Republic of the Philippines

Polytechnic University of the Philippine

COLLEGE OF POLITICAL SCIENCE AND PUBLIC ADMINISTRATION
Sta. Mesa, Manila
Tel. # 716-7832 to 39 loc. 223, 275 and 263

ICT in Educational Governance: The Role of e-Mabini Portal as One of the Teaching
Methodologies in Polytechnic University of the Philippines – Open University (PUP-OU)

By:

Avendaño, Ma. Frelie Joy

Bautista, Zara I.
Coronel, Gensis Collin V.
Garcia, Leslie M.
Ojerio, Jodelle R.

Bachelor in Public Administration 4 -2

Atty. Fidel L. Esteban

Adviser

March 2018
 CHAPTER I

INTRODUCTION AND BACKGROUND OF THE STUDY

Introduction and its Background

Information and Communication Technology (ICT) have been one of the major

transformations that affected almost all aspects of daily life. Transversely, for the past twenty years

or so, the use of ICT has profound changes in its practices and procedures—even with business

and governance. Following the ICT’s trail from where it has started, it undoubtedly made huge

technical progress over the decades—a rapid modernization has evolved when it comes to

communications and business transactions. The development in information technology has wide-

ranging effects beyond certain fields of society and business. Probably the most significant and

noticeable contribution of the information technology is the electronic commerce over the Internet

as it provides new means of transacting business. Though it may have been newly devised, it has

already encroached on the social environment and economic activities, as well as in

communications, trade and finance and now finding its way to upgrade education and health

services. The diversity of ICT as a set of technological tools and resources for communication, and

in creating, disseminating, storing, and managing information has paved way for increasing and

improving relevance and quality of education—it has offered developing countries countless

opportunities to enhance educational systems, improve policy formulation and implementation,

and enable the business and other sectors to advance.

Around the globe, nations have already acknowledged ICT as a viable instrument in

escalating the economic activities needed in effective governance and establishing human

resource. This new innovation introduces ICT as one of the leeways in leading change and
providing countless possibilities technology has to offer for the society in modern times. The use

of technology has improved over time that it is not for the sake of communications only but one

way of sharing information and enabling networking in conducting business. ICT has undeniably

changed the way people communicate and transact business, thus instituting a technology and

communication revolution globally.

As ICT made its way to different aspects of governance and delivery of services,

individuals now give the same amount of importance, the measurement of ICT in education,

including the learning achievement and its potential outcomes, policy-makers accept that the

access to ICT in education can help people to compete in the global field of economic competition

by producing skilled workforce and increasing the chances of social mobility. Moreover, the global

competition compels the government to focus on providing quality education, lifelong learning,

and education opportunities for all. Over the several educational reforms, organizations and

institutions now seek to establish a more high-performing and accountable standards on delivering

education (Kanter, 1989).

Through the use of ICT in education, it widely affects the education system as it enhances

learning and connecting to students with poor or no access to education, by improving also the

teaching skills of instructors, and most importantly reduce the costs in delivering the educational

services. The recent studies of UNESCO on the impact of ICT in education has manifestly shown

benchmarking and integration of the access and ICT in education which are necessary in

developing policies such as to incorporate ICT tools in trainings for teachers, as well as their

computer-assisted instruction to students. For the last four decades, policymakers have exhibited

an interest in reforming the education system by the use of ICT and that they are aligned to
achieving the goal of making new technologies, information and communication available and

beneficial to all—with its widened access and improved quality (UNESCO, 2000).

Integrating the ICT in educational governance reflects a development that lays emphasis

on trimming down the digital divide by providing support to people who are inaccessible to

educational institutions, quality educational resources, and even having difficulties in time and

cost management. ICT in education also establishes a new e-learning paradigm that can keep up

to the pace of an evolving learner-centric educational environment where the ways of teaching and

learning encourage collaboration, sharing of knowledge, and that can foster a more knowledgeable

society. Trucano (2005) also argues that the ICT emboldens learning through a transformational

effect in a learner-centric educational paradigm that supports an individual’s higher form of

thinking.

However, policies on ICT in education can possibly fail when teachers resist the change

and lacks on their active participation in enhancement, when they explicitly don’t educate

themselves on the new way of teaching or on the contrary, they focus more on the system but not

on the pedagogy itself, and when there is a lack of resources aligned to the policy’s intentions

(Cohen and Hill, 2001). Butakov et al., (2013), have the same understanding on the matter that the

efficient use of the ICT depends on the support of the administrators, staff, and educational

instructors and that they need to cooperate with new network of people and at the same time

manage them. Since technology now create innovations and new opportunities, it can be said that

ICT also requires a change in the approach and leadership (Kats, 2013; Scott, 1999). Government

and industry should foster the advancement of modern technology as it benefits every sector of

development today. The sudden shift in this educational paradigm can be both challenging and
rewarding as Scott (1999) construes, and that this progress in technical and pedagogical method

of teaching optimizes a reform in educational governance.

Communication, interaction, and educational efforts work just as significant as policy and

decision-making in the government and in the industry as concluded by Kats (2013), Ndou (2004),

Yan-Xin et al., (2014), and that the use of the Learning Management System can be used to support

learning, teaching, and course administration in delivering educational programs to the extent that

it should actually not be limited to schools (Alsabawy et al., 2013). The Learning Management

System or LMS is an online portal used in most higher education institutions serves as connection

outlet of learners and lecturers. It also allows students and teachers to interact, have discussions

and forums outside the classroom through the use of Internet and computers. This is a two-way

process where lecturers share their knowledge through learning materials and resources while

students share their opinions on the matter and provides them the opportunity to use the Internet

to search for more information, thus broadening their knowledge individually. Moreover, LMS is

a framework that enables teaching and management of courses that include interaction with

students taking them. This portal consists pedagogical devices, human interaction, learning

contents and assessment that advances the traditional way of teaching in higher education

institution. Through this, course specialists can easily distribute learning materials and

communicate with their students instantly even at a distance. In an online learning environment,

LMS can help both teachers and students in the learning process as it has interactivity features

sufficiently providing the educational resources while having an interaction—it also makes the

lives of instructors easier as it can store information, track examinations and progress of the

lessons, can hold live and virtual classes, and can also statistically analyze all those. LMS only

want to achieve its goal to provide accessible information and resources for students, interaction
among the users, innovative resources for teaching, and accomplished information resources

(Mercado & Genove, 2006). Lecturers can save more of their time and effort without having a

huge change in the teaching process. LMS is an instructional instrument and web-based learning

tool that benefits both the student and lecturer as its goal is to monitor the performance of the

students anytime and anywhere.

Even with the adoption of ICT in the Philippines, the implementation of ICT in the

education sector may still be undergoing a serious difficulty and experiencing several inadequacies

and limitations—there is lack of coordination between public and private sectors, documentation

of progress and weakness, and insufficient training for teachers—that may hinder a rich growth in

the supposed adoption of ICT in educational governance and that distance education actually

directs from the issues of equity, quality and use of ICT to support Open and Distance Learning

(ODL) (McLean, 2001). But there are more benefits than its disadvantages an ODL can offer, such

as the increased flexibility and access to learning, increased performance, and life-long learning

opportunities as Belanger and Jordan (2000) concludes.

The Philippines has adopted a transnational education (TNE) that recognizes higher

education institutions engaged in Distance-Learning and Blended-Learning that delivers

educational programs and services in traditional/conventional way of teaching or by the use of the

Internet and computer (CHED, 2008). Higher education institutions in the country already use the

Learning Management System in delivering their educational services. However, there are four (4)

constraints the LMS are trying to address to, namely: 1. Connectivity; 2. Technology Selection; 3.

Software Tools; and 4. Human Resource. These constraints paved way to the emergence of

Modular Object Oriented Dynamic Learning Environment. Majority of the higher education

institution here in the Philippines use the Modular Object Oriented Dynamic Learning
Environment or (MOODLE) that is used as an open-source e-learning software platform to support

the LMS. MOODLE is created to assist educators in creating online courses that can also offer

interaction among users.

Since Blended-Learning is viewed as a new possibility to change the methodology of

teaching and learning, higher education institutions may achieve increased effectiveness,

efficiency, and convenience through the use of technology in education (Garrison & Vaughan,

2008). Certain state universities now use the LMS in their open-university as a new approach of

teaching students, such as the University of the Philippines (UP), Jose Rizal University (JRU), and

the Polytechnic University of the Philippines (PUP). Most of the State Universities cater the needs

of the students who don’t have much access to education due to time and cost constraints—students

who work part-time just to provide for their tuition fees, students who cannot go to school every

day or don’t have the luxury of time to focus on studies because of additional work, among all

other reasons. As one of the State Universities who cater these needs, PUP established the Open

University that offers Open and Distance Education which uses the Learning Management System

(LMS) through its e-Mabini Portal.

The PUP’s own e-Mabini Portal provides a virtual learning environment that offers an

affordable and portable education for all. Students can enjoy learning as they complete courses

without sacrificing their time for work and family. It is flexible in so many ways that learners can

comprehend their courses without much effort, especially that virtual learning is also a two-way

process where teachers provide the learning materials and learners study the resources while

having a discussion virtually.

Statement of the Problem

The research primarily aims to assess the educational governance through the e-Mabini

portal’s role as one of the teaching methodology in the Open University (OU) of the Polytechnic

University in the Philippines (PUP).

Specifically, it seeks to answer the following questions:

1. How does educational governance in the PUP-OU progress using the ICT?

2. What are the contributions of the e-Mabini portal in delivering educational services in the

PUP-OU?

3. What are the challenges encountered by Open University instructors in using e-Mabini

portal?

Conceptual Framework

Scientific research is aimed at examining of available theories or the development of new

ones that explain a particular event effectively (Dyer, 1995; Bekele, 2009). This study explored

the role of e-Mabini portal in educational governance of Polytechnic University of the Philippines

– Open University. It also looked at the progress of educational governance in using LMS in PUP-

OU and challenges encountered by the course specialists in their usage of e-Mabini portal. Three

conceptual frameworks were used in this study because the research questions raised could not be

adequately answered with the use of a single concept. These consist of the conceptual frameworks

derived from in-depth literature reviews and Dr. Basak and Govender’s proposed conceptual

framework.
 1. Progress of educational governance framework

This concept framework derived from the literature review regarding the progress of educational

governance using the Information and Communication Technology. Emerged from the literature

review are the aspects of educational governance which are: educational delivery, learning and

teaching management, data management, and communication. These aspects are vital to the

success of running and development of educational institutions. As revealed in the literature, the

aspects cited of educational governance are mainly influenced with the use of ICT. The influence

of ICT over these aspects have brought significant changes in the field of educational governance.

