Fabrication of 2 kW-Level Chirped and Tilted Fiber Bragg Gratings and Mitigating Stimulated Raman Scattering in Long-Distance Delivery of High-Power Fiber Laser

Chirped and tilted fiber Bragg gratings (CTFBGs) have attracted a lot of attention in stimulated Raman scattering (SRS) suppression of high-power fiber lasers. However, the laser power handling capacity seriously limits their applications. In this paper, by optimizing the inscription parameters and post-processing strategy, we fabricate a large-mode-area double-cladding CTFBG with a thermal slope of ~0.015 °C/W due to the low insertion loss of about 0.15 dB, which make it possible for direct kilowatt-level application. A 2 kW-level fiber laser oscillator is employed to test the CTFBG, and a series of experiments have been carried out to compare the effect of SRS mitigation in high-power fiber laser long-distance delivery. In addition, the influence of CTFBGs on laser beam quality is studied for the first time. Experimental results indicated that the CTFBG could effectively mitigate SRS and has no obvious influence on laser beam quality. This work opens a new opportunity for further power scaling and the delivery of high-power fiber lasers over longer distances.

Teachers’ Critical Challenges and Opportunities in Modular Distance Delivery

This paper explores the challenges and opportunities in Modular Distance Delivery. Data was collected from elementary schools of Bayugan City Division, Philippines. This research applied descriptive-quantitative-correlational method. The subject of this research are the Elementary teachers in Bayugan City Division Philippines. The study revealed that, support from the school in crafting modules for modular distance learning is very important to make an effective and efficient material for effective instructional delivery. It further explains that there is no significant difference among teachers’ critical challenges and opportunities in modular distance learning delivery. This means that the participants profile does not define their effectivity. No matter what the challenges in terms of modular distance learning delivery they do not back out they pass through it. The result of the study recommends to the DepEd School heads and administrators to support on crafting educational modules to create a well-crafted instructional material to address the needs of the learners especially in modular distance learning. Aside from that, teachers also ensure that the modules created suits to the needs of the learners.

Editorial

More than one year after the beginning of the Covid-19 pandemic, we release a delayed Issue #3, Fall 2020, of CJLT. As an education journal, we were not immune to the effects of the pandemic. Most authors and reviewers work in some sector of education, as does the editorial team of the journal. The demand on education to continue near-normal delivery, while keeping students safe, created innovative responses alongside unskillful use of varying types of distance delivery and technology-enabled learning. The illumination of the complexity, challenges, and, for some, the benefits of such alternative education delivery methods is unprecedented. Insight, debate, and critique on the topics of remote teaching and the more sophisticated online design and delivery is more common than it was a year ago.

Information Literacy and Web Based Teaching: Teachers Untangle the Web with Online Learning and Information Literacy Skills

The Centre for Information Studies at Auckland College of Education has delivered a range of courses to primary, intermediate and secondary teachers throughout New Zealand since 1991 using distance delivery methods. The courses have focused on designing strategies, frameworks and learning experiences that enhance information literacy in classrooms. These papers credit to one of three specialist diplomas: the Diploma of Teacher Librarianship; the Diploma of Information Studies; or, the Diploma of Information Technology. The course referred to in this paper is called Telelearning. It was converted to web-based delivery in 1999. The main considerations in the conversion of the course were to maintain the original course aim and objectives, to ensure adequate support for the students in their use of the technology, and to make sure that the use of the technology actually added value to the learning process.

Conveying Positive Regard in Distance Courses: An Exploratory Study

The present study operationalizes perceived positive regard in the form of a practical measure that can be applied in distance delivery settings. We collected data by surveying distance students at our university. The questions pertained to the quality of learning and the positive regard of the instructor as perceived by the students. Analytical methods included principal components analysis (PCA) to confirm that each group of questions was measuring a common construct, and correlation (Pearson’s r) of the constructs. We found that the effect measure was valid and that it was positively correlated with student learning outcomes.