Ranulfo F. Cala
Philippine Science High School – Central Visayas Campus, Cebu, Philippines
Galeon, Garcia & dela Cruz (2019) conducted a study on the status in the implementation of e-learning and the competence of teachers/faculty in the integration of ICT in Cordillera Administrative Region (CAR) in the Philippines. The study is very relevant because this can be adopted by other institutions that opted to have e-learning due to the existing enhanced community quarantine caused by COVID-19.
There were 53 participants composed of open and distance education (ODE) teachers of various private and public agencies in Baguio/Benguet, academic management, and ICT staff of the state universities in CAR: Benguet State University and Ifugao State University.
The findings suggested that the majority of the faculty members were competent in developing e-learning courses even without assistance. Moreover, results also showed that the management had a high level of leadership and planning when it comes to e-learning, but still at the initial level. In addition, the leadership and planning were not properly complemented due to lack of ICT infrastructure, professional development, e-learning culture, and integration of ICT in the curriculum. In general, the status of the implementation had loopholes in terms of the level of management support.
With the results gathered, the authors concluded that teachers were competent in developing e-learning courses, but majority of the management supports were still at the initial stage. Thus, the authors suggested that the administration has to provide more support in enhancing and advancing the level of management support to turn these from initial stage to confident and mature stages.
With their suggestion, the authors came up and recommended an e-learning roadmap for ODE in four years (Figure 1). The roadmap focused on the areas that need more attention for improvement: leadership and planning, e-learning culture, ICT infrastructure, professional development, and ICT integration in the curriculum. These areas were also the categories found in the roadmap, which was adopted from Digital Learning Framework of the NCTE. Digital Learning Framework of the NCTE is tool to effectively integrate digital technologies into teaching-learning, and assessment.
Figure 1: A roadmap from initial stage to a matured e-learning in four years