Online Blended Learning for DLSU

Exploring Educational Platforms and Community Behavior to Support DLSU Online Blended Learning Initiative 1

Exploring Educational Platforms and Community Behavior to Support DLSU Online Blended Learning Initiative Christine Diane Lim

Abstract

Online Blended Learning is defined as a formal education involving partial learning through online delivery of

content, instruction; and partial face to face classroom combined with computer mediated activities. This

educational innovation is commonly rampant in first world educational institutions but rarely explored in

educational environments in the third world. In this study, we examine different educational technology platforms

that are currently being used in first world educational institutions in Asia and America, and see if this may be a

potential innovation to adapt in a high learning institution in the third world, particularly in De La Salle University

(DLSU),Philippines. This study is intended to support the research initiative of the Associate Vice Chancellor for

Academic Affairs (AVCAA) who is currently exploring Online Blended Learning as a potential learning change in

the Lasallian Community. Comparison Technique is implemented in order to examine the roles and reviews of

the top educational technology platforms used for Online Blended Learning in the above mentioned regions.

Furthermore, Sampling Technique is also used in order to gather behavioral feedback from the DLSU Faculty

and Students per college on potential implementation on this new learning innovation. Findings indicate that

online synchronous learning may be more appropriate for the academe as best practice suggests for stronger

governance and collaboration between faculty and student considering a potential pilot implementation. However,

culture of the academe based from sampling indicates that students prefer asynchronous learning environment

across all colleges. Though most students and faculties accept e-learning in general, content management

delivery and training are deemed most essential to their respective college needs.

Keywords: Online Blended Learning; Education; Technology; Platforms; Asia; Virtual Classroom; Internet;

1.0 Introduction

The Associate Vice Chancellor for Academic Affairs (AVCAA) exhausts its efforts and initiatives towards

formation and community engagement to help DLSU improve being an institution for higher learning.

Given that this is the chief academic office responsible for “encouraging and promoting new programs,

educational changes, and innovations for providing leadership and guidance in the academic programs,

services and all academic endeavors of the university” as lifted from the official DLSU website , it is truly

vital to consider in their researches to look into the current learning innovations different academic

communities from all over the world to benchmark its current learning strategies from. In the past years,

significant change has occurred in learning. Once viewed as rigorous, difficult, and complicated way to

complete; faculties and students now recognize that time and technology have evolved to accept the

development and delivery of high quality online courses to now become substantial and predominantly

effective especially in the K-12 setting in the United States. Online learning takes on several forms-

including fully online courses, hybrid, or blended courses that contain some face to face contact time in

combination with online delivery, and technology enhance courses, which meet mostly face to face, but

incorporate technology into the course.

AVCAA has chosen specifically Online Blended Learning as the form of online learning to explore in its

research towards assessing which educational technology platform can best suit the culture of the

academic institution. This research considers aiding AVCAA in gathering reviews and concluding from

existing literatures which among the top educational technology platforms from the top universities of

Asia and America practicing Online blended learning are most valuable and effective. Given that this will

be used in DLSU, this will lead to improved educational services and furthermore, DLSU can be more

adept in the application of technological advancements in the field of education. This paper aims to

present best educational platforms being utilized by top university based on results of current research

initiatives related to this study and provide support academic behavior towards blended learning

evaluation on its effectiveness. Furthermore, the following research methodology will be used:

Evaluating or Criticizing

The role of educational technologies in academic communities will be evaluated along with the quality it

offers in the respective colleges. In being more specific, we are limiting our study to assess educational


technologies for online blended learning belonging to the top 3 universities in the Asia and American

Region.

Evaluation Criteria will include statistics on its features such as ease of use, variety of features, display

loading speed, etc. For a complete list of the evaluation criteria, please refer to 4.0 Scope and

Limitations.

Survey Sampling

Furthermore, through survey sampling technique, a sample of 10 students and 2 faculties per college

will be administered containing behavioral inputs on their perspective towards Online Blended Learning.

Data gathering will include their attitudes towards the use of Online Blended Learning technologies,

expectations, and their respective technology asset readiness.

Lastly, the purpose of this study is to be able to assist the BOLFC (Blended Online Learning Framework

Committee) in their decision making to leverage Online Blended Learning in the academe

In being more specific, this study aims

to provide assessment on educational platforms used by top universities based from existing

literature and studies

to illustrate different implementations of blended learning and obtain success factors in which it

best operates

and to provide sampling results on academic community’s behavior in considering online

blended learning for DLSU

2.0 Overview of Literature

2.1 Concept of Online Blended Learning

2.1.1. Definition

Online Blended Learning now takes on different forms including the use of technology to

enhance traditional face to face learning. It has now evolved to a hybrid class that combines

both face to face meetings and online work with fully online credited courses. These virtual

learning innovations have effectively grown- both in synchronous and asynchronous online

learning. (Pratt and Palloff, 2007) A blended course is a kind of teaching innovation that offers

advantages over the traditional form of didactic lecture where learning is seen as a one-way

transfer during classroom time. Basic concepts can be taught through online video lecture,

online interactive exercises and online discussions in a self-paced, asynchronous mode.

Synchronous refers to the teaching and learning activity happening at the same time, real time

while Asynchronous would refer to its opposite meaning interaction is not live or in real time.

Messages are sent at one time and response from learner is given later.

In online blended learning, students’ mastery of lower level knowledge can be assessed

through online/in-class assessments. The traditional classroom time can then be turned into

highly interactive sessions where students can apply what they have learnt online into other

situations or develop their higher order thinking through the interactions between instructors-

students or among their peers depending on the chosen strategy for Online Blended Learning.

(Center for Enhance Learning and Teaching, 2014)


Figure 1 from Harvard University paper authored by Charles Maguire further illustrates the

relationship of the traditional and distance learning being mixed together to reflect Blended

Learning which gives more appropriate delivery techniques and technologies to achieve

desired learning experience. Online Blended Learning is the utilization of different delivery

technology or modes and the inclusion of face to face meetings at some point of the course.

