity. A scheme for organizing training in the framework of the Agile model of education training is proposed, taking into account modern trends in the development of the socio-economic sector. The practical significance of the study lies in the possibility of using a flexible model of higher education in modern conditions of digital transformation and adaptation to the needs of society. Special attention is paid to the specifics of mastering the levels of education and funding sources. Social consequences of the research - the possibility of choosing an individual trajectory of education. Originality - the prospects, challenges and needs of modern society act as prerequisites for the modernization of the higher education model.