Innovative Teaching and Learning of Master in Management towards Open Education

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INNOVATIVE TEACHING AND LEARNING OF MASTER IN MANAGEMENT
PROGRAM TOWARDS OPEN EDUCATION
Article · January 2014
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Juanita Costillas
Southern Leyte State University
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Vol. 2:216- 228(2014)
Resource Development
INNOVATIVE TEACHING AND LEARNING OF MASTER IN
MANAGEMENT PROGRAM TOWARDS OPEN EDUCATION
Juanita M. Costillas1
, Gloria M. Reyes 2
, and Pham Tiet Khanh3 Journal of Educational and Human
Abstract
This study evaluates teaching and learning innovations of SLSU-
Philippines and TVU-Vietnam in implementing Master in Management
based on CIPP evaluation framework of Stufflebeam (2007). Data
gathered from program managers, teachers and students revealed
teaching and learning were on digital multimedia, specifically a mixed of
e-learning and face to face sessions. Modalities include face to face with
teaching assistant (dominates majority of the time), emails, chats,
Facebook, Skype, texts and phone calls. Online consultations form part of
completing a subject. English support was commendable (60% were
pleased and 40% very pleased) contributing to the success of delivering
the program.
Keywords: innovations, modalities, teach learn modalities, SLSU
modalities
1.0 Introduction
This study aims to assess the
innovations on teaching and learning
modalities of the Master in
Management program in Vietnam. It
is a reality that the current
knowledge-driven global economy
captures extraordinary attention to
open education (OE) implementers
having the role of providing wider
latitude of relevant and functional
knowledge and experiences to their
clients, the students. In the Book
Review on Higher Education
through Open and Distance
Learning, Harry (1999) stressed that
open and distance education has
grown into a higher education
industry leading one of the pathways
towards global education. In its
efforts towards quality education,
the Philippine educational system is
trying to cope with the global trend
and is embarking on the various
activities towards this goal. The
Strategic Plan or Road Map in
Public Higher Education reform of
the Commission on Higher
Education (CHED) for 2011-2016
signed in May 17, 2012 significantly
emphasizes the importance of

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, Gloria M. Reyes 2
international and regional
networking as mentioned on Item
5.2.2 on Quality Improvement
Project which states “CHED, in
coordination with the Department of
Foreign Affairs strengthens
international cooperation by joining
international and regional bodies/
networks, negotiating and
facilitating bilateral/multilateral
agreements on academic cooperation
and linkages of local HEIs with their
counterparts in other countries as
well as with international
organizations”.
Starting 2009, the Southern
Leyte State University (SLSU) and
Tra Vinh University (TVU) worked
on the offering of MM in Vietnam.
According to the Theory of
Industrialization of Learning by
Peters (1988) teaching process in an
open education is gradually
restructured through increased
mechanization and automation.
However, there is a great need to
consider the differences in culture,
language, and other practices of the
partner country or institution in the
implementation of this
internationally partnered program.
The offering of MM program in
TVU, Vietnam has posed more
challenges in terms of teaching and
learning modalities. There is a gap
between the concept of open
education delivery and the present
situation of the both the teachers and
students and program managers.
Hence, monitoring and evaluation of
the program is very important. The
outcome of this study served as
substantial, relevant and significant
inputs in the revision of the
implementation scheme and
Memorandum of Agreement.
2.0 Theoretical and Conceptual
Framework
The Theory of Independence
and Autonomy stresses that
independence of students is the
essence of open and distance
education according to Wedemeyer
(as cited in Keegan, 1986).
Wedemeyer described distance
education with the following
characteristics: Be capable of
operating any place where there are
students, even only one student,
whether or not there are teachers at
the same place, at the same time;
Place greater responsibility for
learning on the student; Free faculty
members from custodial-type duties
so that more time can be given to
truly educational tasks; Offer
students and adults wider choices
(more opportunities) in courses,
formats, and methodologies; Use, as
appropriate, all the teaching media
and methods proven effective; Mix
and combine media and methods so
that each subject or unit within a
subject is taught in the best way
known; Cause the redesign and
development of courses to fit into an
articulated media program;
Preserve and enhance opportunities
for adaptation to individual
differences; Evaluate student
achievement simply, not by raising
barriers regarding the place, rate,
method, or sequence of student
study; and Permit students to start,
stop, and learn at their own pace. In
addition, Moore’s (1970) theory of
open and distance education