Online Blended Learning can be regarded as Synchronous or Asynchronous depending on the

academic institution. The following technologies are utilized in the two kinds of online learning:

Synchronous physical mode (direct face-to-face live human contact)

Instructor/teacher led classes, lectures and conferences (participants

assemble in one place)

Hands-on laboratory activities and workshops (participants assemble in one

place)

Field Trips (participants assemble in one place and move together)

Local face-to-face activity in a distance learning program (participants gather

at the assigned centers, with a local facilitator at each site)

Synchronous virtual mode (two-way real time interactivity, seeing each other on screen)

Video conferences (Main technology: participants gather at multiple learning

centers in real time)

Audio link is always an option or backup to be integrated into a virtual

conference

Video Streaming for maximum outreach and flexibility (also called

Webcasting). Can be requested together with virtual classroom connection at

extra cost

Other supplemental features include Instant Messaging or Chat (written

form)

Self-paced asynchronous mode (not live)

Email (for communication and attached files of modest size)

Participating in an e-discussion forum

Web searching, reading of information and knowledge, downloading files

Study an e-Learning course hosted by a website, or a Learning Management

System (LMS), such as WebCT or Virtual Learning Environment (VLE)

Conduct/complete survey/test/assessment online

Off line (this function is important when Internet connection is expensive or

not always available)

Study an e-Learning course stored on a CD-ROM

2.1.2 Challenges on Online Blended Learning

Although constantly developing, the shift to online blended learning continues to pose

challenges to instructors and their respective institutions. Some faculty members still believe

that the online classroom is no different from the traditional one. However, others feel that


online classroom is rigorous that students have difficulty keeping up with the course. The

following are challenges encountered when considering online blended learning according to

Lynette Porter (2007):

a. Instructor and Student Readiness and Participation

There is a tendency for students to have no or minimal participation on the part of one

or more students due to information overload. Furthermore, there is a tendency as

well for online classrooms to have poorly managed or poorly organized information.

Instructor response for this is to be able to make that students are posting to the

appropriate discussion forums. There is also difficulty in terms of conflict resolution in

the virtual classroom. Unlike traditional classrooms that the educator can facilitate and

discipline the class, it may be challenging in the virtual environment. There are also

times when some students encounter technical difficulties. Some are also not

comfortable to raise sentiments due to concerns about privacy and exposure. Some

students may also be excessively engaged to the extent of over posting and may

cause irritation with other students who may not be able to keep up with the pace of

the discussion.

b. Online Security

As computer virus and other cybercrimes are proliferating in the internet, there are

three major areas of concern in securing online courses and programs: security of

hardware, information, and administrative functions. Hardware security includes

network used in campus, action of the users within the network and intrusion of those

outside the network. Information security deals with computer devices that are able to

access the campus network and the communication that goes on between the users.

Administrative security includes protecting the rights of the users. The use of antivirus

software, personal firewalls, and anti-spyware programs by both faculty and students

as well as careful monitoring of passwords and limited use of personal information in

the course may help secure information that is transmitted as part of an online course.

c. Enrollment Marketing

More importantly, universities have traditionally have provided learners with an

opportunity to think and visualize how they want their learning to be and encourage

ideas in the academe. Learners who want a well-rounded education may prefer a

more traditional experience for instance, in the college of liberal arts, it is important to

have traditional institution than an online course. Nevertheless, the role of tradition

academic institution is changing and colleges and universities will have to compete

with a growing number of other educational providers or vendors. This change creates

promotion of even higher quality innovative learning that in effect, helps improve

quality of instruction and important resources to avoid redundant services. As online

learning provides more flexibility for learners in the ways and times they learn,

academes should develop more interest in lifelong learning. Society demands for its

citizens to develop new skills as the marketplace changes and as society becomes

more technologically sophisticated.

d. Budgeting and Staffing

The approach to budgeting is dependent where the program shifts from full time

online learning at a fixed physical location and time, to blended learning, where

course can be considered to be taught by part time. There is also a need to set aside

sufficient funds to either build or buy online content to support the program. The

content choice is critical and can be costly, depending upon the degree of

responsibility for instruction that is defined. Universities must also consider end user

devices (laptops, tablets, etc.) internet connectivity, licensing of the information

management, possible synchronous web platforms. Budget for marketing and

promotion on blended courses should also be considered. Most costs are invested in


instructional and administrative staff. Online teacher compensation models vary

significantly, with some employed at the same rate as traditional classroom teachers,

while others are employed as adjuncts and compensated per course or per student

enrolled in each course. Lastly, decisions on compensation models for online

programs or school leaders vary, but recruitment can be challenging, as the pool of

teachers with deep, successful experience in online or blended classes is limited.

e. Program Evaluation

Because online and blended learning is still relatively new, online schools sometimes

have to demonstrate quality and results in ways that may exceed the requirements

that physical schools meet. One way that online schools address quality and

performance concerns is by building an evaluation process into the strategic plan and

conducting regular program evaluations. Program evaluations aim to answer this

basic question: is the program meeting its mission and goals, as well as the

expectations of the stakeholders and community?