2. Contributions of e-Mabini to delivering educational services framework

This conceptual framework derived from in-depth literature review associated with ICT in

education conducted by Dr. Noor-UI-Amin. The literature review set forth to distinguish and
evaluate significant strategies in local and global research initiatives associated with determining

and demonstrating the effective use of ICT for education in relation to the teaching learning

process, the quality and accessibility of education through ICT, and ICT with regard to learning

motivation, learning environment, and enhancement of scholastic performance.

Figure 1. Conceptual framework derived from in-depth literature review of contributions

of ICT on education
Conceptual Framework proposed by Dr. Sujit KumarBasak and Dr. Desmond Wesley Govender

This conceptual framework encompasses the factors inhibiting teachers’ successful

adoption and implementation of ICT in teaching and learning. This derived from an in-depth
survey of related literature conducted by Dr. Basak and Dr. Govender. The study entered into

systematic review and was subjected to two filters needed to be able to address the review the

research question.

The factors presented in the proposed conceptual framework have evidently reflected the

variables in research question number 3. As also reflected in the responses from the data-gathering

of the researchers, challenges such as accessibility, teacher confidence, effective training and

difficulty in integrating LMS in teaching have emerged from interviews conducted.

Theoretical Framework

The study is guided by the Theory of Reasoned Action proposed by Fishbein and Ajzen

(1975) to understand human forms of behaviour. The theory was meant to expound human general

behaviour across wide domains (Davis, Bagozzi & Warshaw, 1989). TRA was widely used and

frequently adapted to define human’s choices and intended patterns of behaviour in their usage of

technology (Ramayah, Rouibah, Gopi, & Rangel, 2009). TRA is composed of three constructs

which are: behavioural intention, attitude, and subjective norm.

 TRA theorizes that individual and social factors determine the behavioural intention of

doing a particular action. Individual attitude represents the individual factor towards the behaviour

while subjective norm determines the social factor (Ajzen & Madden, 1986; Fishbein & Ajzen,

1975). TRA theory believes that the level of actual behaviour is primarily based on the user’s

intention. Therefore, it is the decision of the user’s behavioural intention to involve in performing

a certain action or not (Liker & Sindi, 1997).

Theory of Reasoned Action also theorizes that there is an indirect relation with an

individual’s beliefs in regards to objects to his behavioural intentions. An individual’s beliefs

represent the opinion he believes about a certain object. For that reason, the entirety of individual’s

beliefs institutes informational basis that determines the individual’s intentions and behaviour

toward doing a certain task (Fishbein & Ajzen, 1975).

Significance of the Study

The study can provide an effectual impact on a number of recipients—including the

Government, the learners, the course specialists, the administrators of the PUP-OU, and to the

other researchers as well. The Government’s complimentary role is to protect, promote and provide

quality education at all levels and take appropriate steps to make it more accessible. The

government, through this study, can improve the implementation of its policies and address every

problem countered by the society in terms of education. The learners can effectively use the system

for educational purposes, as well as the course specialists that can use the system to supervise,

assist, and evaluate learners who use the portal. Moreover, through this, the administrators can

take the support of all users of the system to keep check on the proper operation status. And lastly,
the future researchers will have the opportunity to broaden their knowledge about the topic. The

study can also be used as a future reference.

Scope and Limitation

The main focus of this study is the use of ICT in educational governance through the e-

Mabini portal in PUP-OU. The study will determine the contributions of the learning management

system as one of the modern teaching methodologies in PUP-OU. An interview will be conducted

to PUP OU course specialists as they are the ones who utilize the e-Mabini portal in delivering

educational services. The study covers the month of December of 2017 to January 2018 in

gathering data and conducting interviews.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature and studies of the ICT involvement

and influence in efforts to improve the educational system through the learning management

system. With the aid of various literature and concepts, this chapter also aims to contribute to the

discussion of educational governance regarding the role of e-Mabini portal in PUP-OU.

Information and Communication Technology (ICT) in Educational Governance (Foreign

and Local)

As education is the backbone of a nation, education systems play a major role in improving

and developing our nation. The education system in the modern era changes because of the use of

Information and Communication Technology (ICT). Our education system focuses on at creation

of high quality and skilled human resources to fulfil the necessities of growing Indian economy

but on the other side it faces challenges at functional level. Education regulating bodies counter

difficulties to maintain proper coordination and evaluation for improving the quality of education

and also in imparting education (Akhtar, 2014).

As governance is broadly defined, it includes the institutions that are part of the

educational decision-making and service delivery system to their stakeholders. The

interaction of the constituents with the institution and ways that part of the system which are related

to one another are also included in the broadly defined educational governance. Educational

governance determines the overall effectiveness of a school system. This governance is an

important determinant of the system in meeting the goals of the institution. In California
educational governance system, the roles and responsibilities of the institutions are not being

clearly redefined even if there is an evolution revealed through time. The author’s argued that

reforming and enhancing the delivery system of the educational governance in California can best

be accomplished their goals and it should be accompanied with significant attention to building

capacity at the school in any level (Brewer & Smith, 2007).

The educational governance in NHS Education in Scotland is clearly express the

commitment to high standards and improving the quality of the delivery educational services

across numerous programs and projects to be implemented. Scotland Educational Governance

Framework established key principles; a robust governance structure, an accountable framework

and comprehensive report about educational initiatives and an improve service delivery system

that reflects their unique educational which is important to their relationships with partners

education, social services and elsewhere. With the following approach they defined educational

governance as the system and standards through which organizations control their

educational activities and demonstrate accountability for continuous improvement of quality

education and service delivery performance of each educational institutions (Coward, 2012).

As planned by the government and institutions, educational governance has the

commitment to continue smaller delivery but more effective government as part of the ongoing

process to ensure the programs and services delivered. Those commitments must be aligned to the

priorities of the government which are the service delivery and programs are efficiently and

effectively be possible for the betterment of the receiver of the services and programs (Perrins,

2016).

According to Akhtar, Information and Communication technology has changed the way of

functioning of the education systems and educational governance with the help of digital data, its
storage, retrieval, manipulation analysis and transmission. Proper governance is required for the

proper running and development of any institution. Educational institutions are only known in

teaching learning function but now the scenarios are changed. Institutions have various works not

only teaching and learning, they also need to do scholarship distribution, organizing seminars,

symposium, workshops, panel discussions, parent-teacher meetings etc. for the development of the

students. For this processes, ICT helps a lot. Better educational governance can be imagined now

because of ICT. ICT is useful in various aspects of education in governance. Some of them are the

following:

 Management of Education: ICT helps in the management and administration of teaching

and learning process. In day to day routine in school ICT improve or alleviate school works,

preparing routines organizing workshops, lectures, excursions, co-curricular activities and

extra-curricular activities.

 Official’s Works: In educational institutions ICT helps on entire official works to be done.

Attendance, Fee deposits, Admissions, Organizing entrance tests, Evaluation, Result

preparation, Preparation of merit list of students, Preparation of seniority list of teaching

and non-teaching staffs, Maintaining registers, Government grants, Salary payments,

Scholarship distribution etc. are managed with the help of ICT.

 Official Communication: Communication with the community, parents and government

bodies is necessary for the educational institutions for their running and development.

Official reports are sent through ICT tools. Information is displayed with the help of it.

Students and teachers related data like attendance, number of students, number of teaching

and non-teaching staffs, annual reports, infrastructure related information as well as any

other information demanded by the government bodies are exchanged through internet.
 Planning and designing of new courses are displayed with the help of power point

presentations to regulating bodies.

The educational governance in most educational institutions share same goals in

developing their educational services like upgrading and sustaining the quality system,

promoting equity and access to higher education for both school-age students and acquiring official

autonomy to efficiently manage the higher education institution (Asian Development Bank, 2012).

The governance in higher education needs to develop an academic fusion within mission and

executive capacity, rather than substituting the needs to one another (OECD, 2011).

In general, educational governance is somehow the process that refers to the authority and

within the institution system. It includes how the education system is organized; what structures

and decision-making processes are in place; formal roles and responsibilities; and the relationship

between central and local authorities. Educational governance aims to have an organizational

structure that furthers address the educational objectives, goals, makes effective resources,

efficient management, and voice out important decisions to make on education. The accountability

and responsibility of the institution characterized the good educational governance that improved

the learning and services to the students or the stakeholders (Watson, DiCecco, Roher, et. Al,

2003).

Educational Governance serves as the entry point in educational institutions

performance in delivering educational services. The governance is crucial to high performance

of standards, information, incentives, and accountability (Lewis, 2009). As an overview to

educational governance, it is a way by which educational system governed and managed to

contribute in a great deal to the eventual success of teaching and learning in schools and

classrooms. The decisions and processes that define the relationships within the institution or the
organization such as teachers and students interaction are related to educational governance. The

educational governance is particularly complex and multifaceted because it also defines

expectations, grants authority and delineates lines of accountability within the administration of

the institution. The operation and performance of the school in delivering educational services are

also incorporated within the large role of educational governance in an institution (Rossier School

of Education, 2011).

ICT has begun to have a presence but in terms of impact is not quite extensive in other

fields. In practices and procedures in business and governance, ICT has fundamentally changed

the all forms of endeavor within these areas (Mehta & Kasnia, 2011). In many countries,

Information and Communication Technology (ICT) has been recognized and used for catalyzing

and developing economic activity and efficient service delivery in educational system, governance,

and improving human resources procedures. Government started initiatives to develop standards

and implementation of ICT policies helped in strengthened India‘s position in the software driven

ICT sector in the world. One of the many challenges facing developing countries today are

preparing their societies and governments for globalization and the information and

communication revolution (Mehta & Kasnia, 2011).

For the overall prosperity of the country, it is said that good higher education system is

required. The tremendous growth in the higher education sector makes the administration of

institutions complex. According to Krishnaveni and Meenakumari, Change has been happening at

an uneven pace in any growth-oriented industry, and the education sector is no exception. Rapid

growth in the field of education has made governance in academic sector a very complex task. The

21st century has witnessed tremendous advancements in technology which has led to far-reaching

developments in the administrative system. Cost-effective technology combined with the

flexibility in learning and administrative activities is essential to enhance efficiency (Krishnaveni

& Meenakumari, 2010).

Information and Communication Technology (ICT) improves governance and

management, it can significantly increase the internal efficiency of Higher Education Institutions

(HEIs). Many HEIs shown considerable reluctance in adopting enterprise ICT software. ICT plays

an important role in strengthening HEIs. The government increasingly adopt a performance- and

productivity-based budgeting system for their public-funded HEIs. Such a system monitors the

performance and productivity of these institutions via timely and accurate reporting of relevant

data. To support this effort, efficient integration of ICT with institutional governance and

management systems is essential (Sarvi and Pillay, 2015).

