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Documente Profesional
Documente Cultură
ABSTRACT
The research determined the learning and teaching style preferences of 200 UPOU students
as well as assessed these preferences relation to their information-seeking behavior. Selfadministered questionnaires, delivered both printed and online using Survey Monkey, were
answered by the students from 15 July to 30 September 2008.
Learning style indicators showed that most (72%) of the respondents preferred the visual type
of sensory information while majority (56%) were reflective learners. They were mixture of
intuitive and sensing learners and preferred learning and organizing information from general to
specific (deductive) 138 (69%) as opposed to inductive 62 (31%). However, more (56%) were
sequential learners rather than global learners (44%). Their Grasha-Reichmann Student
Learning Styles Scales (GRSLSS) indicated that most (33% and 30.5% respectively) of them
were collaborative-independent learners who preferred group discussion and independence in
studying.
Majority (63.5% and 45.5% respectively) also preferred a facilitator-type of teacher and Type 4
teaching style because these encouraged them to have experiential learning. Convenience and
flexibility were main reasons for enrolling via distance education (DE) mode. Thus, in seeking
information, all (100%) preferred to use the Internet and electronic media, with almost 84%
daily usage and 76% of them spent more than three hours using these media.
The premise that learning and teaching style preferences were related to the students
information-seeking behavior was supported by respondents answers to the open-ended
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questions. Although this was not statistically tested, information-seeking was related to the
convenience and use of information resources, followed by the seeker's personal knowledge,
selection of information, and course requirements. Problems encountered in seeking
information were time constraints, and the availability, credibility, and approach of information
sources.
Results may be considered in preparing course modules and in delivering lessons and
discussions by distance learning.
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INTRODUCTION
Distance Education (DE) has traversed four to five 'generations' of technology in its history print, audio/video broadcasting, audio/video teleconferencing, computer aided instruction, elearning / online-learning, computer broadcasting/web-casting/webinars, etc. Increased in
information and communication resources has dramatically revolutionized the learning and
teaching experiences of distant learners. The establishment of virtual environment from
conservative correspondence has given a threshold of convenience for online and distance
education. As such, e-learning has led to many possible ways of interacting and communicating
as well as to preferential learning and information seeking.
The idea that people learn differently is venerable and probably had its origin with the ancient
Greeks (Wratcher, Morrison, Riley & Scheirton, 1997). For many years, educators have noticed
that some students prefer certain methods of learning more than others. These dispositions,
referred to as learning styles (LS), form a student's unique learning preference, influence
information-seeking styles, and aid teachers in planning group and individualized instruction
especially in a distance education (DE) program.
One such DE program is that offered by the Philippines Open University (UPOU). The UPOU,
which was established on 23 February 1995 as UP Systems fifth constituent university,
provides education opportunities to individuals aspiring for higher education and improving their
qualifications, especially those who are unable to take advantage of traditional modes of
education.
UPOU has drastically shifted its mode of learning and teaching over the years catering
information delivery and communication electronically. Students are encouraged to study at
their own pace and own independent learning style with the given learning packages i.e. printed
manuals, audiovisual materials, CD-ROMs. Learning materials are designed in such a way that
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these require a specific time period to finish, conforming to semester schedule. Even online
library has been made available for the enrolled students to access information for course work.
Interaction is an important requisite for UPOU learning, Figure 1 clearly illustrates each of the
variables that interact and affect one another. However, aside from this interplay, there are
other important factors necessary for learning in a distance education setting:
Use
of
multimedia/ICT
that
are
appropriate
in
meeting
learning
objectives
(Reeves,1998)
|Page5
students a greater appreciation of their strengths and helps them become more deliberate in
their learning.
This research was conducted primarily to study and identify UPOU students preferential
learning and teaching styles and if these preferences had any relation to their informationseeking practices.