2.1.3 Elements to Consider

Despite its challenges, Harvard University stresses on blended learning becoming increasingly

important due to its accessibility, flexibility, and cost savings. (Maguire, 2005), the following

elements to online blended learning should be carefully assessed in order to address these

challenges:

a. Time Online vs. Offline

The amount of time required for the participation of both the student and faculty

should be carefully assessed. How much time should be considered in offering an

online course is vital to ensure accountability from both instructor and student. Merely

posting a material online and walking away for a week is not considered the best

learning online. One of the concerns in the early online classes are that some

instructors made no effort to log back to the course and monitor progress or

discussion among its students. There is a strong need to check the course site at

least once a day or if not, more in order to respond quickly to discussions, posts, and

to make the presence of the instructor felt. However, accessibility does not

necessarily equate to 24/7 instructor services. Boundaries and Time alignments

between instructor and student must be set to engage in healthy online community

discussion at real time or if in asynchronous environment, at a given time deadline.

b. Asynchronous or Synchronous Environment

Based on experiences of virtual learning in the United States, asynchronous learning

is most preferred for online teaching. This allows the community to allow participants

to log on to the class or discussion at any time, think about what the lecture is about

and post their responses at their preferred time. However, recent advances in

synchronous learning prove increase in skill among students as well.

The challenge for synchronous learning is to coordinate time with dispersed groups

but still considering all their voices to be heard. This is much more popular for those

classes that would need meetings through technologies such as Cisco WebEx. This

entails real time screen sharing and conference call. Synchronous education is best

when all participants are in the same time zone, creating ease of access and minimal

inconvenience.

Meanwhile, the challenge for asynchronous learning, being that it is done offline

implicated longer periods of time. A weekend workshop may be stretched to a week if

done over online to allow full participation and feedback. The amount to be discussed

must undergo careful planning to make the online course more manageable in such


all participants have an opportunity to read and respond. Strict guidelines should be

established and routinely due dates are essential for discussion posting.

c. Amount of Information Shared

Overwhelming online materials can also cause students to be overwhelmed with

information. Some instructors or students are also sensitive to the amount of time

spent when using technology. If in front of a computer for hours, this may cause some

individuals to be prone to dizziness or headaches and other health related issues on

computer use. Attention Span is also a factor to consider when holding online

courses. As much online learning provides flexibility, student and instructor

responsibility must also be taken to account for. Furthermore, students also report on

communication loss in terms on following the discussion threads due to the

information overload posts.

d. Cost and Budget

The consideration for cost and budget for online blended learning is heavily

dependent on course fees, faculty compensation, and infrastructure.

Course Fees

From previous online learning runs, students and parents have complained

the justification behind why F2F classes are of same rates with online

courses despite not having faculty interaction with the students. Studies from

university studies suggest that students should see a high degree of faculty

involvement and in order to feel what they are paying for. However course

fees that are not visible to students such as course re-design resources and

re-design time have to be factored. Additional costs will be incurred for in-

house developed VLEs where in media specialists and instructional

designers may have to be compensated.

Instructor/ Faculty Compensation

Although faculty time face to face has been reduced, administrative efforts

such as receiving and responding to a greater number of emails, researching

new knowledge to assist with the development and revision of the online

course, learning to use the software, facilitation the class, holding more office

hours and grading student work has increased.

Infrastructure

These include labs, wireless technology, software, and help desk facility.

The provision of online learning options may not be less expensive for the institution.

Although the institution saves money on the use of classroom space and electricity,

costs that include technology, transmission, maintenance, infrastructure, production,

support, and personnel need to be considered (both tangible and intangible cost).

Tangible resources are hard costs such as hardware, software, and faculty salaries-

items that have specific value cost and can be budgeted. Intangible resources are

elements such as training and support.

2.1.4 Success Factors

Many academic institutions and instructors are swayed by aesthetics and sales marketing of

fancy software package or the newest technologies that the user part is often sacrificed. They

require features such as ability add audio and video to course site, desktop video conferencing,

synchronous chat, but amidst the applications, they are only good and useful if the participants


are able to use it correctly and with ease. In considering technology educational platforms, the

real question is not whether the course can be done online by what is the best media mix to

achieve the goals of the course within the constraints of the available resources or geographic

dispersion of the students. The following are identified success factors according to Virtual

Classroom Strategist authors’ Palloff and Pratt:

a. Functional Online Facilitation and Instructor Management

This includes Methods, Materials, Time Plan, Facilities, Equipment, and Facilitators. It

is the skill of the instructor as a facilitator that drives the effective development of the

learning community and promotes satisfactory learning outcomes for the class. There

are four basic steps involved in creating an effective syllabus for online delivery: (1)

Defining outcomes and objectives (2) Choosing the appropriate reading material,

assignments, and tasks (3) establishing topic driven course outline, (4) Developing

and aligning assessment of activities with outcomes and objectives

b. Technological Infrastructure and Easy Navigation

The software chosen should not have to spend time navigating through several steps

in order to post feedback or respond to a discussion thread. Users should have

access to a computer, ability to connect to an internet, a computer with enough

memory and speed to allow for access and to and navigation of the course site.

c. Visually Appealing

The ability of a visually appealing site creates heightened interest on the part of the

participants. Online learning websites may consider using colorful banners, color

within postings, and graphics to keep students engaged. For learners who are more

visually oriented, this can be a useful way of maintaining their interest and keeping

their attention span. In addition to the banners and graphics, the participants’ ability to

represent themselves visually on the course site allows them to express their

personalities, ideas, and ideals to establish their social presence. Creative activities

within the online classroom such as creation of student home pages, biographies,

pictures, may build online presence. This helps create relationships and promote

community building with each other. It is truly difficult to relate with people through

pure words on the screen. Having photos or visual images help embody a better

message across.

d. Course and Time Management Planning

Conrad and Crowell (1997) suggest setting a program in gaining control for online

classrooms. Instructors must set time each day to read and respond to messages.

Furthermore, guidelines must be set in terms of the messages that should be posted

online. Instructors have note that the time involved in online class is related to factors

such as the number of students enrolled in the class, the level of comfort with the

technology on the part of instructor and students, the technical difficulties and the

degree to which the discussion is an expected part of class activities.

e. Content Management

Regardless of the platform chosen, the following elements should be present in the

course site in terms of content

A welcome area to include important announcements and additional guidelines

that may be applicable or brought about in the middle of the course proper

A social area or forum that members can interact at a personal level to discuss

thoughts or perform collaboration outside the course materials (e.g. discussion

boards or threads)

Course content areas that are arrange the way the syllabus indicates


An area or forum on the site where reflections or learning applications can be

uploaded or discussed. This can also be a venue for the course evaluation

proper.