In the paper of Carter, Meek, and Warren (2011), LMS landscape might only seem

significant in terms of university management and governance arrangements around how they

work with open source systems and in some cases, outsourced hosting of such systems. A paper

by Oliver and Moore (2008) discusses a number of studies which look at academic use of learning

management systems and conclude that as usage of LMSs has continued to increase over time, so

too the breadth of tools that are used by academic staff in their teaching has increased. Although

initial development of teaching sites will focus on dissemination of information, as confidence

grows so too does the use of interaction and communication tools by the teacher.

ICTs are making dynamic changes in society. They’re influencing all aspects of life. The

affects are felt increasingly at colleges. Because ICTs offer each students and instructors with more

possibilities in adapting learning and coaching to character desires, society is, forcing colleges

aptly respond to this technical innovation. Tinio (2002), states the potentials of ICTs in increasing
get entry to improving relevance and nice of education in growing nations. Tinio in addition states

the potentials of ICT as follows:

"ICTs greatly facilitate the acquisition and absorption of knowledge, offering developing

countries unprecedented opportunities to enhance educational systems, improve policy

formulation and execution, and widen the range of opportunities for business and the poor. One of

the greatest hardships endured by the poor, and by many others, who live in the poorest countries,

in their sense of isolation, and ICTs can open access to knowledge in ways unimaginable not long

ago."

In Watson’s (2001) description, ICTs have revolutionized the way human beings work

these days and are now transforming training systems. As an end result, if colleges teach children

in the day before today’s abilities and technologies they'll no longer be effective and match in the

next day’s international. This is enough purpose for ICTs to win worldwide recognition and

interest. For instance, ICTs are dependable tools in facilitating the attainment of one of the

Millennium development desires (MDGs), that's fulfilment of general number one schooling with

the aid of the year 2015. Kofi Anan, the former United International Locations Secretary

fashionable, factors out that with the intention to reap the aim of common number one education

by means of the year 2015; we should make certain that records and conversation technologies

(ICTs) unlock the door of training structures. This indicates the growing call for and increasingly

more critical location that (ICTs) ought to receive in education. on the grounds that ICTs offer

extra possibility for college students and instructors to regulate mastering and coaching to

character needs, society is, forcing faculties to offer appropriate response to this technical

innovation.
 The World Links Program is a great initiation within the shape of a challenge, firstly

managed with the aid of the arena financisal institution to vicinity net-related computer systems in

secondary education and train instructors in Africa, Latin America, the Middle East, and South

and Southeast Asia. The goal of this system is to enhance instructional outcomes, economic

possibilities, and international information for kids the use of information technology and new

tactics to getting to know. Offerings provided with the aid of the program consist of:

• Feasibility studies and session on connectivity solutions and telecenter management,

• Internet connectivity for secondary schools in growing international locations,

• School-to-college partnerships, as nicely as regional and global partnerships with public,

private, and non-governmental agencies,

• Instructor professional improvement on issues of technology in the context of modern

pedagogy, and

• Workshops for policy makers on coordination of guidelines and implementation strategies

With the assist of the World Links Program, many countries are now the use of ICTs as

ways of supplying instructors with new abilities and introducing progressive pedagogies in the

classroom. As an example, teachers in Chile obtained familiarity with computers for professional

(e.g. student marks, parent reports) and out-of-classroom duties (e.g. trying to find educational

content material at the web and lesson-planning sports). The application additionally affords two

hundred hours of teacher training that encompass an advent to ICT, use of the net for coaching and

getting to know, use of tele-collaborative gaining knowledge of projects, integration of ICTs into

the curriculum and teaching, and progressive pedagogical techniques. Because of this, majority of

instructors and faculty principals file that teachers trained with pc and coaching competencies won

wonderful attitudes approximately era and approximately coaching. Moreover, some Asian
countries which include India, Thailand, and Indonesia found out the significance of ICT

integration to their training regulations. They’re additionally making an investment in ICT

infrastructure for faculties and growing community hyperlinks of education establishments.

However, developed international locations are now making on line education, clever

colleges, and virtual universities more of a norm. Developing nations are also rapid catching. for

instance, the government of India, introduced an ambitious program titled ‘Vidya Vahini’ that is

to create computer laboratories with facilities like internet access, an internet library, instructional

offerings and net-casting across 60 thousand faculties within the united states of America in 2003.

Vietnam has additionally invested to increase a computer primarily based data network machine

for training known as Education Network (EdNet) and improve computer facilities at academic

institutions. EdNet is the country's first step closer to developing a computer primarily based

statistics community system for education. School Net Thailand additionally released faculty

internet, which has linked 4758 schools at some point of the country. School Net Thailand is the

usage of the internet to improve the overall trendy of schooling within the country by using

reducing the space in quality of schooling among colleges in city and rural areas. Pakistan invested

5.18 million US dollar to offer connectivity throughout universities, secondary and primary

colleges in 2003. ICTs make curriculum implementation learner-focused with a self-studying

environment that allows the student personalize his/her own getting to know studies. In this

appreciate, Malaysia initiated the idea of clever college, a gaining knowledge of institution with

targets to foster self-assessed, self-paced, and self-directed mastering through the application of

ICTs. The Sri Lankan government also runs numerous key initiatives connecting 92 schooling

centres across provinces, areas and sectors to the ministry, and developing laptop-schooling

centres at 8 hundred decided on colleges. In Namibia, integrating ICT into training and schooling
structures, issues of get entry to the nearby and worldwide expertise and information observed to

be critical. For this, the schooling and schooling region created the ICT policy for education to

decorate the use and development of ICT for education and training. As a result the five wonderful

development regions for the use of ICT mentioned in the policy are:

(1) Investigation and development of appropriate ICT solutions,

(2) Deployment of ICT,

(3) Maintenance and support of ICT,

(4) ICT literacy, and

(5) ICT integration

In previous years, locally and internationally – the speedy, effective, and international

communication of knowledge has created a brand new foundation for co-operation and teamwork

via the information technology. People use net for learning exceptional applications – venture

based totally, differentiated, or faraway – as it is an best way of mastering wherein tutors do not

provide lecture but provide students‟ issues to reply, for example on-line lectures. Net helps the

students to discover the solutions of their questions at their personal domestic without the assist of

a teacher/teach. As a consequence, computer/net gives college students the clean manner to

investigate about their questions (Wiki-educators, 2009).

In Pakistan's education sector, Information technology increasingly played a vital role in

990s. This big technology gave wider advantages to the education, for this reason the role of

statistics era has resulted inside the widening of educational access, giving people the risk to have

a look at for a qualification or a brand new profession of their spare time. Information Technology

(IT) has performed a chief function in extending the grasp of the education sector. More people

who are educated, can now access career trainings and even degree courses online. Most
universities now suggest lecturers to place their teaching materials online so that students can

access them outside of regular lectures and tutorials. Anyone who has a computer and the will to

learn can study for a degree and/or a career change (Jeffels, 2010). The students are going to be

educated by the use of information technology in educational institutes because information

technology provides more creative teaching plan, lesson plan, and instruction to enhance the

knowledge of students. Search engines on internet make the research easier and provide up-to-date

information and quick search with only a mouse click. The internet also ensures the student that

he/she will have accurate and viable information (Randash, 2010). With education becoming more

oriented towards practical aspects rather than the theoretical, and with competition among

education providers intensifying, institutions across the world are investing heavily in technology

to provide their students with faster, clearer and up to-date information. And, in this internet age,

when the competition amongst educational institutions has also gone global, Pakistan‟s

educational institutions do not want to lag behind. Most of them now use the latest technology,

gadgets and software solutions to enhance and enrich the overall learning experience for students;

serve the other stakeholders like parents, effectively; and manage their tangible and intangible

resources, efficiently (Pandey, 2011).

In the Philippines, e-learning has been gaining floor in the education sector with a huge

push from governmental efforts. The authorities and the institutions that supply schooling offerings

in the Philippines and in other countries provide high advice to this e-learning concept (Suplido &

Rodrigo, 2000). The Executive Order No. 47, series of 2011 emphasized the need for non-stop

improvements of e-learning within the country inclusive of the introduction of an e-learning

environment by using actively selling it to all education levels (Padolina, 2002).

 The increase in ICT utilization in better training inside the beyond years led to several

initiatives attempting to integrate LMS inside the gaining knowledge of environment. Those

projects delivered with them blessings for the academic stakeholders.

In his research, Flor (2008) stated a project undertaken by Commission on Information and

Communication Technology. The project involves the implementation of education application on

the usage of an LMS known as Web Board to select computer laboratory managers and instructors

on the usage of individual boards. Web Board is an LMS that lets in college students to put up

tests such as assignments to their teachers via the use of man or woman boards. The system gives

comments to the students concerning their assessments. Another function of this LMS is the chat

feature that lets in interactivity some of the students and between the scholars and their instructors

(Arvan, 2009). Saint Louis University implemented a project known as MySLU. The net portal is

seamlessly included within the learning technique of the university’s packages. The number one

targets of this project are: a) provide quicker get entry to for students to data and assets, b) promote

interplay many of the community customers; c) provide collaboration between the scholars and

teachers d) equip teachers with modern tools for education e) inspire consistency through a

uniform the front give up interface inside the presentation of statistics resources (Mercado &

Genove, 2006). Dokeos is an open supply E-mastering platform with a robust network support.

Inside the structures, tools are available for notification, CSS support, resource sharing and

assessment modules (Rémy, 2005).

One of the most successful implementation of LMS locally is the University of the

Philippines Open University. Considered by many as one of the pioneers of E-Learning in the

Philippines, the project triggered curiosity among learners on the concept of distance education.

The IVLE or Integrated Virtual Learning Environment was used as a platform to offer course
materials to students allowing flexibility for the students and the teachers (Librero, 2004).

Furthermore, the project provided a framework for other institutions to integrate LMS in their

existing academic programs. Originating from Singapore, IVLE provides access to online

resources, computer-based testing and incorporation of audio and multimedia files within the

system (Lim et al., 2007).

The Information and Communication Technology (ICT) in educational governance

discusses different areas in managing administration in Higher Educations or any Educational

Institutions uses ICT in their management. ICT offers easy work and management for the

educational institutions in terms of management of education, official works, and communication

in the institutions.

Features of Learning Management System (LMS)

According to CommLab India, the Learning Management System (LMS) is a software

application that is being used to plan, deliver, publish and place self-paced online courses in online

catalogs. They say that LMS allows and permit the managers and administrates to track course

completions, current status or performance of employee, interaction within students through open

and distance learning and other activities. Activities done using LMS can be tracked, it can be a

useful tool for performance evaluation, competency management and other related functions.