The general objective of the study was to determine the learning and teaching preferences of
the DE students and its relation on their information-seeking behavior. Specifically, it aimed to:
1. Determine the profile of the UPOU distant learners;
2. Identify the learning styles of the distant learners;
3. Identify the teaching style preferences of the distant learners;
4. Determine the information-seeking behavior of the distant learners in terms of source of
information, frequency and amount of time spent in information-seeking; and
5. Identify the factors and problems affecting their information-seeking behavior.
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Socio-demographic
characteristics of learners
Gender
(Male =Female)
Program/ Degree
(Undergrad, Masters,
Post-baccalaureate,
Non-formal courses)
Age
Category 0:
Age 16-19 yrs
Category 1:
Age 20-25 yrs
Category 2:
Age 26-30 yrs
Category 3:
Age 30-39 yrs
Category 4:
Age 40-49 yrs
Category 5:
Age 50-60 yrs
Working or not
Profession
Years enrolled
1 sem to 1 year-half
2 years
3 years
4 years or more
Information-seeking of learners
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the telecourse was not appropriate, such as too fast, too slow, too hard, or too easy
(Minich,1998).
Learning styles can be categorized as follows (Felder, 1993; Grasha and Reichmann, 1974):
a. Processing Students learn best and process information by either working alone
(reflective or intrapersonal learner) or working with other fellow students (active or
interpersonal learner)
b. Input Students perceive information using senses either by visual (using demo, flow
chart, diagrams, pictures) or verbal (written or spoken language)
c. Perception Students learn and perceive information either by being sensitive (sensing)
or intuitive
d. Organization Students learn and organized information either from general to specific
(Deductive) or specific to general (Inductive)
e. Understanding Students
(understands information in linear steps, with each step following logically from the
previous one) or globally (learn in large jumps, absorbing material almost randomly
without seeing connections, and suddenly "getting it")
f.
Dependent
Students
Teacher-students as
Source of structure/guidance
Performance-driven
Competitive
Students
Focus on recognition on
academic accomplishment
6 GRSLSS
Group discussions
Collaborative
Students
Lectures, group projects
Participant
Students
Meet teacher expectations
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The GRSLSS seemed ideal for assessing student learning preferences in a distance learning
setting (Hruska-Riechmann and Grasha, 1982; Grasha, 1996). The scales addressed one of
the key distinguishing features of a distance class, the relative absence of social interaction
between instructor-student and student-student.
The styles described above referred to a blend of characteristics that apply to all students
(Grasha, 1996). Each person has some of each of the learning styles. Ideally one would have a
balance of all the learning style preferences which are likely to evolve over time as one learns
or meets new experiences. Nevertheless, Lockitt (1997) stressed that there is no single
learning style that will be perfect for every individual, since human beings are complex.
Formal Authority
Possesses knowledge
and expertise in the
subject; concerned with
transmitting information;
strives to demonstrate
expertise to students and
thus maintain own status
Personal Model
Believes in teaching by persona
example; oversees, guides and
irects by showing how to do thin
and encouraging students to
observe and emulate
Delegator
STUDENT
Perceives role as a
resource to be called
upon by students;
expects students to
work autonomously
and independently.
Facilitator
Guides, supports and encourages
students to develop themselves;
encourages asking questions and
exploring options; develops
initiative and responsibility; works
with students on projects in a
consultative fashion
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Teaching Styles were also categorized as: (Grasha 1996)
Socio-demographic Characteristics
The socio-demographic data of the respondents included gender, age, program and degree
currently enrolled in, years enrolled in UPOU, if working or not, and profession. These variables
linked patterns of information-seeking behavior according to their preferred learning
experience.
Information-seeking Behavior
A student learns by feeding himself inputs or information then processing this accordingly.
Information-seeking was defined as the initiation, selection, exploration, formulation, collection
and presentation of information (Kuhlthau, 1991, 1993) while Choo et al. (2000) have
distinguished starting, chaining, browsing, differentiating, monitoring and extracting. It was also
described as a gap in individual's knowledge in sense-making situations (Dervin and Nilan,
1986).
According to Wilson, a general model of information behavior has to include at least the
following three elements: (Wilson, 1997)
"an information need and its drivers, i.e. the factors that give rise to an individual's
perception of need;
the factors that affect the individual's response to the perception of need; and
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Today, most people access information via internet and in electronic form. The Google
phenomenon is one that recurs regarding information seeking behavior when it comes to
finding information the fastest and accessible way. The convenience of generating information
from these sources is evident not only in distant learners but almost all in general. "the
pragmatic goal of improving information access has been one of the goals of information
seeking research." (Jrvelin and Ingwersen, 2004).
