Distance Learning

Some questions on Distance Learning

1. What is the relevance of distance learning education program to the present needs of the society?

A need for educational opportunities that transcend constraints in geography, time and resources is being answered increasingly by distance education in the Philippines. Some of the significant findings are that:

a. Single female peers, unmarried male workers are least likely to be fully employed. This is possibly because Filipino families tend to rely least on sons for financial support. In part, it may also be due to the fact that, as Alonzo et al (1996) found, in the Philippines, married women tend to remain in the labor force during their childbearing years;

b. For women and single men, the probabilities of unemployment and visible underemployment decrease with age, whereas the probabilities of invisible underemployment and full employment increase with age. For married men, the probabilities of unemployment and visible underemployment are higher for older workers whereas the probabilities of invisible underemployment and full employment are lower. A possible reason for this rather unexpected result for married men is that, as they get older, the more able among them may be moving out of wage-earning activities and into self-employment

c. Each additional year of high school increases the probabilities of unemployment invisible underemployment, and full employment, but decreases the probability of visible underemployment. Each year spent in college increases the probabilities of unemployment and full employment, but decreases the probabilities of visible and invisible underemployment;

d. The presence of elderly household members has a negative impact upon a worker’s being invisibly underemployed or fully employed and a positive impact upon his being visibly underemployed or unemployed

2. How does the teacher assess the online output of learners?

The study session is an opportunity for DE students to interact with each other, to raise questions regarding the modules assigned for study, and to seek clarification on points they find difficult to comprehend.

A learner is tested on a sample of knowledge that pertains to a subject area. The teacher lets the student perform task, receive feedback and then re-submit the task. The grades are based on total number of points earned on the following: Weekly Class Activities, Assignments & Participation, Reflective Posts , Rich Media Tutorial, Partner Lessons and Class Project.

3. How does the school evaluate the distance education program?

Evaluation in education has had a summative focus, seeking to assemble information on which to is to make judgment about the worth of some activity, tool or program. This evaluation involves assessment of student responses against a given criteria model.

There are guidelines focus on a particular approach to evaluation, namely on surveys of students’ opinions about their experience of teaching and course presentation. This evaluation approach was developed to show that the University has processes to deal with quality issues and has robust public accountability mechanisms. This evaluation information is also available for other purposes, for example: to teaching staff for professional self assessment; for staff appraisal and development; and to support teachers’ applications for promotion and tenure. The policy guidelines clearly state that a student satisfaction survey is only one evaluation tool, and that teaching staff should collect evidence by other means, for example: a journal to record reflection on practice and self-evaluation; students’ journals outlining their reflection about the effectiveness of their own learning process; peer or external expert review of courses; head of school review of courses; and educational expert reviews. Staffs are encouraged to compile the results of such personal, professional evaluation processes in a ‘Teaching Portfolio’

References:

· http://www.magandangbalita.com/blog/2006/01/13/distance-education-in-the-“real”-world-the-upou-and-the-uvle-experience/

· itlawjournal.arellanolaw.net/

· pascn.pids.gov.ph/DiscList/d03/s03-02.pdfs

· tojde.anadolu.edu.tr/tojde15/pdf/mariano.pdfss

· http://72.14.235.132/search?q=cache:uc-jgJiFpzMJ:pascn.pids.gov.ph/DiscList/d03/s03-02.pdf+How+does+the+teacher+in+UPOU+assess+the+online+output+of+learners&cd=4&hl=tl&ct=clnk&gl=ph&client=firefox-a