LMS is fruit of fast improvement of technology. It is a one-stop shop for hosting, assigning,

managing, reporting and evaluating eLearning courses. It is commonly used for a variety of

educational, deployment and administrative purposes. The following are the common features of

a LMS.

• Managing users, courses, roles, instructors, and generating reports:

 This feature includes uploading of courses, assigning roles, recommending courses and

generating various reports.

• Making a course calendar:

It enables the LMS users to see available training programs or courses at one glance. They

can send request and other related activities for registrations.

• Messaging and notifications by learners:

Sending of reminders and notifications to employees for upcoming events or deadlines. It

can also be used for promoting forum for existing e-Learning courses and other related

topics.

• Assessments that can be handle the student’s pre/post testing:

Assessments can be uploaded that can serve as a follow up to classroom training programs.

Through LMS we can also have diagnostic assessments to assess the level of knowledge

of employees and assign suitable level to them.

• Certification and display employee scores and transcripts:

We can access employee scores and transcripts and maintain an ongoing record of the

performance of the individual.

Learning Management System contains different features for administration, assessment,

course management, possibly content management and authoring (Commonwealth of learning,

2003). LMS is being define as a software that automates the administration of training events.

Studies say that LMS manage the log-in of registered users, manage course catalogues, record data

from learners, and provide reports to management (Sejzi and Aris, 2013).

MOODLE (Modular Object- Oriented Design Learning Environment)

 Modular Object Oriented term Developmental Learning Environment or the widely-known

MOODLE is a type of LMS use by universities, communities, schools, instructors, courses, etc.

Educators can use this free web application to create effective online learning sites (Lopes,

undated). Moreover, according to Lopes, the MOODLE platform has three levels of use, with

features of differential use and access:

• Administrators- Manages the whole environment

• Course Specialists- Generates courses, events, subjects according to thematic areas

defined.

• Students- Accesses and interacts with a specific event and participates they are

subscribed.

According to Itmatzi et. al (2005), MOODLE as an active and evolving product promotes

social constructionist pedagogy like collaboration, activities, critical reflections, etc. This means

that institutions are largely concerned with how course contents are delivered (Graf, et.al., 2005

and Cole, 2005). In line with this, Itzami mentioned features of MOODLE: (1)It is both suitable

for face-to face and online classes;(2) It has simple, lightweight, efficient, and compatible low-

tech browser interface; (3) It requires only one data base that makes it easy to install; (4) Viewable

description for every course present in course listings; (5) Courses can be searched and

categorized; (6) Strong security throughout; (7) Text entries can be edited; (8) This allows a choice

of 3 course format; (8)and, easily upload course resources.

These features were supported by Zenha-Rela, et.al. (2006) and Cole (2005) that MOODLE

is designed to help educators create quality online courses. It has strong excellent documentation,

strong support for security and administration, and is evolving towards Information Management

System. Moodle has a strong has a strong development and large user community and users can
download and use it on any computer that they have at hand (Berry, 2005; Brandl, 2005 and Al-

Aijan, et. al., 2008).

In the southern part of the Philippines, Mindanao State University opted to use MOODLE

or Modular Object- Oriented Design Learning Environment. MOODLE supplemented face-to-face

course instruction through the deployment of online learning activities (Reyes, 2009). An open

source technology, MOODLE is supported by a strong network of community developers. One of

the major benefits of MOODLE is its ability to allow access to courses outside the campus. Courses

can offer syllabi access, online notices, lecture resources, conferencing, forums and quizzes

(Henderson, 2007).

Another study was conducted by Dimasuay & Pablo (2009) in the case of LMS of the

University of the Philippines, Los Banos (UPLB). Modular Object Oriented Dynamic Learning

Environment (MOODLE) is used in UPLB as their LMS. A survey was led to one-hundred (100)

students from Math courses (College Algebra & Introduction to Probability Theory). Results

showed that MOODLE is used only by limited faculty and majority of them are under the College

of Arts and Sciences. In its accessibility, 80.5% and 78% of the respondents perceived that

MOODLE is accessible but there are instances of technical problem that’s why students can’t

sometimes access the course. Meanwhile, 68% and 78% agreed that their LMS is intuitive to use.

This is one feature also this software that makes the users think and feel that there is learning going

on or learning progress every time they will access the course. According to the students, it helped

them a lot since the lectures are uploaded that made them better in organizing and preparing for

the next lesson that enhances their learning process. Moreover, based on these results, the

utilization by the faculty members of UPLB is very slow. The paper recommends that training

must be conducted to encourage faculty members to incorporate LMS in their teaching.

Learning Management System in SUCs and Open Universities (Foreign)

The use of technology and internet has produced technological conditions for instructors

and students that create advantages and diversity to online information, communication,

collaboration, management and sharing with others. Technology such as learning management

system helps state universities to give quality education and efficient administration service to

their stakeholders. Learning Management Systems has the technological characteristics and

satisfactory for teaching that helps instructors to develop a more collaborative connection to

students (Lopes, 2014).

The analysis of LMS in undergraduate programs are mostly for the purpose of economic

and technical issues. But such attention and analysis must be reduce to focus on current

pedagogical practices and to help the institution to bring a quality and efficient services that they

need to offer. LMS are a primary tools for teaching and learning, however, it is essential that

discussion of LMS are be informed by pedagogical considerations and focus on improving service

delivery and management to the students and instructors. It could be argued that the use of LMS

are based on the relationship and interaction of teachers, knowledge, delivering services and

student learning (Coates, James, & Baldwin, 2005).

LMS increases the efficiency of teaching. They offer institutions a means of delivering

large-scale resource based learning programs. LMS helps in facilitating flexible course delivery,

the identification and use of resources, communication and conferencing, activities and

assessments, collaborative work, and student management and support (Ryan, Scott, Freeman, &

Patel, 2000).
 There are claims that LMS will bring new efficiencies to teaching and other service

delivery in education. Universities are attracted to opportunities that reduces course management

overheads, reduce physical space demands, enhance knowledge management, unify fragmented

information technology initiatives within the institutions, expedite information access, set

auditable standards for course design and delivery and improve quality assurance procedures (

Bates 1995; Brown 2001; Dutton Loader 2002; Johnstone 1995; Katz 2003).

Learning Management Systems (LMS) are now installed in the majority of higher

education institutions in sub-Saharan Africa. These web-based are intended to support service

delivery to their stakeholders in areas of teaching, learning, and administration activities (Mtebe,

2015). LMS has various features that enable the instructors to share learning materials as well as

providing interaction with the students (Vovides et al, 2007). LMS is capable to provide and

present learning materials in various forms of multimedia such as audio, video and animations.

Studies have shown that faculty members in higher education tend to underutilize such tools

(Vovides et al, 2007).

Open University’s mission is to be open to people, places, methods and idea. Promotion of

educational opportunity and social justice by providing high-quality university education to all

who wish to realize their ambitions and fulfil their potential. Through academic research,

pedagogic innovation and collaborative partnership open university seek to be a world leader

design, content and delivery of supported open learning.

Many countries are struggling with limited access to education and training for children

and young people, and at the same time have to address the basic needs of an older generation.

Low quality and insufficient relevance are other concerns. At the root is often the problem of

financing adequate provision of education and training. The rapid development of information and
communication technologies and the move towards a more knowledge-intensive, interdependent

society create new challenges and opportunities for the design and delivery of education. For

students/learners the open and distance learning opens the accessibility and flexibility to study.

Students can learn and study even though they have work to be done.

The Central Luzon State University – Open University (CLSU OU) is open as to

people, places, and methods. Its primary goal and aim is to provide access to higher education to

more people, bring education to them, wherever they live, which requires to apply and adopt new

teaching methods because the traditional teaching method cannot achieve the aim of bringing

education to people wherever they live.

In Open and Distance Learning, the course materials serve as substitute for university

lecturer. This is one of the advantages of open and distance learning as students can read and work

through the designed study materials at their own pace, and at a time and place that suit them most

(NOU Nigeria, 2012).

In an open and distance mode of learning, the students do not attend classes in classrooms

regularly. At BSU-OU students are given course modules and they meet their professors and

classmates once a month. Additional consultations with the professors are also done by any modes

of communication, i.e. through internet, fax, telephone or text messaging.

With this scheme, students are therefore able to gain new knowledge and skills wherever

they are whether at work, at home or even while on travel, and at their own pace and time (Benguet

State University).

Distance learning is a flexible mode of study which allows learners to study at their own

pace, and to study whenever and wherever they want. Much of the teaching and learning is
achieved by means of course packages that contain specially structured learning materials,

supplemented by face-to-face tutorials held in the evenings or at weekends.

Hong Kong Open University (OUHK) distance learning has its different key features.

OUHK provides a high-quality learning materials these course materials are written by highly

qualified local and international subject experts. The course content are available in both print and

online formats, supplemented by interactive materials. Students have plenty of opportunities to

check their understanding and discuss course content with others because of the interaction with

tutors and other students. Flexibility of the method of Distance learning which is a great option for

working adults who have busy work schedules and no time to attend regular classes. There are a

few deadlines during a course (e.g., assignments to be sent to the tutor by a certain date). Other

than that, students control the pace of their study. The OUHK offers an open entry to students that

is 17 years old or above can apply to the program, most programs don’t have any entry

requirements. The OUHK is fully accredited and the distance learning programs offered are

recognized both locally and overseas. Learners are given every kind of support they need to

succeed in their studies (Hong Kong Open University).

England or United Kingdom Open University (UKOU) has a distance learning that is a

unique approach which set apart from other Open Universities.

UKOU distance learning is a whole new, incredibly supportive level:

• The OU comes to you, wherever you are in the world.

• You don’t have to put your life on hold to get the qualification you want.

• You choose when and where to study.

• Plenty of one-to-one contact and social interaction.

 With The Open University, you can study at home or at work, on the move or on the beach

– reading, watching and listening, doing activities and assignments, taking part in debates and

discussions. Students can get regular support from their tutor on both a one-to-one basis and as

part of group tutorials, which can be face to face or online. Students will be able to get together

with other students online, through informal study groups and have access to our Student Support

Team when they need them. UKOU make sure that you get the best possible start to your OU

journey. Their online induction program will familiarize you with distance learning and your

chosen subject, and show the students how to get the best from their time with the UKOU.

Then for every module the students study, they will have an expert tutor to offer academic

guidance and advice, provide feedback on your coursework, and lead group tutorials. Students can

contact their tutor online, by email and on the phone.

When students registered with UKOU they will be allocated to a specialist Student Support

Team for the subject area you have chosen. Students will also have access to a huge range of

information and advice online, through the computing help desk and careers information (UKOU).