Meanwhile, this information-seeking study included the preferred source of information (i.e.
books, newspapers, magazines, radio, TV, interview, computer), frequency of use of the
information sources (once/twice/thrice a month, daily or weekly), the amount of time spent for
specific information source (< 1hr to 5 hrs), factors influencing information-seeking
(convenience, knowledge of use, course requirements, faculty/fellow students advices) and the
common problems encountered when seeking information (time-constraints, inconvenience,
availability of resources, information credibility).
This studys premise is that the students learning and teaching style preferences are related to
their information-seeking practices.
METHODOLOGY
Research design
The study used a cross-sectional descriptive research by disseminating survey questions to
currently enrolled UPOU students regarding their preferential learning and teaching styles as
well as their information-seeking patterns.
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same survey were sent via email to students randomly taken from the Moodle Contacts website
and from the mailing list of the LC coordinators.
Data Analysis
Data gathered were analyzed descriptively using frequencies and percentages.
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Majority of the 200 respondents are composed of females (64.5%) with only 71 (35.5%) males.
Their age ranged from 16 to 60 years with a mean average of 38 years, wherein 174 (87%)
were working and only 26 (13%) non-working students. Most of the respondents (91%) are
based in the Philippines and only 18 (9%) abroad. Majority (62%) have been enrolled at UPOU
for approximately one to two semesters. About half of the respondents (51%) are enrolled in
Masters program, while the rest (23.5%) are enrolled in undergraduate programs. (Table 1 and
Figures 4, 5, 6, 7).
PROFILE
Gender
Male
Female
Age
16-19
20-25
26-30
30-39
40-49
50-60
Educational attainment
Doctorate
Masters
Undergraduate
Diploma course
Certificate/ non-formal
Working
Yes
No
Learning Center Base
Philippines
Abroad
Number of years studying (years)
1 -1
2
3
4
5 or more
FREQUENCY
N=200
PERCENTAGE
71
129
35.5
64.5
13
47
52
56
25
7
6.5
23.5
26
28
12.5
3.5
1
102
47
36
14
0.5
51
23.5
18
7
174
26
87
13
183
18
91
9
124
44
21
4
7
62
22
10.5
3.5
2
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60
# of Respondents
50
40
30
20
10
0
Male
Female
Working
Not working
Philippines
Abroad
7%
1%
11%
4%
2%
18%
50%
22%
61%
24%
1sem-1 1/2yr
Masters
Undergrad
Diploma Courses
Certificate/Nonformal
Courses/Programs Enrolled
2yrs
3yrs
4yrs
5yrs
Doctorate
Associate in Arts
Bachelor of Arts in Multimedia Studies (BAMS)
Diploma in Computer Science
5
6
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Introduction to E-Commerce
Professional Teaching Certification Program
Key Legend
| P a g e 14
preferred to learn and reflect on ideas alone rather than group work because of time availability
and constraints. Though, others felt that traditional lectures and discussion worked best for
them, facilitating experiential learning and active participation.
Most respondents (72%) preferred visual type of sensory information and only 28% were
inclined to verbal (written or spoken) information (Table
2, Figure 9). Students preferred data presented in visual
formats i.e. diagram, charts, films, demos rather than
written or spoken instructions from instructors or from
manuals. These helped students to clearly understand
Figure 9. Preferred Type of Sensory
Information
who have no time to study voluminous reading materials. Thus, this inferred that reading
materials, both written and seen, either manuals or video clips/presentation, are essential to
students learning process.
Half (50.5%) of the students said they were sensing
learners while the others were intuitive learners (49.5%)
(Table 2, Figure 10). This proved that UPOU students are
mixture of factual learners and abstract or mathematical
learners, and these depend on each student's inclination
Figure 10. Information Perception
to
perceive
and
process ideas.