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Figure 1. The conceptual framework
emphasized the amount of learner
autonomy and the distance between
teacher and learner. In this case,
Moore mentioned that being
autonomous is “learner-determined”
which is characterized by autonomy
in setting objectives, autonomy in
methods of study, and autonomy in
evaluation. In this case, the
institution must devise technique on
how these autonomy matters are
properly addresses. The theory of
industrialization of learning
compares distance education as
industrial production of goods in
which Peters (1988) introduced the
principle of division of labor as a
critical element. In his theory of
industrialization, the teaching
process is gradually restructured
through increased mechanization
and automation in which mass
production of goods can be done in a
shorter period of time and less
expense at a larger coverage
(distance). The use of modern
systems of delivering instruction
plays vital role in the attainment of
objectives in distance education.
In relation to the above
mentioned theories, this study
considers a modified or innovative
autonomy in the methods of study
(Moore, 1970) used by teachers and
students. These innovations in
teaching and learning are very
important in consideration of the
capability of faculty and students,
the culture of partner university and
on the agreed specific items of
collaboration. The emphasis is on
the production of quality goods
(Peters, 1988) despite the limitations
of both parties being the first kind of
processes that they got involved
with.
3.0 Methodology
This study is explorative in
nature utilizing survey
questionnaires and interview
schedules. Data were gathered
through face to face (F2F) and
online modes with TVU
counterparts. Eighty-eight percent of
the faculty, 100% of program
managers, 26% of graduates and
82% of students served as sample of
this study. To enhance data
reliability, applicable questions

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asked for teachers were also asked to
students. Stratified sampling per
section was considered for the
graduates and students. Interview
was done to triangulate the data
collected from the surveys.
Classification of teaching and
learning modalities was based on
“Selecting and Using Technologies
in Education” presented by Atienza
(2013). In addition, secondary data
were also used to provide context
view of the program. Analysis of
accumulated data was done using
descriptive statistics.
Program Evaluation Framework
As stipulated in the
Memorandum of Agreement (MOA)
between the two universities, one
term of partnership is good for three
years and can be extended or
renewed for another term but before
that, a holistic evaluation must be
done. This study form part of the
holistic evaluation having based its
components in the approved
implementation scheme and other
approvals and follows the Context-
Input-Process-Product (CIPP)
evaluation framework of
Stufflebeam, et.al (1991, 2007) as
presented in Table 1.
Table 1. The CIPP evaluation framework.
4.0 Results and Discussion
Context Evaluation
The context of TVU and
SLSU partnership is founded on the
laws of Philippines and Vietnam.
These laws are articulated in the
policies, standards and guidelines of
the Commission on Higher
Education (CHED) of Philippines
and the Ministry of Education and
Training (MOET) of Vietnam. Other
considerations are the existing
academic policies of SLSU, the
culture of both countries and current
resources of both universities.

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Input Evaluation
The teaching and learning processes
was decided to be on a blended
mode as stipulated in the
Implementation Scheme of the
Master in Management program.
This is featured by a combination of
F2F and online classes/
consultations. Considering the
language difference, curriculum was
enhanced by adding two English
subjects which served as part of
preparing the students in the
teaching and learning processes.
Process and Product Evaluations
The teaching and learning
processes were primarily evaluated
based on the agreed and approved
IS. Routines not specified in the IS
followed the policies and guidelines
of SLSU. The following are the
results of the teaching and learning
innovation processes with
corresponding result of product
evaluation as to their effectiveness.
On Teaching Innovation Modalities
As shown in Table 2, the
types of teaching materials always
used include hand-outs, modules,
lesson guides and PowerPoint
presentations which are all found to
be effective by both the teachers and
students. Video clips and softwares
were sometimes used which were
rated to be effective; these were used
in selected subjects only like
Management Information System
and Statistics. The materials were
delivered to students through emails
which is found to be very effective,
especially the ones to be used in the
lectures. These can be attributed to
the opportunity to have a two-way
communication. Besides, students
have the chance to review and
translate their messages before
sending to teachers. According to
Atienza (2013), digital multimedia
which are using technologies such as
computers, Internet, telephone,
cable, satellite, fiber optics, CD
ROM, DVD, and wireless can have
educational applications like
powerpoint, computer-aided
learning, emails, discussion forum,
webcast, online courses and
teleconferencing. It is found in this
study that SLSU and TVU use some
of these forms of digital multimedia.
In addition, printed materials which
are sometimes used are found to be
the activities, case studies and other
assignments that the students will do
during and after the lectures.
In terms of time mode in
sending the materials to students,

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Table 2. Types and delivery mode of teaching materials used.
92.9% of teachers sent them at least 2 weeks in advance but only 72.6% of
students received. These results mean that some students got the materials a
little bit late but still got them before the start of classes. Some teachers
provide more materials at the start of or during classes especially the
activities, case studies and group work since students would answer them in
advance if these were provided in advance.
Table 3. Time mode in sending/receiving materials.