An area for students to raise their questions or concerns

An area where students are able to post their assignments

Directly quoting from Diaz and Strickland of EduCause-

“It is important to emphasize that a successful blended learning instructional

implementation is correlated with several factors. Success is highly dependent upon

an institution’s ability to support the blended instructional model and the existence of a

high-quality, well-designed (and supported) faculty development program.”

EduCause is a nonprofit association whose mission is to advance higher education by

promoting the intelligent use of information technology.

2.1.5. Benefits of Online Blended Learning

With all these success factors considered, benefits that would result out of a successful

implementation online learning would enable to students to learn at their own place, learn in a

convenient location, participate in the programs of the universities without having to relocate,

learn to their preferred mode of learning, practice working with different technologies, and most

importantly, learners are able to practice independent learning without the spoon feeding from

the instructors. Learners themselves must take responsibility for participating in the programs,

completing assignments, getting information and developing their skills. Usually, students

would find this as a more exciting challenge for them instead of having an educator to instruct

and micromanage. One of the important highlights of online blended learning is the sense of

collaboration between the educators and the students. With online blended learning, society is

more open to change the way how education and training is perceived. Furthermore, a sense

of community in a hybrid course can actually be stronger because of a reduced sense of

isolation created by even occasional face to face contact. This type of course appeals to more

dependent learners who rely on direct instructor contact to support their learning process.

In the perspective of the administration, blended learning model offers a new way to meet

internet generation student expectations for a more technologically enhanced pedagogy

especially towards scheduling. It also has the potential to produce time and cost savings while

improving student engagement and access instead of investing time online with social media

engagements. Lastly, it may also have the potential to reduce burden on physical space

constraints. Twice as many class sections could be accommodated in a model where courses

are scheduled to meet alternatively during the week, 50% online and 50% face to face.

2.1.6 Institution Readiness Criteria for Online Learning Platform

As e-learning becomes useful to learning institutions worldwide, an assessment of e-learning

readiness is essential. Success in e-learning can be achieved by ensuring end to end

readiness criteria of environment in which the online blended learning it will operate. The below

institutional components benchmarked from EduCause Learning Initiative may serve as a

guide on the new instructional delivery model in aiding BOLFC. Infrastructure readiness may

be achieved if each key area statements are satisfied.

Institutional Planning

Blended learning is a good fit with the character and mission of the institution

Goal and Objectives set for blended learning are evident to the institution’s

constituents- including admin, faculty, and students

Clear and Articulated mission and strategic plan aligned with the campus

community


Dedicated Leadership Support for the Blended learning initiative

Shared vision from the top administration to support campus wide initiative

Course or Program Pilot in plan to test the model before large scale

implementation

Infrastructure Planning

Campus is equipped with robust technological infrastructure to support blended

learning

Accessibility to university information and network services

Well-equipped campus labs with multimedia production support

Centralized deployment of VLE platform across all departmental units

Marketing

Clear definition of online blended learning to communicate across stakeholders

both internally and externally

Complementary research and analysis support for the blended learning initiative

Instructor Support

High Instructor Level Interest to pursue new instructional delivery mode

Institution supports instructors via incentives, rewards, and training needs in

preparation to teach in the blended mode

Faculty Development Program on Blended learning considered

Education of instructors regarding adherence to copyright law and fair use

practices

Quality Assurance

Assessment on high quality standards for course and instructor

Presence of accrediting agencies to certify online blended framework according

to high learning standards

Learner Support

Orientation/ Training for students and Help Desk Facility to Support

Equipment readiness and accessibility to the VLE platform

2.2 Best Practices of Online Blended Learning Platforms in Asia and America

The chosen best practices from Online Blended Learning were considered basing from the top

academic institutions within the Asia and America Region’s use.

The following educational technologies’ information were all gathered from their main websites

-including reviews and commentaries of students and faculties practicing the technology within

their main page.

2.2.1 EdX [Open Source]

The colleges and university that comprise edX consortium are among the best in both the

America and Asia Region. Currently being used by Massachusetts Institute of Technology

(MIT) (Top 1 in America), Harvard University (Top 2 in America), The Hong Kong University of

Science & Technology (Top 1 in Asia), etc.)

EdX is a massive open online course (MOOC) platform founded by the Massachusetts Institute

of Technology and Harvard University in May 2012 to host online university-level courses in a

wide range of disciplines to a worldwide audience at no charge and to conduct research into

learning.

EdX offers interactive online classes and MOOCs from the world’s best universities. Online

courses from MITx, HarvardX, BerkeleyX, UTx and many other universities. Topics include

biology, business, chemistry, computer science, economics, finance, electronics, engineering,


food and nutrition, history, humanities, law, literature, math, medicine, music, philosophy,

physics, science, statistics and more. EdX is a non-profit online initiative created by founding

partners Harvard and MIT.

Features

1. Self paced learning

2. Wiki Based Collaborative Learning Assessment

3. Short Video Uploads

4. Activity Learning Exercises

5. Real Time Slide Sharing

6. Tutorial Videos

7. Online Discussion Forum

8. Certificate of Completion

Maintenance and Set Up

Creation of account and Browser Set up only required

Can be accessed in edX Platform Repository located at http://code.edx.org/

Help and Support

Mostly self-help based given that it is an open source software.

Comprehensive FAQ corner on the main edX website, however no readily available

resource to assist in trouble shoot.

Compatibility

Can support any operating system. Browser works best with Firefox and Chrome.