| P a g e 15
However, most respondents understood information from
linear sequential steps or being Sequential Learner 112
(56%) rather than jumping into big leaps or Global learner 88
(44%) (Table 2, Figure 12). Though students generalized
ideas, students still preferred to follow a linear stepwise path
Figure 12. Student's Information
Understanding
PERCENT
112
88
56
44
144
56
72
28
Sensing learner
Intuitive learner
Learning organization preference
Inductive
Deductive
Students information understanding
Sequential Learner
Global learner
101
99
50.5
49.5
62
138
31
69
112
88
56
44
STYLE INDICATORS
Processing (Preferred Learning Environment)
Few were
GRASHAREICHMANN
SCALES
Collaborative
Independent
Participant
Competitive
Dependent
Avoidant
FREQUENCY
N=200
66
61
36
27
8
2
PERCENT
33
30.5
18
13.5
4
1
| P a g e 16
Following the style indicators presented, the study inferred that the respondents were mixture
of sensing and intuitive learners who preferred independent learning style (intrapersonal and
reflective learner) due to self-paced instruction and time management, and still recognized the
need for group discussion (Collaborative learner) where concepts are presented in a deductive
manner (general to specific) following a sequential (linear) steps. Thus, discussion forums are
advisable in a distance education learning where interaction with instructor and among students
takes place. Being visually inclined, UPOU students considered that presentation of information
can be done in practical ways i.e. video-streaming of lectures, summarizing lectures into power
point slides, etc.
followed
by
those
(37%)
who
| P a g e 17
FREQUENCY
74
40
65
127
35
N=200
%
37
20
32.5
63.5
17.5
43
21.5
24
12.0
42
21.0
91
45.5
| P a g e 18
PREFERENCE
INFORMATION RESOURCE
%
170
85
151
75.5
150
75
Radio
68
34
109
54.5
200
100
INFORMATION
RESOURCE
Library books, journals
and publications
Newspapers and
Magazines
Television and video
clips
Radio
Interviews and surveys
Computer and the
Internet
FREQUENCY USAGE
1 x a mon
2 x a mon
3 x a mon
weekly
%
daily
%
59
29.5
12
21
10.5
51
21.5
30
15
18
3.5
11
5.5
55
27.5
63
31.5
24
12
11
5.5
2.5
30
15
85
42.5
11
15
8.5
7.5
38
10
2
5
17
13
1
6.5
63
5.5
31.5
19
3.5
0.5
1.5
27
13.5
168
84
On the other hand, many (75.5% and 75% respectively) preferred newspapers/magazines and
TV/video clips as resource of information indicating that convenience in information-seeking
and visual sensory of learning are important factors considered by distant learners. About
31.5% and 42.5% respectively, said that newspapers/magazines and TV/video clips were
utilized on a daily basis. About 29% spent 1 hour for reading newspaper and magazines and
approximately 28% spent 3 or more hours watching TV and video clips when seeking
information (Tables 5, 6, 7 and Figure 16, 17).
| P a g e 19
250
200
150
100
50
0
Library books, New spapers Television and
journals and and Magazines
video clips
publications
1 x month
2 x month
Radio
Interview s and
surveys
3 x month
Computer and
the Internet
weekly
daily
Many of the respondents (54.5%) used interviews and surveys as viable source of information
at least once a month frequency (31.5%) and less than an hour time allotment (22.5%). Though
more than half of the respondents indicated the use of this media, its popularity and credibility
do not appeal to students as shown by their less time usage (Tables 5, 6, 7 and Figure 16, 17).
AMOUNT OF TIME USAGE
INFORMATION
RESOURCE
Library books,
journals and
publications
Newspapers and
Magazines
Television and video
clips
Radio
Interviews and
surveys
Computer and the
Internet
<1 HR
1 HR
2 HRS
3 HRS >
36
18
35
17.5
54
27
43
21.5
53
26.5
58
29
30
15
13
6.5
23
11.5
40
35
17.5
58
28
24
12
22
11
13
6.5
16
45
22.5
35
17.5
15
7.5
12
33
16.5
152
76
<1hr
1 hr
Radio
2 hrs
Interview s
and s urv ey s
Computer and
the Internet
3 hrs>
Figure 17. Amount of Time Usage of the Preferred Information Resources of Students
| P a g e 20
Only 34% of the respondents preferred the use of radio with 19% daily usage and less than an
hour time usage (12%) (Tables 5, 6, 7 and Figure 16, 17). This revealed that the popularity of
radio being a preferred information resource decreased given that the advent of computer age
opened more and more opportunities in seeking and finding information.
Results showed that convenience ranked as the highest priority in information-seeking. Almost
half (99 out of 200 respondents) agreed convenience, speed and time restrictions influenced
their ISB. Thus, in the study made by Quimbo & Bautista (2007), it also revealed that
convenience is the main reason for preference of particular mode of learning while the
preferred learning mode is mixed mode (both face to face and online). Sixty-six out of 200
agreed that the second influential factor was the knowledge of services and sources of
information. Students, other than convenience, also considered easiness, familiarity and
accountability of services when seeking information. About 64 students ranked Course
RANKING
RESULTS
INFLUENTIAL FACTORS IN
INFORMATION-SEEKING
1st
2nd
3rd
4th
5th
No.