In distance learning, materials are to take over the teachers’ responsibility. The success and

failure of distance education depends on the quality of its course materials. BOU has been started

to develop a standard process for developing course materials to satisfy the demands of its students

(Islam, & et.al, 2006). By sharing with the experiences of other distance education institutions and

also using own experiences, BOU introduced course team approach for developing its course

material (Islam and Rahman, 1997; Faruque, 1998). Though BOU’s course materials are well

accepted by the students (Kabir, 1995; Anonymous, 2002), yet 131 there exists a demand for

further research on the course materials developing process to satisfy the growing demands of

learners’. Although BOU has successfully introduced some important media traditionally used in
distance education in less developed countries, it may add some new and feasible e-learning

systems considering the recent expansion of information and communication technologies (ICTs)

in the country. There is no report published so far on the processes and quality of BOU course

materials development. This paper, therefore, attempts to describe the processes and quality of

BOU course materials development taking into account the strengths and weaknesses as well as

possible ways of improvement.

Global Distance Education (DE) has progressed very rapidly during the last few decades.

Now DE is defined as learners being able to communicate with voice, video and data, real time

with teacher and other learners using modern ICTs (Islam, & et.al, 2006).

Tanzania embraces open and distance learning. In 1992 the Parliament endorsed

establishment of the Open University of Tanzania (OUT) which opened the door to higher

education through distance education in 1994. OUT became operational in 1994 with the first 766

students and by 2008, OUT had already admitted 40146 students in different programs (OUT,

2009). The aim of establishing OUT was to increase access to higher education. As an ODL

institution, currently, most of the courses are delivered through print-based media supported by

face-to-face sessions. The use of ICT and specifically e-learning through the customized

MOODLE electronic platforms is underway starting with courses including BSc. ICT,

BSc(Environmental Studies), BSc.Ed and Tourism (Mnyanyi & Mbwette, 2009).

As supported by Butcher (2011), the notion of Open Educational Resources describes any

educational resources that are openly available for use of educators and students, without an

accompanying need to pay royalties or license fees. It has emerged as an idea with great potential

to support educational innovation. This great potential on transformative power falls in the

convenience with which resources, when digitized, can be shared via internet. OER is widely
linked with “open learning”/“open education” because it serves as a support to the concepts.

However, Butcher argued that the two concepts are not the same.

The efficacy of an OER for a specific teaching or learning need can only be accurately

evaluated by reading through the content of the resource (Abeywardena, 2012). It is inevitable that

issues rise in the idea of OER. One of them is the assurance of quality of the educational resources

used. The need for assuring the quality of OER used in teaching and learning environment lies

with the institution, program/ course coordinators, and individual educators tasked for the delivery

of education. Abeywardena added that these instructors are the ones who retain final responsibility

for choosing which materials to use. Therefore, the assurance of quality of OER will hinge on

which resources they choose to use, how they choose to adapt them to make them contextually

relevant, and how they incorporate them into learning activities. Finally, he therefore concluded

that the primary responsibility for finding the right materials to use, and for using them to support

effective education, still resides with institutions and educators offering education.

In 2007, OECD presented in its paper that there are six (6) reasons why learning institutions

are being involved in Open Educational Resources. The first is that it is included in the academic

traditions and altruism the sharing of knowledge. It added that these institutions, particularly those

who are supported by the public financially should leverage taxpayer’s money by allowing these

resources as free sharing. Third, an OER project showcases the institution’s good public relations

which can attract new students. Also, quality assurance can be improved and the cost of content

development reduced by sharing and reusing. And Open Sharing will speed up the development

of new learning resources, stimulate internal improvement, innovation and reuse and help the

institution to keep good records of materials.

 Tham (2012) explained that the first aspect is whether a resource is relevant to a user’s

needs. This can be assessed by the search ranking of a resource when searched for with a search

mechanism. The search mechanism will compare the title, description, keywords, and sometimes

the content of the material to find the best match for the search query. The second aspect is whether

the resource is open enough for using, reusing, remixing, and redistributing. This becomes

important depending on what the user wants to accomplish with the resource. The third aspect is

the accessibility of the resource with respect to technology. If the user cannot easily use, reuse,

and remix a resource with available technology, the resource becomes less useful.

In the case of Learning Management System in SUCs in foreign countries, LMS gives help

in different area of education in SUCs especially in teaching, management of education, and

interaction of students and instructors. The studies show that LMS offer many things to improve

the system of education and to give progress in the delivery of educational services. LMS are

helpful tools in teaching and learning in SUCs especially in Open Universities that offers open and

distance learning style of teaching.

Learning Management System in SUCs (Local)

The rapid growth of distance education around the world has brought so many changes in

the philosophy of learning. This innovation resulted the Philippine Educational System to adapt

this new way of teaching and learning experience to both students and teachers. The Commission

on Higher Education (CHED) as the highest governing body of tertiary and graduate education in

the country encouraged higher institutions to explore Open and Distance learning through LMS.

Moreover, as the provider of policy framework for operating ODL, the delivery is bound by the

following principles: (1) learning centeredness focus on needs of students;(2) sound instructional
designs well compared to face to face programs;(3) transparency of information; (4) public

responsibility for outcome and; (5) continuous monitoring, evaluation, and upgrading of program

delivery (CHED, 2002).

Castolo, Comendador, & Sumande (2002) conducted a study in Polytechnic University of

the Philippines where they particularly investigated the course specialists’ ICT level of confidence

and the utilization for instructions on the application and functions of the e-learning materials. The

sample of course specialists came from different PUP Campuses who attended the LMS training

in April-May 2015. Through the opinion index used as their questionnaires, the researchers found

out that the respondents were fully competent with the following features of LMS: create e-groups

or classes, post announcements, show calendar events, create online submissions through e-Mabini

portal, create web pages for lectures and notes, and the like. Also, respondents added that they

include the application of LMS as a tool that integrates Open University Classes as an Open

Distance Learning.

Advantages and Disadvantages of LMS in Education

As indicated in recent studies, LMS allows students to access course information anywhere

and anytime, according to their preference (Asiri, Mahmud, Abu Bakar, & Mohd Ayub, 2012; Al-

Busaidi & Al-Shihi, 2010). It also provides a medium for assignment marking, handout note

making and uploading and downloading (Asiriet al., 2012; Govindasamy, 2001). Through multi-

modal methods of communication via the use of LMS, it is evidently showed that there will be a

greater communication between the student and the instructor (Chan,2009). Moreover, Sharma &

Vatta (2013) added that using LMS can encourage interaction between the students and the
instructors, can increase motivation for the learners, promote learning, and provide feedback and

support during the learning process.

On the other hand, LMS has also disadvantages that may occurs during the learning process

or implementation of the said innovation. Samsonov & Beard (2005) said that some trainers have

inadequate information and skills needed to successfully use LMS as teaching support. As a

solution, faculty members must develop a critical perspective on using LMS in variety of modes.

Dwyer & Dwyer (2003) added that instructors are challenged to make and organize an appropriate

learning activity using LMS to the needs of the students and also teaching styles.

There is a commonplace perception that ICTs have big contributions to changes in teaching

practices, school change and innovations, and community services. As a consequence, coverage

makers and mission leaders have to think in phrases of input factors that can paintings collectively

to examine the proper effect of ICT in training. Matching the introduction of computers with

countrywide guidelines and packages related to changes in curriculum, pedagogy, assessment, and

teacher education is more likely to result in extra mastering of students and other out comes

(Kozma, 2005). OECD’s international survey (2002) of secondary education in 17 countries

exhibit laptop availability for students; use of ICTs through teachers; ICTs activities as a part of

pupil undertaking; the position of ICTs in coaching and mastering; personnel development;

cooperation with other colleges and groups; and obstacle to the use of ICTs in schools and observed

top notch versions among the nations with admire to the cited variables. OECD’s schooling

Committee assembly for instance recommended a proposal for a new interest on ICT known as

“Policy Challenges for Schooling”. The meeting intended to discover and examine what education

policy makers would possibly do to higher use ICTs in attaining progressed educational out comes.
As referred to inside the OECD planning meeting agenda and issue paper, the structure of activity

focuses on wide and related questions as follows:

1. What policies are required to ensure that investment in ICTs leads to educational out comes?

This tries to understand how ICT can contribute to greater access to learning; to higher quality

teaching; and to improved and more equitable learning out comes.

2. What impact is ICT having upon the operation of educational institutions and upon educational

policymaking? This tries to reflect on issues such as institutional frameworks for school

management; the regulatory structures for educational institutions a

The need for linking ICT to training policies calls for reputation. In reflecting the significance of

technologies, training rules need to cognizance inside the following principal points (UNDP,

2004):

(1) Education policies have to reflect alternate and new teaching paradigms that ICT can offer in

terms of providing a more effective, relevant, and flexible mode of learning for the underprivileged

and the general masses.

(2) Policies must take into account the retraining of teachers incorporating use of ICTs in

education. Teachers should skilfully redesign learning environments so that students can transfer

their newly gained ICT skills to other applications to use in an ICT rich environment.

(3) Most educational policies reflect the need for ICT infrastructure but they left out the need for

local educational content. The development of instructional content-ware remains a neglected area,

affecting investments in hardware and resulting in a heavy economic and educational loss.

(4) The focus of developing countries should be on how they use ICTs to compensate for the

factors that are lacking in education, namely, well-trained teachers and the resources to pay for
expensive equipment. The task is to concentrate on technological alternatives that, at low cost,

bring to students the imagination and creativity of a few excellent teachers.

As indicated in recent studies, LMS allows students to access course information anywhere

and anytime, according to their preference (Asiri, Mahmud, Abu Bakar, & Mohd Ayub , 2012; Al-

Busaidi & Al-Shihi, 2010). It also provides a medium for assignment marking, handout note

making and uploading and downloading (Asiriet al., 2012; Govindasamy, 2001). Through multi-

modal methods of communication via use of LMS, it is evidently showed that there will be a

greater communication between the student and the instructor (Chan, 2009). Moreover, Sharma &

Vatta (2013) added that using LMS can encourage interaction between the students and the

instructors, can increase motivation for the learners, promote learning, and provide feedback and

support during the learning process.

In a study conducted by Little-Wiles (2012), the majority of faculty-respondents agreed

that the main benefit with the adoption of LMS was the convenience of having all classes and

materials in a centralized location that can be accessed anytime, anywhere. With regards with the

student benefits, the accessibility to materials and availability of their grade standing were

mentioned. Remarks involving course specialists benefits includes LMS as a forum tool for

reading responses, having the messaging tool for receiving and sending messages, and most

importantly, the convenience of disseminating handouts without the need of printing it.