Note:

Currently, the open-sourced edX software is intended to be used by developers who will

contribute towards the platform development efforts. While some edX partner organizations are

using the platform to host their own content, they don't encourage organizations outside of the

partnership group to do so at this point. Check on the website may be needed for updates as to

when participation models will be expanded and become available.

2.2.2 Moodle [Open Source; PHP Learning]

The universities currently using Moodle are mostly rampant in the America region namely MIT

Teacher Education Program (Top 1 in America), University of California, University of Georgia,

University of York in the Europe Region and for Asia, Yamaguchi University in Japan.

Moodle (acronym for Modular Object-Oriented Dynamic Learning Environment) is a free

software e-learning platform, also known as a Learning Management System, or Virtual

Learning Environment (VLE)

Features

Moodle has several features considered typical of an e-learning platform, plus some

original innovations (like its filtering system). Moodle is very similar to a learning

management system. Moodle can be used in many types of environments such as in

education, training and development, and business settings.

Some typical features of Moodle are:

1. Assignment submission

2. Discussion forum

3. Files download

4. Grading

5. Moodle instant messages

6. Online calendar

7. Online news and announcement (College and course level)

http://code.edx.org/


8. Online quiz

9. Wiki


Based from rates and reviews, Moodle is regarded as stable as it is able to handle high

loads of data. It is extensible as it allows addition of module user requires. Moodle is also

customer as there are many options available in order to adjust based on user preference.

The basic requirements for Moodle as follows (directly lifted from Moodle Installation

Requirements)

Hardware

o Disk space: 160MB free (min) plus as much as you need to store your materials.

5GB is probably a realistic minimum.

o Backups: at least the same again (at a remote location preferably) as above to

keep backups of your site.

o Memory: 256MB (min), 1GB or more is strongly recommended. The general rule

of thumb is that Moodle can support 10 to 20 concurrent users for every 1GB of

RAM, but this will vary depending on your specific hardware and software

combination and the type of use. 'Concurrent' really means web server processes

in memory at the same time (i.e. users interacting with the system within a

window of a few seconds). It does NOT mean people 'logged in'.

Software

o An operating system. Anything that runs the following software; although the

choice will most likely depend on the performance you need and the skills you

have available. Linux and Windows are the most common choices (and good

support is available). If you have a free choice, Linux is generally regarded to be

the optimal platform. Moodle is regularly tested with Debian, Ubuntu, CentOS,

RedHat, Windows 7/2012 and Mac OS X.

o Web server, primarily Apache. Not fully tested (or supported) but should work are

IIS, lightttpd, nginx, cherokee, zeus and LiteSpeed. Moodle will refuse to install

on any other web server. Your web server needs to be correctly configured to

serve PHP files.The version is not critical but try to use the newest web server

build available to you.

o PHP - The minimum version is currently 5.3.3. A number of extensions are

required; see the PHP page for full details. Installation will halt at the environment

check if any of the required extensions are missing. If available, PHP 5.5 and

newer contain OPcache which is recommended (you can ignore the environment

check for this if not available).

o A database. MySQL and PostgreSQL are the primary development database, the

most comprehensively tested and have extensive documentation and support.

MSSQL is fully supported (note that optional plugins may be untested with these

databases) but documentation and online help are not as comprehensive as

MySQL/PostgreSQL. Oracle database is not fully supported and is not

recommended. If in doubt use MySQL (more documentation) or PostgreSQL

(better stability/performance). You will need the appropriate PHP extension

(configured if need be) for your chosen database.

MySQL - minimum version 5.1.33

MariaDB - minimum version 5.3.5 (drop-in replacement for Oracle's

MySQL)

PostgreSQL - minimum version 8.3

MSSQL - minimum version 9.0


Oracle - minimum version 10.2 (not recommended)

Minimum browser for accessing Moodle: recent Firefox, Internet

Explorer 9, Safari 6, recent Google Chrome 11 (lower versions may

work but are not fully supported)

Help and Support

No dedicated resource as well to support Moodle Trouble Shooting.

Only Moodle 2.6 Support Documentation for Moodle Developer is available

Compatibility

Can run in any operating system

2.2.3 Coursera [Closed Source]

Coursera is a for-profit educational technology company offering massive open online courses

(MOOCs) founded by computer science professors Andrew Ng and Daphne Koller from

Stanford University.

The website provides free online courses including Humanities, Medicine, Biology, Social

Sciences, Mathematics, Business, Computer Science, and others. Each course includes short

video lectures on different topics and assignments to be submitted, usually on a weekly basis.

In most humanities and social science courses, and other assignments where an objective

standard may not be possible, a peer review system is used. Web forums are provided for

courses, and some students also arrange face to face study meet-ups using meetup.com, or

online meet-ups.

Features

1. Course Browsing

2. Course Searching

3. Course Enrolling

4. Personal Course Dashboard

5. Video downloading and streaming

6. Video Speed changes

7. Syllabus Access

8. Homework, Quizzes, Exams

9. Governance on Course Policies

10. Peer Assessments

11. Discussion Forums

12. Statements, Certificates and Course Records


Information is not provided in main website

Help and Support

Comprehensive Coursera FAQ Corner categorized by feature commonly encountered

issues.

Technical Support Team readily available for troubleshooting and advice

Compatibility

Can run in any operating system and can also run in mobile and handheld devices.

Best ran in Linux and Mac OS X operating system.

Not available in sanctioned countries declared by the United States (eg. Cuba, Iran,

Sudan)

2.2.4 Blackboard [Closed Source]

This is a commercial closed source virtual learning environment being used in the America

region.


The Blackboard Learning System is a virtual learning environment and course management

system developed by Blackboard Inc. It is a Web-based server software which features.

Features

1. Course management

2. Customizable open architecture, and scalable design that allows integration with

student information systems and authentication protocols.

