Learning in Progress: Effectiveness of Elearning in Maritime Education

Prof. Maria Cristina P. AranteInstructional Material Designer

The eLearning services have been present since computers were first used in education and the use of computer and technologies that goes with it is ubiquitous as well as the necessity of using available technologies to assist in day-to-day teaching-learning activities has become significant to both instructors and students.

John B. Lacson Foundation Maritime University, with its commitment on the “development of a culture of excellence in maritime education and training”, adapted Online Distance Learning by converging instructions in multimedia and web platform via the Internet that gratifies the demand for an alternative form of accessing education regardless of distance, space and time; an educational innovation that makes a sustainable high-global standard, interactive and collaborative learning possible.

Objectives of the StudyThe main purpose of this paper is to determine the effectiveness of eLearning on students’ who are taking modular courses via the eLearning portal of the University. Specifically, the study aimed at accomplishing the following:1. To assess students’ progress in education in using the eLearning.2. To examine student’s abilities, competencies and experiences in the online environment.

MARITIME INDUSTRY

knowledgeskills

MARITIME INDUSTRY

skills

technology

MARITIME INDUSTRY

Training excellence using available technologies can yield benefits to all learners.

The eLearning system provides excellent and learning methodologies that help students to achieve learning goals. It also brings real-time data assessment to determine as to how the students were doing on their modular courses.

E-Learning in Maritime Industry

The International Convention on Standards of Training, Certification and Watchkeeping (STCW) for Seafarers 2010 Manila amendments requires a new shifts in the learning exemplar through modern training methodology including distance learning and web-based learning.

E-Learning in Maritime Industry

MODULAR COURSE VIA ELEARNING

eLearning is the use of electronic media and information and communication technologies (ICT) in education. It is broadly inclusive of all forms of educational technology in learning and teaching.

In JBLFMU eLearning, the courses are designed in accordance with the standards set by the CHED in advanced of teaching.

MODULAR COURSE VIA ELEARNING

MODULAR COURSE VIA ELEARNINGeFront, a modern learning system, bundled with several functionalities ranging from learning delivery, communication tools, reporting, and administration, up to advanced security (eFront, 2014) was used as an e-learning environment to deliver courses online.

METHODOLOGY

The main purpose of this paper was to determine the effectiveness of eLearning on students’ taking modular courses via eLearning portal of the University.

METHODOLOGYAn affective type of research was employed in this study since the data are collected to answer questions concerning the students’ progress of learning. Affective research measures students’ achievements under the affective domain, or the attitudes, satisfaction and perceptions the students have on how much they have learned in an online environment.

METHODOLOGYParticipants

The participants of this study are the selected students of JBLFMU in Molo Campus who are taking modular subjects during the 2nd semester of the school year 2013-2014.

METHODOLOGYSources of DataThe data needed for the investigation were gathered through the use of a fifteen item questionnaire constructed for the purpose. It is divided into three key factors:1)Learner suitability, persistence, attitude,

and self-efficacy in the online environment,

2)The quality of instructor training, timeliness, and attitude toward students and the course, and

3)The overall design of the online program including its usefulness, functionality, and accessibility.

METHODOLOGYData AnalysisA reliability analysis using the measure of Cronbach’s Alpha was made to estimate the reliability of the instrument. The alpha coefficient for the fifteen items is .793

Table 1. Reliability Statistics

Cronbach's Alpha

Cronbach's Alpha Based

on Standardized

Items N of Items

.793 .795 15

DISCUSSIONComponent

1 2 3 4 5I8. My instructor has a high level of expertise in the implementation of e-learning courses.

.811        

I9. My instructor gives fast feedback via e-mail, chat and/or other communication facilities.

.801        

i12. The course itself and the learning material are clear and well-structured.

.796        

I7. When I need advice from my instructor, I can easily get in contact with her/him via communication tools available in the eLearning portal.

.765        

I6. My instructor has a high level of expertise in the implementation of e-learning courses.

.585        

I10. The online communication tools facilitate establishing new contact with other students.