On the other hand, LMS has also disadvantages that may occur during the learning process

or implementation of the said innovation. Samsonov & Beard (2005) said that some trainers have

inadequate information and skills needed to successfully use LMS as teaching support. As a

solution, faculty members must develop a critical perspective on using LMS in variety of modes.
Dwyer & Dwyer (2003) added that instructors are challenged to make and organize an appropriate

learning activity using LMS to the needs of the students and also teaching styles.

Challenges encountered by Instructors using Learning Management System

Learning Management System (LMS) has a numerous applications and now almost all

universities around the world urges lecturers/ faculty members to utilise it as part of institutional

teaching and learning practices institutions due to their functionalities to improve pedagogy

(Alghamdi and Bayaga, 2016). Due to heavy investment in Information Communication

Technology (ICT) or e-learning equipment, had been found to be growing across the world

(Cigdem & Topcu 2015).

Hussein (2011) and Aljaloud (2012) both identified the institution and faculty members as

part of the main barriers to the implementation of LMS training courses. The difficulties in

implementing LMS are generally concerned with ‘uncertainties’ about the technology. Despite

these systems have been acquired with unprecedented enthusiasm, they have not been embraced

quite as eagerly by university teachers (Steel, 2009). It is important to mention that LMS may not

be apt for the expression of all teachers’ pedagogies and intentions given the fact that it is a ‘one

size fits all’ technology solution. Papastergiou (2006) have found that they do not easily support

the kinds of assessment formats that are well-suited to social constructivist practices and that they

lack a sound structure to efficiently manage student interactions.

The attitude of faculty members within institutions towards LMS use for teaching

endeavours is hypothesised to be context specific, depending on the type of LMS and the

sociocultural factors of the country, the institutions, and personal experiences of the faculty

members. (Alghamdi and Bayaga, 2016). In a study conducted by Garrote and Petterson (2007),
cost and benefit were more important for faculty members where the ‘perceived easy-of-use

hypothesis’ developed by Rogers (2003) was not supported. In other studies conducted in Saudi

Arabia, the hypothesis about LMS adoption was based on the complexities of the LMS system and

faculty members believing that it provided no pedagogical benefit (Coates, James, & Baldwin,

2005; Govindasamy, 2001; Dooley, 1999; Davis 1989). Various international studies have also

noted that despite the fact that many developed countries have fully incorporated ICT in their

education system, the impact has not been what they had hoped for (Fathema, Shannon & Ross,

2015; Hernandez-Ramos et al, 2014; Wang & Wang, 2009).

Dooley (1999) suggested five key barriers affecting the adoption and use of new

technologies. These include the (1) user attitude and adoption difficulties because of either the cost

or the user patience or timing issues; (2) after implementation of the innovation, technical

supporters leave and become uninterested in it; (3) instructors/users may have no prior exposure

to the innovation or may have limited proficiency about it; (4) limited funds that can lead to

difficulty in adoption and usage; (5) cultural factors that could affect staff morale such as forced

adoption of such innovation.

In the implementation of Learning Management System (LMS), solutions are need to be

simple but also adaptive and open. There are challenges facing the new LMS in terms of managing

and coping with the environment of higher education institutions (Briantais, 2017).

The first problem to face is the number of students entering the universities that implies

diverse profiles. A lot of students will be ultimately brought together via LMS for consolidation

for the university administration develops an increase quality of educational system. Another one

is to merge master’s degree courses across the institution that caters undergraduate programs.

Because of the number of students, digital tools are big help and handy to leverage facilities and
resources of the universities and they are able to improve course contents and delivery methods

for their students.

The problem is that implementing digital tools is not enough solution on its own without

the proper or specific approach that calls for innovations. In LMS, what matters the most is the use

given to it and not the technology itself.

There are problems and challenges faced by the integration of universities to e-learning

using the learning management system. Studies show that the two main challenges faced by

lecturers in integrating LMS or e-learning is that the balancing of teaching and learning research

time constraints. Technophobia is also included but it is a minimal problem for the instructors and

to the learners. For student s and instructors, they face challenges in the virtual environment like

lack of access, lengthy response time form lecturers and vice-versa, lack of content in the

educational resources, time consuming, lack of interesting content and uninteresting content

educational resources, and a poor feedback responses from the instructors and vice-versa (Embi,

2011).
 CHAPTER III

METHODOLOGY

3.1 Introduction

This chapter will present and describe the research methods used to conduct the study. The

researchers explain how the gathered data and facts were collected, presented and analyzed to

address the research objectives and questions. Rationale for the research design, research

instruments, data sources, data collection methods, and data presentation procedures used will also

be provided. Thus, this chapter is concerned with the process of the research rather than the

product.

3.2 Research Method

Selecting the proper research approach was greatly influenced by the study being

undertaken. If some topics suit a qualitative approach, others suit a quantitative or even a

combination of these two approaches. This research is qualitative in nature. Qualitative research

attempts to acquire an in-depth understanding of underlying opinions from participants as it

explores attitudes, behavior and experiences (Dawson, 2002).

Qualitative approach was suitable for this study because it allowed the researchers to

examine the instructors’ experience in using LMS particularly its contributions as well as the

challenges.

The researchers will be drawn from an exploratory research design. The exploratory

research is designed to generate well-grounded familiarity with details, settings, and concerns, new

ideas and development of theories or hypotheses on the study of ICT in educational governance.
 Research questions get refined for more systematic investigation that the direction of future

research and techniques get developed.

In utilizing this type of research design in the data-gathering, the findings and the results

are deemed to be valid, relevant, and appropriate to the research question. Since exploratory studies

are useful for gaining background information on the research topic and rather flexible in

addressing the research questions, it will be easier for the researchers to gather the information and

analyze them for the results precisely connected to the research question.

3.3 Research Instrument

For this study, the researchers will use semi-structured interviews as the data gathering

method. The purpose of the interview is to gather pertinent data needed in the study as this

intensive individual interview with a small number of participants aims to explore their

perspectives and experiences on the topic (Boyce and Neale, 2006). In addition, unclear questions

and answers can be clarified in the dialogue between the researchers and the participants to gather

richer information. Since the researchers will be using a semi-structured interview with the

respondents, the questions will be open-ended and there will also be follow-up questions for

clarifications until it satisfies the need of research. Using open-ended questions allow participants

to express their answers spontaneously, and add useful information regarding the topic (Siniscalco

and Auriat, 2005). The questions will revolve around the learning management system through the

use of e-Mabini portal and its features, how do the course specialists use the said portal in

delivering educational services to PUP-OU students, and what are the challenges they encounter

in using the e-Mabini portal.

3.4 Sampling

Sampling is the process of selecting just a small group of people as representatives from

out of a larger group (Walliman, 2011). In this study, purposive sampling was used and the

respondents were selected for a good reason tied to the purpose of the research. The purposive

sampling technique is widely used in qualitative research where participants are selected based on

the qualities they possess (Etikan, et. al, 2015). In this research, Instructional Material

Management head of PUP-OU who was a former part of e-Mabini development team, an

administrative staff of LMS and IMDO, and PUP-OU instructors who use this system as way of

delivering educational services were considered as participants. These respondents were chosen to

provide the information needed by virtue of their knowledge and experience on the research topic

as well as their availability and willingness to participate.

3.5 Description of the Research Participants

To answer the first research question, the researchers chose to interview the Instructional

Materials Management head of PUP-OU and an administrative staff of LMS and IMDO by virtue

of their knowledge and experience on the progress of educational governance in PUP-OU using

ICT. As the second and third research question states, the main targets were PUP-OU

undergraduate course specialists. Therefore, the criterion for choosing the participants was based

on the fact that only PUP-OU undergraduate course specialists were wanted for the interview.

Another criterion for choosing the respondents is if they are using the e-Mabini portal.

Currently, there are ninety-seven (97) undergraduate course specialists handling the two available

undergraduate courses in PUP-OU which are broadcast communication and entrepreneurship. The
researchers interviewed sixteen (16) course specialists because at this number of participants, the

point of saturation was already reached.

3.6 Data Collection

This study was conducted in the Polytechnic University of the Philippines-Open University

also known as Pamantasang Bayan. As the researchers study the role of ICT in educational

governance, they chose the PUP-OU for their known transformation from traditional way of

delivering educational services to incorporating the use of ICT for better service delivery.

Data was collected during February of 2018. The researchers targeted a schedule of face-to-face

session where bulk of PUP-OU undergraduate course specialists were present. Primary data was

collected through exploratory, semi-structured interviews with the course specialists, an

administrative staff from IMDO and LMS, and the head of IMDO. An initial contact with the staff

of LMS was made through an inquiry of possible respondents for the topic. Then, the staff referred

the researchers to the head of IMDO for initial information about LMS. The researchers asked for

the consent of head of IMDO for the interview and submitted a copy of questions to be asked.

Subsequently, the head arranged a schedule for the entire interview with him and the PUP-OU

undergraduate course specialists.

The researchers conducted three separate interviews with the participants. The first

interview involved the progress of educational governance in PUP-OU using ICT was conducted

in the office of the head of IMDO and ranged in duration of an hour. Meanwhile, to support the

data gathered, the researchers interviewed the administrative staff of LMS and IMDO that lasted

for thirty minutes. To identify the qualified participants for the final interview on the challenges

and contributions of the e-Mabini portal in delivering educational services, the researchers
individually asked the course specialist if they are using the portal or not. The final interview was

conducted with sixteen (16) course specialists where the point of saturation was already reached.

A recorder was used for the first two interviews to maintain the original data, while for the last

interview, notes were made.

3.7 Data Analysis

After the collection of data, data analysis was conducted where useful information was

extracted from raw data. Schwandt (2007) described data analysis as the activity of interpreting

and theorizing data that signifies a search for general statements among categories. The initial data

analysis was done after each interview to check if any needed information was provided. After

finishing the data collection, all raw data were transcribed. Thematic analysis was then used to

organize the transcribed data. Thematic analysis is a type of qualitative analysis used to understand

classifications and present themes relating to the data (Alhojailan, 2012). By using this type of

analysis, the researchers made it possible to link different concepts and opinions from the

participants and compare them with other data that has been gathered from others. Further, the

method enabled the researchers to develop a deeper appreciation for the topic they are studying.

To distill data, the researchers determined broad patterns that allowed them to conduct more

granular research and analysis.

3.8 Ethical Considerations

As this study will utilize human participation and will investigate on practices, certain

issues must be addressed. Informed consent is necessary so that all participants have the knowledge

on what the study is all about. In addition, invasion of privacy must also be considered so
participants have the right to refuse to answer certain questions. Issue of confidentiality remains

highly significant as well. Identifying these issues in advanced will help prevent future problems

that could have risen during the conduction of the research.