3. Announcement

4. Discussion Forum

5. Blog/Journal Corner

6. Giving of Student Grades

7. Dropbox Sync

8. Push Notifications

9. Task List

10. Student Roster


It may be installed on local servers or hosted by Blackboard ASP Solutions

Help and Support

Available IT Help Desk and System Administrator

Comprehensive FAQ and Help Documentation for Student Navigation

Compatibility

Can run in any operating system and blackboard mobile

2.3 In House VLE Developments

Case studies from third world countries illustrate that online learning platform are mostly

developed in house though not designed for blended learning but primarily for Distance

Education. These in house developments were lifted from Baggaley, J. and Belawati’s Distance

Education Technologies in Asia:

Sri Lanka – Lanka Educational and Academic Research Network (LEARN) in Sri Lanka

Institute of Distance Education (SLIDE)

LEARN, the learning management system used for SLIDE only comprised of two sections-

Mathematics and Humanities. The learning system included self-study learning materials

(audio, video, websites); occasional face to face support (tutorials, workshops, seminars, and

lab exercises), e-mail communication between students and tutors; counselling and

assessment.

Methods of measurement on its effectiveness were done through assessment surveys,

developmental testing, and pre/post testing.

Thailand- Sukhothai Thammathirat Open University(STOU) Learning System

Studies at STOU are not confined to traditional classrooms. The STOU distance learning

system makes quality higher education accessible to all, providing students with the freedom to

study and interact according to their individual circumstances and locations. Courses are

developed by course teams and then delivered to students through distance media.

Currently, STOU makes use computer based approached via their online LMS where they

practice asynchronous learning. They contain the same number of units as print-based

courses, but the online environment allows more collaboration and student-teacher interaction.

The units (called modules) contain both individual and group tasks.

Supplementary media are also utilized in support of the LMS during F2F Sessions:

Radio programs


Public television programs

STOU Channel – the university’s own C-band satellite TV station

Satellite radio

Audio tapes/CDs – recordings of radio programs

Video CDs/DVDs – recordings of TV programs

Media on demand – audiovisual resources available through the STOU website

Online e-learning resources

Multimedia CDs – offline e-learning resources, mirroring those online

Tutorial sessions – face-to-face interaction; also via webcast, satellite video link

E-tutorials – recordings of tutorials accessible through the university website

M-learning – resources tailored for study via mobile devices; under ongoing developme

Philippines- eUP- University of the Philippines Open University

The UP Open University or UPOU is the fifth autonomous university of the UP System. It was

established through in 1995 to provide wider access to quality higher education through

distance education. The university envisions to develop in students the discipline and capability

to become lifelong learners who are at home in today's knowledge society. The UPOU has

been declared by the Commission on Higher Education (CHEd) as the National Center of

Excellence in Open Learning and Distance Education in recognition of its achievements in this

field and its vital role in pushing the frontiers of learning in service to the Filipino nation. UPOU

has course sites or “virtual classrooms” where students and teachers log in to discuss the

lessons as well as do other learning activities. Academic interactions, submission of course

requirements, online quizzes, chats and other online activities can be done in the course site.

The eUP is the course site being used by the open university that aims to integrate,

interconnect, and harmonize ICT systems and infrastructure across all UP campuses to

support UP’s thrust of academic and operational excellence. One of eUP’s components is

SAIS, which stands for Student Academic Information System. Its primary purpose is the

management of student-relevant and -related data. Included in the SAIS are student, faculty,

and alumni information.

3.0 Problem Statement

With all the promising results online learning has to offer, instructors and students still experience a

whole new set of physical, psychological and emotional issues on the use of new technological

platforms such online blended learning tools along with the educational issues surrounding it. The

AVCAA, being the office for academic support endeavors currently have various research initiatives to

achieve its mission to look for learning innovations to address these. One of these research initiatives is

to promote the educational innovation called online blended learning which entails students learning in

the virtual and traditional classroom. This learning innovation is significant that representatives from all

colleges have collaborated as one committee to lay down ideas, suggestions, and concerns that this

potential change affecting the DLSU learning community. This committee is called the Blended and

Online Learning Framework Committee Members (BOLFC). It aims to assess readiness and create a

working framework for Online Blended Learning in the academe in terms of technology, student teacher

readiness, and administrative support. The committee comprises of the following members:

College/Department Representative

Associate Vice Chancellor for Academic Affairs Dr. Dr. Raymund Sison

College of Education Mr. Jasper Alontaga

College of Engineering Mr. Rumel Atienza

College of Computer Studies Dr. Lloyd Espiritu

College of Liberal Arts Mr. Gerardo Marciano

College of Science Mr. Michael Ples

College of Business Ms. Maria Andrea Santiago


While BOLFC is continuously strategizing and brainstorming on its mission/vision, potential constraints,

and framework, they are in need of support to carefully assess the different online blended learning

technological platforms that first world countries are currently exploring for benchmarking purposes.

Currently, online blended learning is heavily utilized in the first world setting but rarely in the third world.

Thus, the academe’s perception towards online blended learning may also be an area to consider upon

implementing this learning innovation.

How can online blended learning be leveraged in the DLSU academe based on current educational

platform assessment studies and considering academic community behavior?

4.0 Scope and Limitations

The AVCAA are already currently exploring their top learning platform choices namely Moodle, EdX, and

Coursera. Other educational technology platforms that may also be a potential learning platform to

consider are also introduced, based on rates and reviews from current literature, namely, Blackboard,

and In House developed Virtual Learning Environments.

We evaluate the different Online Learning tools in terms of the following criteria:

Features- Ease of Use, Variety of Features, Interface, Security,

Maintenance and Set Up- Installation, Role Privileges, Hardware and Software

Requirements, Language

Help and Support- Tutorials, Technical Manual, Online Support

Compatibility- for Windows 7/ Vista/ XP, and Mac OS

For sampling survey the respondents are limited within faculty and students belonging to De Salle

University Manila.