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Lessons are delivered to
students in blended mode with face
to face (F2F) sessions dominating
most of the time (44 - 50 hours) in a 3
-unit subject. The rest is done on-line
usually in asynchronous computer-
mediated communication. Teaching
is supplemented by bringing in some
resources from the Internet to
provoke discussions and some
activities of the students. Some of the
media that were found effective by
both teachers and students are emails
and skype; Facebook is rarely used
since it is not encouraged to be
used by the partner. Similar
observations were found in the mode
of providing activities, assignments
and other requirements are also in
blended mode wherein F2F and
emails were always used and found
very useful while phone calls,
Facebook and printed materials were
sometimes used which were either
effective or fairly or reasonably
effective for students’ learning.
Feed backing with students
was done most of the time during
F2F and by appointments with
students, both of which were very
effective
Table 4. Delivery mode of lessons and requirements to students.

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(Table 5). Although feed backing
and consultations were always done
through the teaching assistant (TA),
but this was only effective for the
students; in this case English skills
of the students are not practiced
since TA will translate concerns to
English and answers to Vietnamese.
Teaching modalities were
evaluated in terms of students’
satisfaction wherein 60% were
extremely satisfied, very satisfied or
satisfied of these teaching models
(10%, 35% and 15%, respectively).
On Learning Innovation Modalities
The students gained access to
instructional materials through
emails (effective) and printed
materials (effective) and sometimes
through phonecalls (fairly effective)
as shown in Table 6. These are
consistent with the delivery mode
mentioned by the teachers shown on
Table 1. In addition, these materials
are received by the students from the
partner’s coordinating office or
through the TAs and sometimes
direct from the teacher.
Students always do their
requirements for the subject during
their classes and by emails. Both are
found very effective; consultations
were also done in these modes
(Table 7). However, support from
English Club of TVU is provided to
students especially in editing their
final requirements. Along the way,
students consult through phone calls
and emails for the comments and
corrections of final papers.
One of the very important
components of teaching and learning
is getting feedbacks and addressing
problems of the learners. Table 8
shows that the help of the teaching
assistants is indispensable in this
case since they are the ones who can
correctly know what the students’
needs are. These feed backing and
addressing concerns took place
either during F2F sessions or
through emails (both were found to
be effective).
Table 5. Mode of consultations and feedbacking.

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Table 6.Gaining access to instructions and materials
Table 7. Doing requirements for the subject
Table 8. Receiving feedbacks and addressing problems from teachers.
On English Learning Support to
Students
The students were given by
the partner university with English
support through its English Writing
Club (Table 9). Although about 69%
of students can meet the MM
program without English support,
still TVU and SLSU provide it
through English evening classes,
English Speaking Parties, intentional
phone calls in English and
organization of English Club by
TVU 60%-pleased; 40%-very
pleased of the service attitude of

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TVU staff. Besides, students always
opt to using a Google translator for
them to understand better what the
teacher requires or said during
lecture and consultations. However,
students agreed that using a Google
translator is not effective since
translation is not correct. Other
English learning support modalities
include conducting special activities
for English skills enhancements,
sending emails and making phone
calls in English.
Innovative Strategies in the
Delivery and Evaluation of the
Program
Both SLSU and TVU are
new to the foreign partnership and
have done referencing and research
on how the international program is
better delivered to clients. In the
processes of implementing decisions,
Stufflebeam (1991, 2007)
emphasized the checking of planned
activities after work was done. If not,
some innovations are resorted to for
improved services. Below are the
considered innovative strategies that
the university undertakes in the
delivery and evaluation of the
program.
1. Relationship between teacher and
students is strict but fair,
understanding and sympathetic.
2. Knowledge from the program is
very wide; a lot of learning is
helpful for job.
3. Teachers are enthusiastic
teaching the content deeply that
can be applied in real life
4. All the best things are done for
the students
5. Theories and practices are
enclosed; research activities are
enforced
6. Offered flexible time and
affordable fee
7. The two universities learned each
other about management
8. Help students to get higher
knowledge
9. Create conditions for students to
approach and learn new teaching
methods
10. Honest, diligent and innovative
teaching is used
11. Understanding each other’s
culture
12. Using award and reward as
motivations of students
13. Formative evaluation is regularly
done by program managers and
university officials
In Store for SLSU to Move
Forward
Considering that open
education is a vision of learning
accessible to an individual with

