CASE STUDY: JOHN B.

LACSON FOUNDATION MARITIME UNIVERSITY ONLINE DISTANCE LEARNING LMS

Dr. Benelyn P. Badituan
Asst. Dean, Graduate School Distance Education Director John B. Lacson Foundation Maritime University M.H. delPilar St., Molo, Iloilo City

Maria Cristina P. Arante

Instructional 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

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 blended learning 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.

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.

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, socioeconomic 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,

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.

References:
1. E-learning Wikipedia, the free encyclopedia. RetrievedOctober 10, 2011 from http://en.wikipedia.org/wiki/E-learning. 2. Enterprise Learning from eFront. Retrieved October 10, 2011 from http://www.efrontlearning.net/index. 3. Enterprise Learning from eFront. Retrieved October 10, 2011 from http://www.efrontlearning.net/functionality-matrix 4. JBLFMU ODL Manual (2009)