5.0 Methodology and Conceptual Framework

The following research methodologies will be used:

Evaluating or Criticizing

We evaluate the role of educational technologies in academic communities, and weigh the quality it

offers in their respective departments. In being more specific, we are limiting our study to assess top

educational technologies for online blended learning belonging in the Asia and American Region.

Evaluation Criteria will include statistics on its features such as ease of us, variety of features, display

loading speed, etc. For a complete list of the evaluation criteria, please refer to 4.0 Scope and

Limitations.

Sampling

Furthermore, through and a sample of 5-10 students and 2 faculties per college will be collected for

behavioral inputs on their perspective of Online Blended Learning to be applied in the academe. Data

gathering will include attitudes, expectations, and learning environment preference towards the use of

Online Blended Learning technologies,

Figure 2. Conceptual Framework Model


Critical Review of the Literature will be based on the current existing literature surrounding online

blended learning in the Asia and America top 3 universities practicing virtual classrooms. Gaps in the

current traditional face to face learning will be explored in order to contribute to the existing field of

knowledge of exploring online blended learning if applicable in the DLSU academe, Philippine setting.

This will be in forms of data, analysis and results through educational technology platform evaluation

and sampling technique for behavioral data.

6.0 Analysis /Discussion of Results

6.1. Blended Learning Technologies

Table 1 contains rating and scores based on the comprehensive rates and reviews from the discussion

forums of the respective learning platforms presented. Score scale being 5 as the highest and 1 as the

lowest.

Table 1. Educational Technology Platform Ranks

Platform Features Maintenance

and Set Up

Help and

Support

Compatibility Score Rank

edX 4/5 2/5 2/5 5/5 13/20 4

Moodle 4/5 5/5 3/5 5/5 17/20 2

Coursera 5/5 4/5 5/5 5/5 19/20 3

Blackboard 5/5 5/5 5/5 5/5 20/20 1

Note: Ranking is based on personal assessment rooted from current literature reviews of the VLEs.

Conclusions from literature indicate that:

Open Source Platforms such as Moodle and edX may contain basic features for online

learning however will have issues in terms of help and support. In house developers to

study the open source documentation may be needed to provide direct support to the

learning platform stakeholders.

Closed Source Platforms such as Coursera and Blackboard, though comprehensive on

features and support will have issues on cost and geographic constraints on maintenance

and set up and support.

Most main websites of top VLE platforms across Asia and America do not contain

comprehensive/ complete information about their respective platforms. Most reviews are

obtained from student and faculty blogs that speak about their individual experiences in

using the educational platform. The most comprehensive information obtained with

regards to its platform features, maintenance and set up, help and support, and

compatibility is Moodle.

Alternatively, BOLFC may consider building an in house VLE (Virtual Learning Environment) instead of

exploring open source and closed source VLE platforms. In the Asia Region especially for third world

countries, schools are prone more to using in house developments for online learning instead of

purchasing vendor VLEs. At present, DLSU-Manila’s Center for Educational Multimedia (CREM) trains

faculty members in the proper use of the Integrated Virtual Learning Environment (IVLE). This learning

platform may be further tapped and maximized as it allows the creation of course calendar, discussion

forum, distribution list, lecture plan, chat room, subscription services, assignment repositories, staff

homepages and a frequently-asked question builder. Through IVLE, teachers can also post lesson

plans, give and collect assignments online and provide links to relevant web sites. Students can even

take tests online which are automatically corrected by the program. This already provides the basic

elements needed in a virtual learning environment. Based from sampling interviews, currently, IVLE is

not being utilized and if it is, usually it is only used for examinations. Moreover, students become prone


to cheating, thus the need for stronger governance from the faculty or at least have the examinations via

traditional face to face. The top ranking online learning platform tools mostly started as in house

developments in the respective university which they operate. (e.g. MIT’s edX and Stanford’s Coursera).

In the Philippines, the University of the Philippines also practices online learning called the University of

the Philippines Open University (U.P.O.U.). However, this is a public distance learning institution and

Research University headquartered at Los Baños, Laguna. Currently, no universities/ learning

institutions in the country are practicing blended learning model with their in-house developed VLEs if

any.

6.2. Academe Behavior towards Blended Learning

A sampling survey was conducted that examined the level of technical competency and accessibility

among teachers and students, and their attitude and perception towards the use of e-learning.

Results as follows for student perspective:

A

Sampling results on student behavior towards online blended learning indicate the following:

Accessibility is not an issue for the students

All colleges are open to online blended learning with asynchronous learning environment

preference over synchronous learning

Colleges that prefer traditional learning are the College of Education, College of Engineering

and College of Science

Meanwhile, results as follows for faculty perspective:

Sampling results on faculty behavior towards online blended learning indicate the following:

Accessibility is not an issue for faculty members

Although all college faculties are open to Online Blended Learning, traditional classroom

teaching is still preferred by the College of Business, College of Engineering and College of

Science; with synchronous learning as preference of majority

Faculty would like to prioritize adequate training for virtual classroom teaching and course

online designs


6.3 Research Gap Findings

When relating the conclusion from literature and the responses of the DLSU Community, we can

interpret that teachers’ and students’ computer literacy, accessibility as well their perceptions and

attitude towards technology were significant measures of e-learning implementation readiness. This

research findings show that teachers and students are ready to embrace e-learning technology, but

there is a need to enhance their technical capacity through training for successful e-learning adoption.

The study revealed a positive correlation between online learning literacy and acceptance. The following

gaps should be addressed in order to create a more conducive blended learning environment for the

university.

Need to Ensure Institution Readiness Criteria are met

Section 2.1.5 Institution Readiness Criteria for Online Learning Platform outlines five aspects to ensure

blended learning success. 8 out of the 20 key points have been currently fulfilled.

