Page 112 - Reimagining Higher Education : Case Studies On Designing For Inclusion, Equity, And Access In The Buka Project

A. K. T. Marcial et al. · Sustainable Institution Building for Open Learning (SIBOL) Initiative

- University of the Philippines Open University (UPOU), Philippines

to focus on some things that are based only [on] our experiences and insights
from those experiences. Discussing these with others gave us a greater perspective

that will help us in planning our own [programs].

In other words, the synchronous sessions were also an opportunity for

benchmarking, identifying institutional weaknesses, and exploring possible

solutions to issues and concerns in blended, online, and open learning. Working on
the assignments as a group was a positive aspect of the training because it

prompted the participants to reflect on their institution’s context and culture. As
one participant stated, the group work allowed them to:

think really deep[ly] regarding our status vis-a-vis what the module says.

Points for improvement

Most of the participants who completed the end-of-module surveys did not
indicate any aspects that needed improving, but there were a few useful

suggestions, such as adjusting the training schedule, providing more resource
materials, and emphasising key takeaways from the modules during the

synchronous sessions. Adjustments in the training schedule were easy to address,

i.e., allocating more time for the asynchronous group assignments and extending
deadlines. With regard to the provision of resource materials, while the modules

featured a good mix of readings and multimedia materials, for example, video

lectures, presentation slides, some participants wanted more case studies and
examples. A few wanted ‘bite-sized’ videos that would summarise key points while

another suggested discussing the key points in the module during the synchronous
sessions. This preference for more condensed versions of the learning resources

could be due to the fact that they found it di cult to manage their time as a
participant in the training amidst their busy work schedules.

For the UPOU BUKA team, aside from making the training materials more

accessible, providing more institution-focused feedback was challenging.
Grouping the participating institutions according to similarities in their

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