Case Study_jblfmu Odl Lms

7/31/2019 Case Study_jblfmu Odl Lms

1/6

CASE STUDY: JOHN B. LACSON FOUNDATION MARITIME UNIVERSITY

ONLINE DISTANCE LEARNING LMS

Dr. Benelyn P. BadituanAsst. Dean, Graduate School

Distance Education Director

John B. Lacson Foundation Maritime University

M.H. delPilar St., Molo, Iloilo City

Maria Cristina P. AranteInstructional Material Designer

John B. Lacson Foundation Maritime University

M.H. delPilar St., Molo, Iloilo City

ABSTRACT

The John B. Lacson Foundation Maritime University comprises three major

academic units: JBLFMU-Arevalo, JBLFMU-Molo and JBLCF-Bacolod. In addition, the

University encompasses a wide array of centers and programs, libraries, museums,

administrative support offices and a training center that supports continuing training and

education programs. Approximately 11,000 students attend the University.

Being the only maritime university in Philippines and the first maritime university

in Asia, the JBLFMU is committed to the development of a culture of excellence in

maritime education and training, and responds to the need of time by acknowledging the

practical and operational advancement of Online Distance Learning (ODL) mode of

delivery.

Distance learning is a tool for e-commerce and used to leverage the intellectual

capital of educational organizations. Distance learning via the Internet, combined with

multi-media platforms, satisfies the demand for alternative forms of education.

A learning management system(LMS) is software used for delivering, tracking and

managing training/education. The LMS ranges from systems for managing


2/6

training/educational records to software for distributing courses over the Internet and

offering features for online collaboration (Wikipedia, 2011).

Although eLearning is naturally suited to distance learning and flexible learning,

it can also be used in conjunction with face-to-face teaching, in which case the

term blendedlearning is commonly used. The eLearning services have been present since

computers were first used in education. This has brought about the trend to move towards

blended learning services, where computer-based activities are integrated with practical

or classroom-based situations (Wikipedia, 2011).

This study examines the outcome of pedagogic practice of LMS through eFront in

Online Distance Learning of the JBLFMU with the aim of identifying the features of

online distance learning which overcome distance, time and space, making education and

training available to clients at all times and giving them opportunity to learn new skills,

gain further instruction for enhancement of skills and knowledge, and become

marketable.

The Situation

The JBLFMU-Distance Education-Open Learning Office (DE-OL) aims to extend

graduate maritime studies throughout the country and the whole world; to provide

opportunities for instructors/trainers in maritime educational institutions, personnel of

maritime and shipping industries on-board ship and/or ashore to acquire a masters

degree in Maritime Education, Maritime Management and/or ShipManagement. The

system of programs uses both on-campus and off-campus methods of delivering

education to a wide range of students around the globe, who want to enhance their

competencies to better, prepare them for a career in maritime institutions and industries.


3/6

The Solution

With the goal of extending maritime studies, the JBLFMU-DEOL Office, with

full support from the Unit administration, a feasibility study on different open-source

LMS solutions was conducted. The experimental implementation of several LMS

including eFront revealed that, in terms of cost savings and easy control, eFront is the

best tool to use in engaging online distance learning.

eFront is a modern learning system, bundled with several functionalities ranging

from learning delivery, communication tools, reporting, and administration, up

to advanced security (eFront, 2011). It also provides an extremely wide array of

functionalities but remains simple and easy to use. The technical requirements of

solution are straightforward, which means that the solution can be rapidly implemented.

As a learning system, the JBLFMU ODL looks intently on the aspects of students

needs, design of self-study materials, student support, cost-effectiveness and quality of

materials and delivery system. It is built on the principles of good education practice

which encourages collaboration between students and faculty and among students

themselves as well as exchange of professional skills among faculty. The system puts

emphases on the development of skills and knowledge building rather than just merely

skills and knowledge acquisition.

Learning modules, study guides with instructions and other materials, including

video and audio tapes, are provided. Upon enrollment, the student is assigned an

instructor who receives his lessons and offers comments and suggestions. The instructor

gives a copy of the documents to the DE Office where grades are recorded and mailed or

emailed back to the student.


4/6

With the DE-OLS, the student has the freedom to tailor his learning to his

demanding schedule. The system, however, requires the students self-motivation and

discipline. Through Distance Education, one can work towards a masters degree in

Maritime Education, Maritime Management or Ship Management. The courses offered

via distance education or open learning system allows students to move up the career

ladder or expand his understanding of subjects as diverse as maritime law, socio-

economic development, maritime pollution and environment preservation, quantitative

analysis in business, etc.

Most lessons in the learning guide contain written assignments that must be

submitted to the GS-DE Center. When an assignment is received, it is recorded and

forwarded to the instructor who evaluates and grades the assignment and returns it to the

students thru the GS-DE office. No student may take the examination for the course until

he first completes all the previous written assignments. The student can use e-mail to

communicate with the DE Center, and in some cases, with the instructors as well. Also,

course assignments may be submitted by e-mail or uploaded through the eFront. The

module provides discussions, explanation and assignments which will guide the student

through the course as a classroom instructor would. It contains written assignments that

the student may complete and send to the GS Distance Education Center or uploaded

through the eFront.

Lessons Learned

eFront, being open by nature, has the means to customize relevant requirements

that best suit the Universitys needs. Among the main attraction that makes eFront the

finest learning delivery are: content management, assessments, projects, scheduling,


5/6

glossary, file library, lesson rules, Scorm 1.2, linked lessons, lesson capacity and course

instances among others (eFront, 2011). It also has communication tools that provide both

instructors and students constant collaboration among themselves be in or out of the

classroom.

Another functionality that makes eFront the best solution is its ability to provide

user reports, lesson reports, course reports, system reports and test reports. As to

administration, it is capable of importing/exporting courses and lessons with multilingual

support. Not the least of its capability is its advanced security which provides the user

and administrator exceptional security, scalability and support; eFront is professionally

supported and designed to last. It is always reliable because someone is regularly

available on hand if something does go wrong.

Benefits

The University hopes to conduct its education services and school management

via the digital realm, delivering rich media resources, providing collaboration tools for

project work, and encouraging online communication between students and instructors.

These are made possible through the aid of LMS solutions found in eFront.

Among open-source LMS solutions, eFront takes the lead in terms of integration

with the corporate environment. The overall implementation of the JBLFMU - ODL is

successful and delivered on time and with relative beneficial results. The primary benefit

is that all online courses provided by the school can now be delivered and accessed to and

by all concerned over the schools network or internet. Instructors are now more adept to

develop digital course content and have learned how to set, mark and record student

progress online.


6/6

References:

1. E-learningWikipedia, the free encyclopedia. RetrievedOctober 10, 2011 fromhttp://en.wikipedia.org/wiki/E-learning.

2. Enterprise Learning from eFront. Retrieved October 10, 2011 fromhttp://www.efrontlearning.net/index.

3. Enterprise Learning from eFront. Retrieved October 10, 2011 fromhttp://www.efrontlearning.net/functionality-matrix

4. JBLFMU ODL Manual (2009)

Case Study_jblfmu Odl Lms

Documents

Transcript of Case Study_jblfmu Odl Lms