Institutional Planning (4/6)

Blended learning is a good fit with the character and mission of the institution

Goal and Objectives set for blended learning are evident to the institution’s

constituents- including admin, faculty, and students

Clear and Articulated mission and strategic plan aligned with the campus

community (not ready)

Dedicated Leadership Support for the Blended learning initiative

Shared vision from the top administration to support campus wide initiative

Course or Program Pilot in plan to test the model before large scale

implementation (not ready)

Infrastructure Planning (3/4)

Campus is equipped with robust technological infrastructure to support blended

learning

Accessibility to university information and network services

Well-equipped campus labs with multimedia production support

Centralized deployment of VLE platform across all departmental units (not ready)

Marketing (1/2)

Clear definition of online blended learning to communicate across stakeholders

both internally and externally (not ready)

Complementary research and analysis support for the blended learning initiative

Instructor Support - (not ready) (0/4)

High Instructor Level Interest to pursue new instructional delivery mode

Institution supports instructors via incentives, rewards, and training needs in

preparation to teach in the blended mode

Faculty Development Program on Blended learning considered

Education of instructors regarding adherence to copyright law and fair use

practices

Quality Assurance- (not ready) (0/2)

Assessment on high quality standards for course and instructor

Presence of accrediting agencies to certify online blended framework according

to high learning standards

Learner Support - (not ready) (0/2)

Orientation/ Training for students and Help Desk Facility to Support

Equipment readiness and accessibility to the VLE platform


Need for Thorough Examination of College Courses of its Applicability to be Taught Online

There are some courses that would still need hands on experience for a more holistic learning. There

should be a research collaboration between faculty and student if a course is appropriate to teach

online. Ideally main elements of academic courses that involve learning concepts and principles only

may be achieved online. However, there may be challenges to teach with online courses for those that

are heavy on visuals such as Art, Biology, Medicine, and Engineering. (Shank, R, 2009)

6.0 Conclusion and Recommendations

For institutions that have no existing blended learning courses, examining these issues, gaps and

planning around them together with their campus community may be inevitable in launching a

successful program from the start. However, regardless of the situation, creating a successful

experience for the learner requires support from the entire campus community. As proposed next steps

for the BOLFC, the following may be considered for a more structured planning and implementation.

1. Establish Online Blended Learning Goals, Objectives and Guidelines

Synchronous Learning or Asynchronous Learning

Frequency of F2F Meeting (Is F2F for application exercises such as class activities or

examinations or lectures only?)

Content of Virtual Learning Environment (Modules, Discussion Boards, and

Announcement Banner)

2. Itemize courses per college and degree programs and classify if courses are applicable to

teach in a virtual environment. Tapping undergraduate students to participate in this effort may

produce more direct and accurate findings and results.

Furthermore, according to Michigan State University on their study for Online Learning readiness,

the following four key areas may serve as implementation guide:

Access and Equity

Student Eligibility and Course Options

Attendance of Students

Access to Technology

Faculty Related Policies

Contracts and Licensures

Teacher-Student Contact Time

Teacher Evaluation

Intellectual Property

Curriculum and Instruction

Class Size

Course Completion

Seat Time and Interactivity (F2F)

requirements

Course Quality Assurance

Student Related Policies

Acceptance on the Use of Technology

Liability for students outside campus grounds

Seat Time Requirements

3. Choose a Virtual Learning Platform that will satisfy training needs of the courses identified.

Consider as well the tangible and intangible costs the VLE Platform surrounds.

Option 1: [Recommended] Shared Moodle Facility and Resources with De La Salle Benilde

Pros:

Partnership between DLS-CSB and DLSU Main in terms of online learning transformation

initiative

Course sharing and best practice collaboration

Low cost for shared facilities

Cons

Ownership issues


Increased governance scope for two universities

Option 2: Build In-House (eg. IVLE platform)

Pros:

Complete Control over content and course revisions

Total Customization for Course Building and Maintenance

Cons

May not be able to match with high quality content management from international

recognized VLE Platforms as it highly requires skilled instructional designers trained in

designing online contents.

Accessibility Issues

Time consumed on needed pilot run depending on the complexity of program

Development and Maintenance Costs

Please see Section 2.3 for best in house developed VLEs in third world countries

Option 3: Buy/ License

Pros:

Availability of VLE Resources and Support

High Quality and Interactive Content

Cons:

Non- customization of content

Contract/Legal issues that must carefully be reviewed

Deployment and Maintenance Costs

Goal of Sales over Quality Education

Please see Section 2.2 for Best Practices of Online Blended Learning Platforms in Asia and

America

And Section 6.1 for personal assessment on platform rating based on conclusions from existing

literature

4. Conduct Faculty Development Program on Online Course Management

Training on online facilitation and online content management for faculties identified to participate in

the pilot run is the key to the execution of online blended learning.

5. Conduct a Pilot Study On Online Blended Learning Effectiveness per college

a. Have two class simultaneous run considering the fixed variables:

Course

Faculty Resource

Class Size

Modules and Exams

Dependent variable as follows:

Mode of Teaching

Options:

Synchronous Learning vs. Asynchronous Learning

Traditional Learning vs. Online Blended Learning

b. At the end of the term, assess student performance results and areas for improvements class

and faculty perspective

6. Consider Findings from Pilot Methodology Run and Deploy to a Wider Scale

Best to have a collaboration with ITEO for Online Learning Evaluations once the pilot has been

executed


Truly, the growth of lifelong learning is reflected in large numbers of students and faculty who are non-

traditional in perspective. Recent developments in technology and access have offered the opportunity

to improve these environments through increased communication, interactivity among participants, and

incorporation of collaborative pedagogical methods. Once De La Salle University is able to embrace this

perspective towards learning in the virtual classrooms and its opportunities, the choice for the

appropriate technological platform will be least priority


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