N=200
1st
99
45
20
13
23
200
2nd
45
66
45
17
27
200
3rd
Course requirements
56
38
64
17
25
200
18
21
36
90
33
198
17
28
44
97
195
4th
5th
| P a g e 21
Requirements as third influential factor in seeking information. With the given course guides
and requirements, students matched their information needs according to the requisites of their
subjects. It may either make students be overwhelmed with voluminous readings or be lagged
behind on just one reference material. About 90 out of 198 respondents said that academic
staff influenced their ISB, ranked as fourth factor considered. FICs and tutors authority and
figure inspired students to further their study and discussion in forums, thus experiential
learning is manifested. About 97 out of 195 respondents agreed that their fellow students
advices ranked as fifth influential factor in their ISB. Though exchange of ideas among students
were observed, chances of influencing ISB are minimal and if so, were due to competitive and
collaborative group discussion and requisites of the course. Other factors specified were
influence of work colleague, society or community with idea on discussed subject matter,
serendipity or chances of finding viable information related to the subject matter, and the
course discussion/website.
PROBLEMS
FREQUENCY
N=200
165
134
90
PERCENTAGE
Most respondents (82.5%) agreed that time constraints and inconvenience were most common
problems encountered during information seeking, specifically personal time-management.
The study of Quimbo and Bautista (2007) also showed that performance of UPOU students are
not affected by shift in purely online mode of instruction but rather both personal reasons (timemanagement and discipline) and DE mode characteristics i.e.
students. Either one had difficulty in adjusting to the pacing and autonomy in studying or still
preferred traditional classroom-style discussion. Other specified problems were the lack of
knowledge on the subject matter, media constraints and downtime of learning portal, approach
or directive of information resource, lack of FIC support, and limited access to information on
some topics.
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Many (20.6%) who have agreed said that the UPOU DE mode have flexible learning mode,
have reasonable requirements and deadlines. Others (19.2%) said that UPOU promotes
| P a g e 23
independent and challenging learning mode of DE which favored them. About 14.6% said that
the reading materials, course guides and videos were sufficient while others (12.8%) said that
the UPOU web portal / Moodle offered convenience and accessibility and user-friendly
interface. About 9.9% supported the discussion boards and forums served as motivation for
students to further their study while others 7.6% agreed that their FICs and tutors were very
supportive.
On the contrary, students who have difficulties in UPOU modalities cited their problems:
unavailability or limited resources of information, downtime of UPOU Moodle/IVLE website,
unavailability of FICs, rescheduling of F2F and exam dates, course materials flaws (i.e. typo
errors, blurred copies, damaged DVDs/CDs, etc), inactive web discussions, unreasonable
requirements i.e. immersion, self-discipline and time management. However, many feel that
apart from the technical difficulties experienced, lack of time management and self-discipline
are major contingencies why students fail in meeting the deadlines or drop subjects enrolled.
The blended learning environment, both F2F and online, helped students adapt in UPOU DE
mode. Thus as mentioned by Grasha, that a balance of all the learning style preferences are
likely to evolve over time as one learns or meet new experiences. This transitory stage from
residential-mode to virtual-mode marked the development of student's learning style from
dependent to participative learning and progress to competitive-collaborative-independent
learning style. This only indicated that learning styles of students are mixture of various styles
and that no single learning style perfectly match each individual. One's learning style is
manifested on how students are trained from previous learning environment or even in work
setting.
| P a g e 24
Frequency
N=200
Percentage
%
119
72
9
59.5
36
4.5
52
49
8
43.6
41.1
6.7
10
8.4
176
13
11
88
6.5
5.5
23.8
3.9
19.3
3.4
9.6
18.7
18.1
85.5
9.5
0.5
14.6
20.6
12.8
7.6
9.9
19.2
Having matched the reaching mode and modalities of UPOU and students need, the study
supported the characteristics of DE by UPOU which were as follows: (UPOU 2003)
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4. Two-way communication between teacher and student exists through printed
communication, electronic mail, telephone, teleconferencing, computer conferencing
and even video conferencing.
