111 out of 172

The collegian article may have been right in using the phrase "no proper consultation". Well, the online survey was the most proper one I could think of, with a combination of F2F assemblies and sincere exchanges with students during Lantern Parade workshops.

Though the numbers can speak for themselves...I find these reasons (excerpted from the survey) worth mentioning:

44 yr old student - In trimestral calendar, you can opt to load lesser units (to fit in your other priorities i.e. work, etc.)but at the same time you can finish the courses you programmed for the whole academic year. Let say for example, if you wish to complete 18 units courses for a year, instead of taking 9 units/sem, you can complete the entire load in a minimum of 2 courses/trimester equivalent to 6 units. By this lesser load, you can be more focused in your studies.

young mother -- It would be easier for me to manage my time, since I am also a mom. Plus, I have attention-deficit disorder and I lose interest easily.

female, married, working student --
It is ideal for me cause i can finish my studies earlier and continue on to another course or to a degree.

student transferee from another university--

The work load we get is not that much so we can ideally finish it in 3 months. I came from DLSU-Manila and they are tri-sem it makes studying more time efficient. 5 months for 1 semester is too long.

male, married, working student aged 20-30--

This would utilize the time more effectively, and since distance learning is different from residential learning, the trimestral academic calendar is suited for a busy distance learner.

off shore student--

Well yes, i'm a continuing student & working abroad. It will be an advantage for me if I will finish the program ASAP. Most specially, i'm planning to pursue further studies and eventually get a diploma.

female working--

I'll be able to spread the desired courses that I would like to take throughout the whole academic year without feeling overloaded by the units per semester and it may speed up graduating early.

above 40 years of age--
i am semi-retired and have all the time to study

transferee from another UP Campus

yes it may apply given that we have timely breaks. the issue i have here is that courses will be studied in a shorter timeframe and may prove to be difficult for both the FICs and students. also, this may affect other people who has planned tuition budgets per semester and may have problems paying tuition fees thrice rather than twice. one resolution though is to strictly enforce the rules of overloading. after all, with this system, the students have the option of distributing the load within three sems. it has it's advantages and disadvantages, but it just depends on how this will be implemented and how the students will be affected depending on their individual situations.

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I posted these here because I do not owe Isa, Lou+company, nor Collegian an explanation. I owe this to myself and students above (a few ones who have graduated and moved on...after yeeearrrs of studying) It is to them that current AA students should be thankful.  The needed program improvements, long overdue,  are now applied to the new batch. If only some may care to see it this way....

The survey involved many other questions which I just typed away cuz I just wanted to know who the hell my online students are! No manipulation was needed because my Google BF did all the stats and received all the info.
 

Open and High

I just came from a meeting with folks of the Quezon City Open High School. This was made possible through the initial connection between Sol of UPOU and Angelyn of ALS who is now a person in charge of putting together the online version of QC-OHSP.

Random thoughts....: I'd like to do  paper which will do the ff:
1) Present current state of OHSP: its identity as part of the ADM; goals; targets students
2) Current population
3) key issues and challenges
4) Future Directions
5) Access Points through which UPOU may assist and gain something in return

I need to do the above because perhaps somewhere I will be able to conceptualize my theses. I just need to remember that I have to take an equally theoretical stance and find that area of research.

I'm thinking in reverse and looking at 5)=access points: OHSP=
1) space to develop NSTP-LTS for UPOU undergrads
2) special projects for undergrads:
    BAMS/ BES materials development
3) space for practicum in online teaching and learning
4) special projects for MAED SS--CMS usage for standards-based curriculum and unit planning

what else....

I WOULD LIKE TO DEVELOP A FRAMEWORK TO ASSESS READINESS OF SCHOOL AND RESULTS WILL LEAD TO PATHWAYS=recommended model OF  OHSP....for any school which may want to develop theirs.


 

Thesis Idea-X-change

Below is an email I intended to send to a colleague but ended up sending it to another. I have to start somewhere, somehow, so here.

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I am now reading a lot about K12 online schools abroad. Then also had a prior meeting with Sol and a person from QC OpenHS seeking assistance.

In my readings I have come across this study/document: http://www.inacol.org/research/docs/iNACOL_IntnlReport2011.pdf

It includes data about the Phils (see p 55 and 56 of document)

The document also states this:

The report concludes with the country Profiles, which contain online and blended learning profiles

of all fifty countries in order alphabetically, by continent. It should be noted that the information

provided in each of the surveys is from one researcher’s point of view; some of the researchers

conducted interviews with both policymakers and practitioners, while others relied solely on the

published research about the field within their country.

In the country profiles, there is a summary which is accurate in some way but it doesn't capture DE existing practices at the Basic Ed level (perhaps bec online/blended versions started year 2011).

Obviously, I would like to do a paper which will do the following (and maybe reel in Sol and Angelyn=OHSP online version, if I can):

A) present the framework and overview of existing DepEd DE programs for secondary level students

B) provide an updated profile of DepEd programs in the Philippines for secondary level students

C) assess how these programs measure up to existing policies and practices abroad

D) recommend a reframing of existing programs

E) discuss current directions and future possibilities

F) identify action areas for future partnerships with UPOU

Basically, the paper seeks to answer:

What is the state of DepEd DE programs for secondary level students in the Philippines?

What areas of work can be addressed through future partnerships with UPOU?

My questions for you are:

1) What do you think of the above aims for this paper? Is Item C 'appropriate' and ethical? We have no local standards kase for DE in K12.

2) I want a mini study initially for the above. May I use (if permitted) the same questionnaire the original researchers used to gather data?

3) I am planning for a wider study, let's say I move on to do multiple case studies of selected OpenHS programs and homeschool programs using online learning

and get deeper into evaluation of program development plans, instructional content and delivery, student outcomes, partnerships etc for my future theses.

In your opinion, would this count as theses enough if I get into multiple case studies as a means to surface

challenges and issues in answer to questions such as these:

• To what extent have current DE programs achieved overall aims and goals?
• What are the current gaps in policies and practices?
• What are the challenges and issues which need to be addressed?
• What recommendations can be drawn from this study for future action/direction?
• What other models of K12 DE programs can be explored for local students?

In other words, for my theses, I'd like a kinda similar study done by this INACOL group--but with focus on the Philippines.

Once I get feedback from you, I shall bring this up with my theses adviser.

Thanks!