.531        

I3. I can decide on my own at what time and where I am learning (e.g., at the university, at home)

  .801      

Table 4. Rotated Component Matrix

DISCUSSION ..continuation Component

1 2 3 4 5

I2. Learning in groups and cooperation with other learners are fostered in the course.

  .785      

I15. The course is demanding with regard to the organization of learning and time needed for learning.

  .610      

I11. The learning environment offers e-mail, chat, forum and/or other communication facilities for the interaction with other course participants.

  .506   .429

 

I14. I often have deal with technical problems (e.g, errors of the software, slow access to the internet).

    .776

   

I13. The learning environment is user-friendly.     .742

   

I1. I can attain learning outcomes as stated in the syllabus.

    .628

  .419

I4. I can decide on my own about the pace of learning and the use of learning strategies.

      .833

 

I5. The learning environment offers opportunities to increase my knowledge and to control my success (e.g., via test)

        .879

Table 4. Rotated Component Matrix

DISCUSSION ..continuation Component

1 2 3 4 5

I2. Learning in groups and cooperation with other learners are fostered in the course.

  .785      

I15. The course is demanding with regard to the organization of learning and time needed for learning.

  .610      

I11. The learning environment offers e-mail, chat, forum and/or other communication facilities for the interaction with other course participants.

  .506   .429

 

I14. I often have deal with technical problems (e.g, errors of the software, slow access to the internet).

    .776

   

I13. The learning environment is user-friendly.     .742

   

I1. I can attain learning outcomes as stated in the syllabus.

    .628

  .419

I4. I can decide on my own about the pace of learning and the use of learning strategies.

      .833

 

I5. The learning environment offers opportunities to increase my knowledge and to control my success (e.g., via test)

        .879

Table 4. Rotated Component Matrix

CONCLUSIONThe students’ progress in learning based on the data analysis result was aligned on the researcher’s conviction that students can learn well and also attain learning outcomes in the eLearning environment. The features of eLearning such as computer-based facilities, availability of online information and its accessibility to students regardless of location and time has significant effect on students’ progress of learning.

CONCLUSIONStudents viewed their participation and involvement in eLearning as important as they can use learning strategies and easily cope better on their studies at their own pace. The instructors’ role and high level of expertise in the implementation of courses in the online environment has also importance on the effectiveness of eLearning to students.

CONCLUSIONKnowledge sharing through available online discussion and communication tools enable students to exchange ideas and comments on the subject matter. However, there should be an instructor to facilitate the process as students might not collaborate spontaneously with peers.

CONCLUSIONA user-friendly environment of online learning is important especially to assist students who have poor knowledge on the use of technology and has problems in using some of the eLearning tools. Technical problems like poor Internet services and errors on software can make students lost interest in using eLearning thus it could affect their progress in learning.

RECOMMENDATIONJohn B. Lacson Foundation Maritime University should continue to provide a secure, reliable and high quality standard system. Instructors should continuously be provided with appropriate training focusing on the improvement of the eLearning lessons. Nevertheless, continue to assist and guide students in utilizing eLearning to improve the quality of learning experiences and ensure the students’ significant progress of learning in an online environment.

REFERENCES [1] Edward L. Meyen, Ronald J. Aust, Robert Isaacson. (2014). Assessing and Monitoring Student Progress in e-learning Personnel Preparation Environment. Retrieved from http://www.edtech.ku.edu/research/papers/AssessingMonitoringStudentProgress.pdf

[2] Enterprise Learning from eFront. (2014). Retrieved from http://www.efrontlearning.net/functionality-matrix

[3] Oye, N.D., Ab. Rahim. (2014). The Impact of e-Learning on Students Performance in Tertiary Institutions. Retrieved from http://www.ijcnwc.org/papers/vol2no22012/2vol2no2.pdf

REFERENCES [4] SPSS FAQ. (2014). Retrieved from http://www.ats.ucla.edu/stat/spss/faq/alpha.html

[5] STCW 2010 Amendments. (2014). Retrieved from http://www.imo.org/OurWork/HumanElement/TrainingCertification/Pages/STCW-Convention.aspx

[6] The Challenges of Measuring Student Success in Distance Learning. (2014). Retrieved from http://inside.at.utep.edu/?p=947

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