5. Communication technologies are a very important aspect of distance education since
these are used for various purposes (i.e., as a tool for administrative networking, as a
facility for two-way communication between teacher and student, between tutor and
student, between the University's support services and the student, and as an aid for
teaching and learning)
| P a g e 26
Conclusion
The results clearly indicated that learning and teaching styles can influence information seeking
behavior and choice of DE mode of students. In spite of the many variables involved we must
also assume that information seeking behavior is even more complex especially to distant
learners where flexibility and convenience in learning are critical.
Recommendations
For Distant Learners
Knowing ones learning and teaching styles would benefit a distant learner to further enhance
his learning and studying skills. It is necessary that distance learners are aware of their
weaknesses and strengths in learning especially that they are isolated from the tutors and
classmates. It is also recommended that distance students should also assess their course
content and delivery in order for the learning environment be further improved and administered
according to the students needs.
Dickie (1999) has accounted some recommendations about distant learning experience.
Distance learners must take ownership of their learning situation by being responsible
for their learning as more independent and self-directed learners.
Distance Learning is being able to adapt to change. It poses extra challenge to acquire
essential technological skills to facilitate the intercommunicative processes involved in
learning activities.
It is within the nature of distance learning experience for distance learners to feel
convinced that being a distance learner means taking risks.
In other words, a distance learner is disciplined, that even situated in a virtual learning
environment, self-paced instruction and demanding career and lifestyle, still maintains
academic excellence and able to communicate effectively using advanced technological skills.
| P a g e 27
For educators
Distance Learning can never replaced the information delivery and interaction of traditional F2F
mode of instruction, thus educators should be aware how to maintain academic quality that
helps students remain competitive in global education. There is a definite need to develop
strategies for teaching in distance learning in order to teach effectively. Multiple modes of
delivery will facilitate teaching methods that build students inquiry and problem-solving skills as
well as their content knowledge in every subject. (OLawrence, 2007)
It is also recommended to use, if possible, multiple technologies, since those provide richer
communication than any one technology alone (Wentling et alt. 2000). Using different
technologies provides different types of interaction involving different senses and, in
consequence, it reaches a broader group of students learning preferences. It should be taken
into account that most people retain (Rief, 1993):
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what they say and do.
However, although technology is an integral part of distance education, any successful program
must focus primarily on the instructional needs of the students rather than the technology
(OLawrence, 2007).
Educators need to make the learners feel 'at home in virtual space' so that they want to work
with others, aside from being an independent learner. Although self-pacing is important,
keeping the cohort experience is advantageous (Dickie, 1999). The visibility of the FICs is very
important as they are the online consultants of the distant learners. The interactive discussions
as well as virtual social forums stir the learner's stamina to further study, be motivated and
| P a g e 28
interact with fellow classmates. In this way, learners will always look forward establishing
connection to the virtual learning environment that UPOU administers.
With the development of media and technology, defective learning DVDs and CDs could be
minimized if slide presentations, video and audio streaming will be made available online. In
this way, students can cope up to the voluminous reading materials and still can follow on to
the schedule of the course. The availability of e-books has also been beneficial to UPOU
students; however, there are minimal concerns on updating some course materials.
With the launch of IVLE and Moodle website as the virtual learning portal of the UPOU,
technical difficulties faced by the learners should be addressed efficiently by tech-support
hotlines. Not all learners are adept to the use of computer and the internet; it is necessarily that
online instructions be accessible.
It is necessary to amass more data in the future as virtual learning progresses. There is a
definite need beyond to develop strategies for teaching in distance learning in order to teach
effectively and in order to utilize the academic freedom and excellence that the UPOU upholds.
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BIBLIOGRAPHY
| P a g e 30
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APPENDIX
Survey Questionnaire
1. Which age category are you in?
Age 20-25
26-30
30-39
40-49
50-60
Learning Center? __________
Years Enrolled =
Current sem =
5. Select preferred information source and the frequency and amount of time usage
INFO. SOURCE
PREFERENCE
(Yes or No)
FREQUENCY OF USE
(1,2,3 x month, Almost daily /
weekly, not at all)
| P a g e 33
10. PERCEPTION
I am more of a...
* Sensing learners tend to like learning facts, often like solving problems by well-established methods
and dislike complications and surprises, patient with details and good at memorizing facts and doing
hands-on (laboratory) work, don't like courses that have no apparent connection to the real world.