 CHAPTER IV

FINDINGS AND DATA ANALYSIS

This chapter presents the research data gathered followed by the discussion of the research

findings. The findings respond to the research questions that guided the study. The data gathered

were analyzed to determine whether the e-Mabini portal used in the PUP-OU made huge

contribution to the progress and development of the educational governance in the PUP-OU.

4.1 Progress of the educational governance in PUP-OU using the e-Mabini portal

4.1.1 Development of the e-Mabini portal in the PUP-OU

The researchers conducted a semi-structured interview with the Instructional Material

Management Head in the PUP-OU and the very first Chief of the Learning Management System

in the PUP-OU who is also part of the administrative team that organized and trained course

specialists how to use the e-Mabini portal.

The PUP-OU started using the e-Mabini portal in 2010 when it was recommended for use

by the PUP Administration, especially the Office of the Vice President of Academic Affairs and

the Office of the Executive Vice President during those days. The respondent also told the

researchers that the e-Mabini portal aspires to provide and improve the Distance Learning, and it

is only logical to use technology in achieving the main goal of the PUP-OU, which is to teach even

if removed from the confines of the classroom. Like the CLSU and UK Open Universities, the

primary goal of an open university is to bring education closer to them—provide access to more

people wherever they live. This urged the PUP administration to adopt the learning management
system that can provide education to all individuals, which then gave life to the e-Mabini portal

where students can freely access the educational resources given to them by their course specialists

and they can also enjoy spontaneous learning without sacrificing their time. The development of

the e-Mabini portal was made possible through rigorous attempts of innovating new ways of

teaching methodologies without compromising the quality of education delivered to the students—

with a clear vision of providing an accessible education to all.

4.1.2 e-Mabini portal as a platform for delivering educational services

As the interview progressed, the researchers found out several key advantages of the e-

Mabini portal in delivering the educational resources, as well as the problems the administration

may have encountered that resulted to the establishment of the e-Mabini portal. The researchers

learned that the e-Mabini portal quickened the delivery of study materials compared to the

traditional mode of teaching and the time when the e-Mabini portal was still not available, whereas

the mode of instruction then was carried through tapes, CDs, and notes and were delivered via

snail mail. Nevertheless, with the existence of the e-Mabini portal, the speed of transfer of the

learning materials through the extensive use of technology was increased dramatically. He even

added, though, that in the early days, the main problem was the access to the Internet or if there

was access, the speed of the Internet was very limiting, but then again, the delivery of the study

materials became quicker which means that the OU became more efficient and effective to the

students and the instructors as well.

The researchers also interviewed one member of the Administrative Staff of Instructional

Material Development Office (IMDO) and LMS regarding the delivery of the learning materials

and the researchers found out that students of the PUP-OU enjoy the portal as it can help them
access the learning materials anywhere and whenever they can, all they need is a laptop and

Internet. “One more thing about the e-Mabini is that the lectures can be uploaded in the portal

wherein students or course specialists who weren’t able to attend the class can still catch up to the

lessons online”, she even added when asked what are the other distinct features of the e-Mabini

portal compared to the traditional way of teaching. Butcher (2011) also sustained the notion of

educational resources being openly available for use of the educators and students that shows great

potential to support educational innovation. The transformation of educational resources depends

on the convenience of resources that are shared via Internet and is widely related with open

education and open learning.

4.1.3 e-Mabini portal as “cyber-classrooms” of the PUP-OU

Another discussion that was made clear by the interview with the member of the

administrative staff of the IMDO is the e-Mabini portal serving as the “cyber-classrooms” of the

students and the course specialists of the PUP-OU. She emphasized that e-Mabini portal, having

the educational resources accessible online, the lectures given by the instructors are made easier

to get a hold of and there is increased interaction between the students and course specialists. The

course specialists also find electronic documents and files essential as they help in file sharing for

the lecture and presentations, sending announcements to the students for lectures and additional

references. With regards to the another e-learning tools the e-Mabini portal can offer, it also

includes the submission of requirements such as the students’ work documents, assignments, and

even quizzes. The respondent even explained how online quizzes are conducted to the students—

course specialists can upload the online quizzes wherein the results and the real-time activity of

the students while answering the quiz are monitored and recorded and graded by the system. Mtebe
(2015) and Vovides et. al (2007) supports this kind of feature of the e-Mabini as it is capable to

provide and present learning materials in various forms of multimedia such as audio, video and

animations that enables the instructors to interact with the students. “So, overall naman, kaya

namang gampanan ng portal natin yung kayang gawin sa traditional way of teaching dito sa cyber-

classroom”, the member of the administrative staff even claimed.

4.1.4 Management of the education and administration of the teaching and learning process

To assess the current management of education system and teaching and learning process

in the PUP-OU, the researchers interviewed the Chief of the Instructional Material Management

Head once more. At this point, the researchers have thrown more direct questions as to how the e-

Mabini portal manages the education and learning process of the students of the PUP-OU to assess

if this platform also capable of governing the entire education system in the PUP-OU.

The questioning started with how the PUP-OU adapted to the LMS and e-Mabini portal as

a new way of teaching. It was found out that an administration team, in which he is part of, was

organized and trained to familiarize themselves with the e-Mabini portal and master its basic ins

and outs in order for them to use the portal for OU purposes only.

Yet, at the start, the PUP-OU’s problem with the e-Mabini portal was the bandwidth and

storage whereas there are only 10 megabytes of storage to be utilized by the course specialists;

hence, they aren’t able to upload sufficient learning resources for the students, so the only data

they store in the portal are links to the materials. Furthermore, aligned with this concern is the

limitation of access in the Internet by the students who cannot go to the links provided. In order

for the e-Mabini portal to process data and be used faster, the administration evaluates if there are

students and course specialists who don’t use the e-Mabini portal and have them deleted. Due to
this problem in the bandwidth and storage inadequacy of the e-Mabini portal, the learning of the

students are also compromised. This is contrary to the essence of using the e-Mabini portal as a

portable platform for education in higher institutions. When asked what their attempts in solving

this problem are, they only answered that the ICTO are acting on measures the PUP-OU

administration doesn’t know of.

To know more about if the e-Mabini portal manages teaching and learning process in the

PUP-OU, the researchers also asked what the main purpose of the portal from the part of the

administration is. It was found out that the administration can monitor the users and non-users of

the e-Mabini portal, and they also have access in creating the cyber-classrooms, wherein the course

specialists will have to wait for the created cyber-classroom before they can start their lesson, and

they are the ones also that can enroll the students. Moreover, the administration also oversees the

semesters completed and on-going. They also have access to the lessons of course specialists and

monitor all data and information stored by them—they can remove learning materials if they

deemed irrelevant to the course after informing the course specialist of what actions should they

take.

4.1.5 Educational Governance in PUP-OU using the e-Mabini portal

Information and Communication Technology has changed the approach of managing and

administration of various sectors in the government, and one of the recipients of innovation the

ICT has given to is the transformation of educational governance. Aside from improving the

delivery of the educational services to the students, the educational governance in open universities

should also be observed.

 The researchers gaged the respondents with assertive points of discussion on how the e-

Mabini portal work in terms of managing education and administration of teaching and learning

process that answers whether the official’s and administration’s work are also managed using the

portal, and how does the portal help in terms of information/data storing and communication

between officials and administrative staff. However, the respondents only answered that basically,

all the e-Mabini portal did was ease the communication lines between the student and teachers and

that it speeds up the delivery of education. In terms of information/data storing and

communication, the only data stored are user account information, the reference materials of the

teachers, questions to quizzes, and answers to assignments.

The respondents explicitly answered, “Practically, the e-Mabini portal does not play role

in terms of managing education and administration but it does deliver educational services for the

students which are the stakeholders”, and “No, the official’s and administration’s work are not

managed using the e-Mabini portal”. Information and Communication Technology has developed

several functions for the education system and educational governance with the help of digital

data, storage, retrieval, manipulation, and analysis and that it requires proper running of any

institution, as Akhtar (2014) argues. Evidently, the PUP-OU doesn’t use the e-Mabini portal for

educational governance, because educational governance wherein ICT is very useful in, the

respondent clearly refuted the purpose of the e-Mabini portal. When it comes to managing

education that uses ICT in improving school works, organizing workshops, lectures, and other

related activities. The involvement of official’s works in the portal wherein the portal should help

in attendance, fee deposits, admissions, organizing entrance tests, evaluation and result

preparation, maintaining registers and government grants, and other official works that need to be

managed. Lastly, the official communication within the community, parents, and government
bodies that are necessary for educational institutions that are important for development—

information should displayed by the help of the portal and other relevant data that needs storing

and sharing via Internet.

However, it was proved that the e-Mabini portal’s primary function is to deliver

educational services to the students of PUP-OU. The interaction of the stakeholders and the

institutions is also defined as educational governance and that enhancing the delivery system of

the educational services with goals to improve the building capacity of school in any level is

considered educational governance as Brewer and Smith (2007) supported. The educational

governance in other international universities such as the NHS Education in Scotland based on

their Educational Governance Framework also vouch for the commitment of high standards and

improvement of quality of the delivery of educational services. Whereas, Coward (2012) also

defined educational governance as the system through which institutions control their educational

activities and improving the service delivery performance of institutions. The e-Mabini portal may

not yet be prepared to manage official and administrative works but it is one rigorous attempt of

the PUP-OU to improve the educational system and has the goal to deliver quality education for

all, which the researchers perceive as an intrepid initiative for a state university like the PUP.

4.2 Use of the e-Mabini portal

To determine what the primary functions of the e-Mabini portal are and how is the

experience of using the e-Mabini portal in the PUP-OU, the researchers interviewed 16 course

specialists who use the e-Mabini portal in teaching. Through this, the researchers have found out

how e-Mabini portal works from the course specialists who experience it first-hand.
 Following are the major uses of the e-Mabini portal as the course specialists acquaint the

researchers with:

4.2.1 Accessibility

Most of the course specialists find the e-Mabini portal accessible as both them and the

students can open and go to the portal quickly. “Maybe one of the helpful features talaga ng e-

Mabini portal is that students can learn anywhere and anytime. Most of the students dito sa OU

kasi ay working students”, one of the course specialists answered among the other 8 instructors

who told the researchers their stand on the accessibility of e-Mabini portal even to working

students. Students can learn in the easiest way even without compromising their time between

work and school. Also, with the e-Mabini portal, students can study at home or at work, or anytime

the students prefer, as supported by Asiri, Mahmud, Abu Bakar, Mohd Ayub (2012) and Al-

Busaidi and Al-Shihi (2010).