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Table 9. Mode of english learning support to students.
minimum restrictions as reiterated
by Belawati (2014) during the 2nd
International Conference on Open
and Distance e-Learning, SLSU has
to be more innovative and keep on
benchmarking with other leading
universities in terms of open
education. As in the case of the
University of the Philippines Open
University (UPOU), when it started
its programs, more or less the same
practices were done, F2F plus online
classes. However, UPOU speedily
evolved and now its teaching mode
is featured by the following: (1)
Students and teachers are physically
separated from each other. They do
not meet face to face in a physical
classroom; (2) Students undertake
guided independent study of
carefully selected as well as
specially designed learning
materials in various media-print,
video and multimedia; (3)
Interaction between teacher and
students and among students takes
place through online tutorials in
virtual classroom. Other forms of
communication between teacher and
students are email, text and
teleconferencing; (4) Final
examinations are conducted either
face to face through learning centers
or online. All examinations are
proctored (upou.edu.ph). Although
UPOU had been starting this mode
of teaching since 1995, it encounters
problems on electronic resources
utilization such as lack of IT
knowledge in getting information
and exploiting the use of e-resources
in teaching (Belen, 2014). SLSU is

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also moving towards these new
innovations. It is very clear that the
innovations of SLSU
metamorphosed similar to UPOU
and there are still a lot more in store
for SLSU to improve.
5.0 Conclusion
Based on the CIPP evaluation
framework, the Master in
Management program of SLSU and
TVU provided an avenue for both
schools to learn from each other in
terms of teaching and learning
innovations. The application of
blended mode of teaching and
learning featured with a mix of e-
learning and face to face sessions in
the midst of culture difference has
provided a lot experiences on the
part of the teachers and university
officials. These provide experienced-
based mind set on using refined
blended teaching and learning
modalities to Filipino students.
Besides, findings support the theory
of independence autonomy
considering that students have
effectively assessed the innovative
teaching and learning practices.
Formative and holistic program
evaluations are considered vital in
improving its management changes.
Hence, open education through
digital multimedia as a tool in the
execution of the different teaching
and learning modalities aided with
diligent English support has positive
outcome despite of language,
distance and culture barriers. These
can be implemented in the local
classes of SLSU as part of its
preparation for the 21st century
teaching and learning.
6.0 References Cited
Atienza, D. (2013, November 24-
29). Selecting and using
technologies in education.
Lecture presented at
Executive Development
Program for Middle
Managers, Manila.
Belawati, T. (2014, June 19-20). An
Asian perspective on open
education, open education
resources, and massive open
online courses. Paper
presented at 2nd International
Conference on Open and
Distance e-Learning, Manila.
Belen, J. (2014, June 19-20).
Efficacy level of electronic
resource utilization: The case
of University of the
Philippines Open
University. Paper presented
at 2nd International

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, Gloria M. Reyes 2
Conference on Open and
Distance e-Learning, Manila.
Chong, S. & Ho, P. (2009). Quality
teaching and learning: A
quality assurance framework
for initial teacher preparation
programmes. International
Journal Management in
Education, 3(3,4): 302-314
Harry, K. (1999). Higher Education
through Open and Distance
Learning: World review
of distance education and
open learning. London:
Routledge.
Keegan, D. (1986). The foundations
of distance education.
London: Croom Helm.
Moore, M. G. (1970). Learner
autonomy: The second
dimension of independent
learning. Monmouth,
Oregon: Oregon College of
Education.
Peters, O. (1988). Distance teaching
and industrial production: A
comparative interpretation
in outline. In D. Stewart, D.
Keegan, and B.
Holmberg (Eds.), Distance
education: International
perspectives. New York:
Routledge.
Stufflebeam, D. L., Foley, W. J.,
Gephart, W. J., Guba, E. G.,
Hammond, R. L., Merriman,
H. O., & Provus, M. (1971).
Educational evaluation and
decision making. Itasca,
Illinois: F. E. Peacock.
Stufflebeam, D. L., & Shinkfield, A.
J. (2007). Evaluation theory,
models, and applications. San
Francisco: Jossey-Bass.
Commission on Higher Education
(2012). The roadmap in
public higher education
reform. Strategic Plan 2011-
2016. Retrieved from
www.ched.gov.ph.
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