* Intuitive learners often prefer discovering possibilities and relationships, like innovation and dislike
repetition, better at grasping new concepts and are often more comfortable than sensors with
abstractions and mathematical formulations, intuitors don't like "plug-and-chug" courses that involve
a lot of memorization and routine calculations.
___Sensing Learner
___Intuitive Learner
11. ORGANIZATION
Learning organization preference:
I learn best through:
___Inductive (prefer presentations that proceed from the specific to the general)
___Deductive (prefer presentations that go from the general to the specific)
12. UNDERSTANDING
How students progress to understanding information?
I am more of a...
* Sequential learners tend to gain understanding in linear steps, with each step following logically
from the previous one; tend to follow logical stepwise paths in finding solutions; may not fully
understand the material but they can nevertheless do something with it (like solve the homework
problems or pass the test) since the pieces they have absorbed are logically connected; They may
know a lot about specific aspects of a subject but may have trouble relating them to different aspects
of the same subject or to different subjects.
* Global learners tend to learn in large jumps, absorbing material almost randomly without seeing
connections, and then suddenly "getting it." They may be able to solve complex problems quickly or
put things together in novel ways once they have grasped the big picture, but they may have difficulty
explaining how they did it; strongly global learners who lack good sequential thinking abilities may
have serious difficulties until they have the big picture.
____Sequential Learner
____Global Learner
13. I strongly believe I belong to the group of:
* Competitive students
learn material in order to perform better than others. They like to receive recognition for their
accomplishments and prefer both teacher-centered instruction and also group tasks where they can
lead or demonstrate their pre-eminence
* Collaborative students
feel that they can learn by sharing ideas and talents. They like to co-operate with the teacher and to
work with others. This leads to a preference for group work, projects, seminars and lectures that
feature small group discussion
* Avoidant students
are uninterested in classroom learning and participate reluctantly. They prefer large group situations
where they can remain anonymous and do not like enthusiastic teachers.
* Participant students
are good citizens and enjoy participating in as much as they can. Typically, they are eager to take all
the options that they can and to fully meet all the requirements. They prefer participative exercises,
including lectures that allow student participation, informal discussions and reading assignments
| P a g e 34
* Dependent students
show little intellectual curiosity and learn only what is required. They look for structure and specifics
and prefer teacher-centered classroom situations, good handouts or notes to copy and clear
deadlines and
instructions for assignments
* Independent students
like to think for themselves and are confident in their learning abilities. They often like to work alone
and prefer student-centered methods, self-paced instruction and assignments that give students a
chance to think independently.
_____Competitive _____ Collaborative _____ Avoidant ______Participant
____ Dependent _____ Independent
TEACHING STYLE PREFERENCE by GRASHA (1996)
* Expert
Possesses knowledge and expertise in the subject; concerned with transmitting information; strives
to demonstrate expertise to students and thus maintain own status
* Formal Authority
Possesses status because of role as a teacher; concerned with the correct, acceptable and standard
ways of doing things and with providing feedback, both negative and positive; likely to establish
learning
goals, expectations and rules of conduct
* Personal Model
Believes in teaching by personal example; oversees, guides and directs by showing how to do things
and encouraging students to observe and emulate
* Facilitator
Guides, supports and encourages students to develop themselves; encourages asking questions
and exploring options; develops initiative and responsibility; works with students on projects in a
consultative fashion
* Delegator
Perceives role as a resource to be called upon by students; expects students to work autonomously
and independently.
14. I prefer teachers who are... (Check all that apply)
____Expert ____Formal Authority ____Personal Model ____Facilitator
____Delegator
15. Rate the type of teaching styles you think your course should be best delivered.
____Type 1 Teacher - focus on personal development of students; preferred group discussion
____Type 2 Teacher - focus on transmission of knowledge; preferred traditional lecture
____Type 3 Teacher - focus on promoting competence and productivity; preferred labs and workshops
____Type 4 Teacher - encourage experiential learning; emphasis on facilitating learning
16. Did your learning style influence your choice of distance learning at UPOU rather than the
residential mode? Yes or No. Why? In what way?
17. Does your learning style influence the way you seek out information? Yes or No? How?
18. Does the learning mode and modalities of UPOU meet or match your needs? Yes or No? Why?
/JML2008