4.2.2 Faster distribution of educational resources

The respondents also affirmed another helpful use of e-Mabini portal which is it delivers

the educational resources faster to the learners. According to the course specialists, the students

can easily catch up to the lesson through the e-Mabini portal if they are absent or they can also

gain advanced learning through the portal because the learning materials are easily uploaded.

Through the e-Mabini portal, course specialists can upload their reading materials for the lesson

and the students can download it right away with their phone, laptops, and other gadgets through

Internet. Using the e-Mabini portal helps the course specialists facilitate a flexible teaching
delivery, as well as giving activities and assessments to the students, whereas Ryan, Scott,

Freeman, & Patel (2000) highly values.

4.2.3 Time and Distance-Efficiency

Correlated with the accessibility feature, the e-Mabini portal also help the students and

course specialists manage their time and priorities. Course specialists also guarantees the

researchers that many students enjoy having the portal with them. “Maraming estudyante ang

nagsasabi ngayon na mas okay ang may portal. Kasi kaya mong basahin yung mga materials kahit

nasa’n ka, all you need is laptop and Internet”, one of the course specialists even answered when

asked how efficient it is to have the e-Mabini portal. In distance-learning and using the e-Mabini

portal, it is also imperative to assess the convenience of learning. Convenience is one of the main

benefits of LMS (Little-Wiles, 2012). Having classes and materials in a centralized web-based

system give them the advantage to work and study at the same time. And the e-Mabini portal,

serving as a primary tool for teaching and learning in the PUP-OU is a great help to overcome the

difficulties of the students even when they work (Coates, James, & Baldwin, 2005).

4.2.4 Interactive

One features that differs the e-Mabini portal from the traditional way of teaching is the

interaction of the course specialists and the students. The researchers asked the course specialists

how is the interaction between them and the students and how does it differ from the traditional

way of teaching as it uses the Internet to interact with students. The researchers have found out

that the PUP-OU conducts eighteen 18 meetings to their students, to which there are four (4) offline

meetings and fourteen (14) are online. “Without the e-Mabini portal, there will only be four (4)
sessions with very limited output from the students”, the Instructional Material Management Head

responded. He emphasized that there was an increase in the output delivery of the students

expressed in their educational activities. Even though the students don’t have many face-to-face

sessions all the time, the e-Mabini portal gets them to study all together online but still with the

supervision and guidance of their course specialists by providing their learning materials for their

lessons. The e-Mabini portal also create pages for lectures and notes that helps them in distance-

learning because the LMS allows students to access course information anytime and anywhere

(Asiri, Mahmud, Abu Bakar, & Mohd Ayub, 2012).

4.3 Challenges encountered when using the e-Mabini portal

The researchers also interviewed the course specialists, and the members of administrative

staff on what are the common problems they encounter while using the e-Mabini portal and how

does it affect the teaching and learning delivery in the PUP-OU. Following are the major

challenges the course specialists encounter while using the e-Mabini portal:

4.3.1 Limited proficiency in this innovation

One problem encountered while using the e-Mabini portal is that some of the course

specialists have limited proficiency or knowledge in using this new system. They are still more

comfortable in using the traditional way of teaching that results to the neglect of using the e-Mabini

portal. However, as part of managing the education system in the PUP-OU, trainings are provided

for the course specialists on how to effectively use the e-Mabini portal for better teaching to

students. Some course specialists, on the other hand, choose to educate themselves on how to use

the e-Mabini portal. The implementation of this innovation become a disadvantage to the process
of distance-learning if the instructors who use the LMS have inadequate information and skills to

successfully implement the system (Samsonov & Beard, 2005). Nevertheless, some of the course

specialists still don’t have the courage to use the portal because it is new. “Uncertainties” in

technology also hinders the successful implementation of the LMS as stated by Steel (2009).

Limited proficiency of the course specialists in using the e-Mabini portal results to the

underutilization of the web-based system. The primary goal of the PUP-OU to distance-learning

for all cannot be fully achieved if this problem continues.

4.3.2 Poor feedback performance

In using the e-Mabini portal, there are limited responses when it comes to the feedback

performance of the course specialists and students. They are not aware of what should be improved

in their service delivery and performance because the e-Mabini portal is still not used to provide

feedbacks and comments on the quality of service and performance given by the course specialists

and students. It is true that the administration monitors who are the users and non-users of the e-

Mabini portal but doesn’t necessarily provide any feedbacks on the performance delivered. To

improve the skills and knowledge of the students and the course specialists, as well, they need to

gain certain feedbacks and evaluation on their performance. In implementing the LMS, proper

feedback should be established between the course specialist and the students to enhance their

digital skills and performance (Embi, 2011).

4.3.3 Teaching and research constraints (preparation of contents, uploading of teaching

materials, etc.)
 One of the most important roles of the course specialists in using the e-Mabini portal is to

upload and prepare the learning materials for their students. However, due to the limited time and

poor Internet connection, the e-Mabini portal remains underutilized by some of the course

specialists. Another problem faced by the course specialists when it comes to disseminating the

learning materials to the students is the low bandwidth and storage of the e-Mabini portal which

limits the resources uploaded in the portal. According to a member of the administrative staff in

the PUP-OU, there is only 10mb of storage allotted for each course specialists for their learning

materials. When the portal gets jammed, they cannot upload and prepare the contents of their

cyber-classroom. The balancing of teaching and learning research time constraints are the two

main challenges of the LMS as Embi (2011) argued.

4.3.4 Resistance to technology

The utilization of the e-Mabini portal is quite low because some course specialists resist to

use the portal as they have very limited understanding or skills when it comes to technology. A

number of course specialists are already “seniors” making them inexperienced in using the

technology in their teaching practices. Instructors may have no prior exposure or knowledge to the

innovation implemented in the institution (Dooley, 2009) and it is one reason why they still resort

to the traditional way of teaching instead of using the e-Mabini portal. Some of them also ask other

people to operate their accounts and prepare and upload the learning materials for them.

4.3.5 Time-to-time maintenance shutdown

According to the head of the IMDO, the e-Mabini portal is connected with the server of

the main campus where the Student information System (SIS) is also connected, while the server
is mainly handled by the ICTO. Due to the system error of the server in the main campus, both the

SIS and e-Mabini portal is affected by maintenance shutdown. With these problems in the server,

there is a tendency that the students will not fully appreciate the use of e-Mabini portal and can

also widely affect the student’s distance-learning—this may affect their delivery of their output in

school and the interaction between them and their instructor.

4.3.6 Students were not regularly visiting the portal

Due to the technical problems encountered in the server of the e-Mabini portal, some

students prefer not to regularly visit the portal for school references and announcements. Instead

of focusing in this problem, the course specialists choose to make their own class Facebook page

or group where they can post all class-related matters. This is contrary to the whole goal of e-

Mabini portal which is to make all information and learning resources accessible to all students.

4.4 Delivery of the educational resources

4.4.1 Communication between student and course specialist

Since one of the features of e-Mabini portal is having the assignments, quizzes, exams

readily available on the portal, the researchers asked the course specialists how e-Mabini portal

help them in delivering educational resources, they said that it was easier for them to communicate

with their students specially in giving assignments, quizzes and lectures. E-Mabini portal has a

great help in the communication processes between the students and the course specialists.

Through the use of LMS, Chan (2009) states that greater communication between students and

instructors can be achieved.

4.4.2 Convenience in disseminating learning materials

Respondents strongly agree that the portal give them convenience in the distribution of the

learning materials because it is just one click away. According to them, they save more time and

money compared to the traditional classroom where books must be availed. This supports their

initiative to have a paperless and more convenient distance learning. However, some of the course

specialists perceive uploading learning materials as a dilemma since they are not very familiar with

the mechanism of the e-Mabini. In the study of Vovides, et. Al (2007), they supported that LMS

has various features that enable the instructors to share the learning resources or materials

conveniently as well as providing interaction with their students.

4.4.3 Centralized location

Most students of the PUP-OU are on a part-time job. As mentioned by the administrative

staff of IMDO and LMS, they also have Overseas Filipino Workers students who is purely using

online class through e-Mabini. It is a big help for them that they can study while working or when

they are in distant places. As stated by the United Kingdom Open University (UKOU), their

mission is to promote distance learning to people with educational quality, pedagogic innovation

and content delivery of supported open learning. In the journal published by the Nigeria Open

University in 2012, one of the advantages of open and distance learning is that students can read

and work through designed study materials at their own pace, and time and place that suits them

most.
 CHAPTER V

CONCLUSION AND RECOMMENDATION

Conclusion

After the analysis of data and review of related literature, the researchers conclude that:

E-Mabini portal is underutilized in the educational governance aspect as its features are not

widely used for managing education and administration of teaching and learning process.

However, the primary role of the e-Mabini portal in educational governance is dedicated to the

delivery of educational services, such as providing distance-learning and open educational

resources to students. It can also be construed that this is due to the challenges encountered by the

administrative staff and course specialists who experience using the e-Mabini portal first-hand—

mainly, because the e-Mabini portal has limited features and capability when it comes to storing

official information and other educational management activities.

The findings also revealed that the three (3) main contributions of e-Mabini portal in

delivering the educational services are: 1) improved communication between students and course

specialists; 2) convenience of having classes and materials in a centralized location, and; 3) easier

delivery of education such as online information dissemination.

Educational governance involves the interaction of the stakeholders and the institution

whereas they both work on achieving the goals of improving the quality of the delivery of the

educational services. As a final point, the e-Mabini portal may not yet be prepared to manage

official and administrative works but trying to commit to higher standards of learning and distance-

education for all, is one of the best attempts a state university like the PUP has succeeded.
Recommendations

Based on the findings and conclusions presented, the following recommendations are

proposed by the researchers based on the suggestions of most respondents for the improvement of

educational governance through the use of ICT:

1. The researchers recommend that the PUP-OU conduct more trainings on how to properly

use LMS including different applications such as Microsoft Office to raise computer

literacy and ICT confidence among the OUS course specialist for a more workable level

needed for a successful application of LMS.

2. To the Information and Communications Technology Office (ICTO), there’s a need to

utilize more features that will enhance and allow the system to provide more services such

as sending feedbacks, concerns, and inquiries regarding the portal.

3. Since there’s only limited slots for using the e-Mabini portal, it is important to expand the

capacity to hold more accounts for students and course specialists that will increase their

participation and dissemination of learning materials.

4. To the administrative staff of LMS, it is important to be more responsive on the problems

raised by course specialists and students for better delivery of educational services.

5. The course specialist must be given more participation in enhancing e-Mabini portal since

they are the primary users who are experiencing the gaps of portal in delivering its main

functions.
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